Education and Mobility

Modernization literature uses the criteria of ascription and achievement to distinguish preand post-industrial stratification systems. Analysts usually consider the development of systems of mass education and changes in the division of labor as the chief structural sources of such changes. However, sequences of such change do not necessarily recapitulate these contrasts. If the study of sequences is placed in the forefront of social change research, the life cycle point appropriate for the distinction between ascription and achievement becomes problematic. Moreover, the emphasis on temporal order derived from the stress on sequence suggests that situationally anchored cohort studies of intra-generation mobility are better for studying certain aspects of these processes than inter-generational mobility studies. A series of propositions are advanced contrasting socio-historical and biological explanations for changing mobility streams associated with education. The propositions are then applied to the experiences of three cohorts in Puerto Rican development. We conclude by noting the following. (1) Certain education related changes increase ascriptive characteristics by transferring some work promotion criteria out of the workplace into the classroom. (2) Like all dichotomies, the contrast between ascription and achievement is much too simple. It does not incorporate the multiple sequences of change, nor consider their direction problematic

Ascription · Linguistics · Mathematics education · Sociology · Migration and Labor Dynamics · Migration, Ethnicity, and Economy · Philosophy · Psychology

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