Are High Schools Really Heteronomous
Bibliographic Data
| ID | 2544580 |
|---|---|
| Authors | Keith Hope (corresponding author) |
| Year | 1983 |
| Volume | 56 |
| Issue | 3 |
| Pages | 111 |
| Publication date | 1983-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0038-0407 • E-ISSN: 1939-8573 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/2112380 |
| OpenAlex | W1990442692 |
| Language | EN |
| Citations received | 2 |
| References cited | 17 |
The question whether schools have may be rephrased as the question of the degree to which schools reflect the pattern of their inputs, and the degree to which they disrupt that pattern by their autonomous activity. In this paper a coefficient is employed to quantify the autonomous effects of schools, and its complement (which represents heteronomy, or the degree to which schools simply transmit the pattern of their inputs) is broken down into universalistic and particularistic components. By these means it is possible to make a quantified macrosociological statement about pattern of stratification in a society. Values of the components are reported for two societies which harbour contrasting norms and myths concerning the proper operation of stratification. In a comparison between American and Scottish education it is shown that, sofar from American high schools not having effects, they actually exert stronger effects than do their Scottish counterparts. It is generally believed that, at the time when these data were collected, Scottish education was, at least for the more academically gifted child, more efficacious than American. The relation between the efficacy and the effects of a meritelective system is explained by reference by Meyer's (19707 concept of Cl charter
Autonomy · Charter · Complement (music) · Epistemology · Heteronomy · Mythology · Political science · Relation (database) · Social science · Sociology · Stratification (seeds) · History · Intergenerational and Educational Inequality Studies · Law · Parental Involvement in Education · School Choice and Performance
Education, occupation, and earnings
Occupational prestige in comparative perspective
Inequality
Equality of educational opportunity
The IQ Meritocracy Reconsidered
The Trend of Scottish Intelligence
Eleven-Year-Olds Grow up
Vertical and Nonvertical Class Mobility in Three Countries
Curriculum Tracking and Educational Stratification
Social Implications of the 1947 Scottish Mental Survey
College Effects on Educational and Occupational Attainments
A Reconceptualization of School Effects
Indirect Effects in Path Analysis
Race, Class, and Income Inequality
The Campus as a Frog Pond
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,05 |
| Citation span | 1984 - 2007 (24) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |