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Qualitative research for education: An introduction to theories and methods

What makes organizations so similar? We contend that the engine of rationalization and bureaucratization has moved from the competitive marketplace to the state and the professions. Once a set of organizations emerges as a field, a paradox arises: rational actors make their organizations increasingly similar as they try to change them. We describe three isomorphic processes-coercive, mimetic, and normative—leading to this outcome. We then specify hypotheses about the impact of resource centralization and dependency, goal ambiguity and technical uncertainty, and professionalization and structuration on isomorphic change. Finally, we suggest implications for theories of organizations and social change.

The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields (Chinese Translation)

This article presents a case study of parents' involvement with their third-grade children. Using interviews and classroom observations, the research revealed how some black parents, deeply concemed about the historical legacy of discrimination against blacks in schooling, approach the school with open criticisms. Since educators seek a positive and deferential role for parents in schooling, race appears to play an independent role in parents' ability to comply with educators' requests (although social class also mediates the ways in which black parents express their concerns). The results highlight the difference between possession and activation of capital and the value accorded displays of capital in particular settings. Taken together, the findings suggest the importance of focusing on moments of inclusion and exclusion in examining how individuals activate social and cultural capital

https://www.jstor.org/stable/pdf/2673185.pdf

Moments of social inclusion and exclusion race, class, and cultural capital in family-school relationships

The concept of habitus lies at the heart of Bourdieu's theoretical framework. It is a complex concept that takes many shapes and forms in Bourdieu's own writing, even more so in the wider sociological work of other academics. In the first part of this paper I develop an understanding of habitus, based on Bourdieu's many writings on the concept, that recognizes both its permeability and its ability to capture continuity and change. I also map its relationship to Bourdieu's other concepts, in particular field and cultural capital. In the second part of the paper I examine attempts to operationalize habitus in empirical research in education. I critique the contemporary fashion of overlaying research analyses with Bourdieu's concepts, including habitus, rather than making the concepts work in the context of the data and the research settings. In the final part of the paper I draw on a range of research examples that utilize habitus as a research tool to illustrate how habitus can be made to work in education...

https://www.jstor.org/stable/pdfplus/4128669.pdf

‘It's all becoming a habitus’: beyond the habitual use of habitus in educational research

Table 1 Correlations between institutional mean scores of NSSE clusters of effective educational practices and institutional graduation rates (N=680 4-year colleges and universities) .

https://nces.ed.gov/npec/pdf/Kuh_Team_Report.pdf

What Matters to Student Success: A Review of the Literature

Choosing Colleges: How Social Class and Schools Structure Opportunity

Through interviews and focus groups with 106 high school juniors and seniors, this research examined the college choice process for Latina and Latino students in the greater Los Angeles basin. Using chain migration theory within a social capital framework, the results indicated that as primarily first-generation college students, the students in this sample relied heavily on siblings, peers, relatives, and high school contacts for purposes of postsecondary planning and for creating a college consideration and application set.

Understanding Latina and Latino College Choice: A Social Capital and Chain Migration Analysis

How high-school seniors become college students is a result of two separate but interacting processes. Applicants apply to and enroll in college at the encouragement of family, friends, teachers, counselors, advertising materials, and other sources [28]. Colleges conduct marketing assessments, establish entrance standards, select, and enroll students [20]. The demographics of high-school graduates would seem to indicate a buyer's market, yet although college access is easier now than twenty years ago, it is harder to get into what some people consider the "right" college because of increased competition and standards [39]. For upper-middle-class students who view college as a pivotal career investment, choosing the right college has become pressure-filled. An industry has grown up to help college-bound students: guidebooks and software for SAT coaching; private counselors; consortia offering paid trips for high-school counselors to obscure college campuses; and slick magazines selling private college educations marketed to students stratified by SAT scores and socioeconomic status. College admissions has become a complex, high-stakes game where insider information is difficult to come by and where the guidance counselor caseloads are staggering. Some parents consider their children's college prospects when choosing preschools [23], and admissions practitioners bemoan the extraordinary amounts of time and money that students spend in "packaging themselves" [16]. In this article I am defining all aspects of the interinstitutional transition of an individual from high school to college as the "field of college admissions" [4]. I examine changes in this field in the 1980s and 1990s and the way in which nonschool-based admission assistance services have developed and expanded. I describe and label these nonschool-based services "admissions management." I offer this concept as an individual-level counterpart to the idea of enrollment management that has become prevalent in the literature on higher education. Admissions management is a constellation of behaviors which include buying services to help mostly high-SES, college-bound students maximize their college prospects, package themselves, and anchor themselves emotionally as they navigate the troubled waters of college admissions. I also describe the social construction of a new type of person--a college applicant--who in making the high school to college transition needs professional help, specifically, the assistance of a private, independent educational consultant. I argue that due to increased marketing on the part of college admissions officials, diminished high-school guidance operations, and heightened competition for college seats upper-middle-class students have generated new practices which, for them, already appear normative, are taken for granted, and are virtually the only reasonable way to choose a college. Some college aspirants, fearful of being frozen out of certain types of colleges thought to be their birthright, are mobilizing economic capital in an effort to enhance their cultural capital and thereby maximize their socioeconomic advantages. As a specific example, I will discuss the role and function of these private counselors, which I will show to be (1) offering specialized knowledge and assistance, (2) providing private uninterrupted time with a counseling professional, (3) organizing and managing the college choice process, and (4) cooling out unreasonable aspirations with viable, personalized alternatives. I will also demonstrate the advantages of using a field analysis. Examining the historic changes in the structural and organizational contours of the college admissions field and viewing the interinstitutional transition from high school to college as a "field" allows for greater analytic purchase by simultaneously viewing changes in high schools, colleges, the entrepreneurial sectors, and individuals' college choice actions. …

/pdf/buying-and-selling-higher-education-the-social-construction-2hmx3rujrc.pdf

Buying and Selling Higher Education: The Social Construction of the College Applicant.

A sociocultural understanding of affordability is essential to understanding the college cost deliberations of low-income African American and Latino students and their families. Habitus shapes and informs college affordability decisions for students and their families. Using interviews with 63 college counselors in urban secondary schools, low-income underrepresented students’ assessments of affordability were framed by a highly individualized assessment of need, an internalized calculation of costs versus benefits, and an acute awareness of the competing demands resulting from financial scarcity. The perceptual differences concerning college affordability are an unintended consequence of differential tastes between middle-income counselors and low-income families.

The Meaning of Money Perceptual Differences Between College Counselors and Low-Income Families About College Costs and Financial Aid

Every fall the opening of the academic year is heralded by an ever increasing number of newsmagazines that rank colleges In addition to the standard bearers of this market — US News and World Report and Money — magazines that offer their readers advice on how to choose a college are proliferating For example, one can find lists of the "best colleges" and "best buys" accompanied on newstands by the “top jock schools” (Sports Illustrated), the “best party schools” (Playboy), and the “best colleges for Asian Americans” (A Magazine) This paper is a study of who uses the contentious and seemingly influential newsmagazine rankings of US colleges and universities, and an analysis of what types of freshmen find these rankings useful in making their choice of college Equally important, it is a discussion of why reputations are important and how they can serve as a hedge against uncertainty Finally, the paper provides an analysis of the for-profit sector's encroachment into a critical educational equity arena-college access-embedded within a discussion of whether widely available college rankings result in democratized college knowledge

https://www.jstor.org/stable/info/40196306

Patricia M. McDonough

Papers

Choosing Colleges: How Social Class and Schools Structure Opportunity

Understanding Latina and Latino College Choice: A Social Capital and Chain Migration Analysis

Buying and Selling Higher Education: The Social Construction of the College Applicant.

The Meaning of Money Perceptual Differences Between College Counselors and Low-Income Families About College Costs and Financial Aid

COLLEGE RANKINGS: Democratized College Knowledge for Whom?