Handbook of the Sociology of Education

1. Front Matter

   Pages i-xv

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2. Introduction

   1. Introduction

      • Maureen T. Hallinan

      Pages 1-12

3. Theoretical and Methodological Orientations

   1. Front Matter

      Pages 13-13

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   2. School as Context and Construction

      • Charles E. Bidwell

      Pages 15-36

   3. The Organizational Context of Teaching and Learning

      • Adam Gamoran, Walter G. Secada, Cora B. Marrett

      Pages 37-63

   4. On the Linkages between Sociology of Race and Ethnicity and Sociology of Education

      • Maureen T. Hallinan

      Pages 65-84

   5. Research and Theory on Equality and Education

      • Kathleen Lynch

      Pages 85-105

   6. Structural Effects in Education

      • Robert Dreeben

      Pages 107-135

   7. School Effects

      • Aage B. Sørensen, Stephen L. Morgan

      Pages 137-160

4. Development and Expansion of Education

   1. Front Matter

      Pages 161-161

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   2. Development and Education

      • Colette Chabbott, Francisco O. Ramirez

      Pages 163-187

   3. The Content of the Curriculum

      • Lizabeth H. McEneaney, John W. Meyer

      Pages 189-211

   4. Comparative and Historical Patterns of Education

      • Randall Collins

      Pages 213-239

   5. The Limits of Growth

      • Pamela Barnhouse Walters

      Pages 241-261

5. The Study of Access to Schooling

   1. Front Matter

      Pages 263-263

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   2. Equitable Classrooms in a Changing Society

      • Elizabeth G. Cohen

      Pages 265-283

   3. Connecting Home, School, and Community

      • Joyce L. Epstein, Mavis G. Sanders

      Pages 285-306

   4. The Variable Construction of Educational Risk

      • John G. Richardson

      Pages 307-323

6. The Study of School Organization

   1. Front Matter

      Pages 325-325

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   2. School Size and the Organization of Secondary Schools

      • Valerie E. Lee

      Pages 327-344

The aim of the Handbook of Sociology of Education is to present the most theoretically grounded and empirically rigorous sociological analyses of schools to date. The authors are distinguished researchers in the field. Their contributions to the Handbook offer major theoretical perspec­ tives on the schooling process and describe significant empirical studies of schools and their effects on individuals and society. The research presented in the Handbook is built on three fundamental tenets of sociol­ ogy. First, the authors adopt the perspective that schools are a central institution in society. An understanding of the function of schooling in social life is enhanced by viewing schools as interrelated with other societal institutions. The study of how the context of schooling influ­ ences education processes is critical to an understanding of school outcomes. Rather than being determined solely by ascribed and achieved characteristics, an individual's cognitive and social development are influenced heavily by the structures and networks in which the individual is embedded. Communities, families, schools, and social groups are critical ele­ ments in the educative process. By viewing the school as a societal institution and highlighting the interaction between context and individual behavior, the Handbook chapters provide a broader and deeper understanding of the determinants of learning in contemporary society. The second sociological insight that guides the research in the Handbook is that the school is a social system.

• Institution
• education
• education policy
• school organization
• sociology
• sociology of education

• Center for Research on Educational Opportunity Institute for Educational Initiatives, University of Notre Dame, Notre Dame, USA

  Maureen T. Hallinan

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