2025

外刊吃瓜

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本周的 JCS Focus

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社會(huì)學(xué)·國際頂刊

Sociology of Education

（《教育社會(huì)學(xué)》)

的最新目錄與摘要

About SOE

Sociology of Education provides a forum for studies in the sociology of education and human social development. SOE publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle.

期刊影響力分析

在2025年《期刊引證報(bào)告》（Journal Citation Reports）中，Sociology of Education 處于社會(huì)學(xué)領(lǐng)域 Q1 區(qū)，影響因子為2.8，近五年平均影響因子為5.4，在社會(huì)學(xué)領(lǐng)域期刊排名中位居第28名。

Current issue

SOE 每年出版四期，最新一期(Volume 98 Issue 3, July 2025)共5篇文章，詳情如下。

原版目錄.

CONTENTS

原文摘要.

ARTICLES

The Labeling Power of Critical Race Theory: Evidence from a National Survey Experiment

Andrew Myers，Crista Urena Hernandez

Discussions about educational content on race and racism have captured widespread public and political attention, with much of this debate falling under the umbrella of critical race theory (CRT). Despite this attention, we currently do not know whether it is the content in these lessons or the CRT label that is influencing opinion on this issue. Are critics of CRT reacting to the content that CRT encapsulates? Or does the phrase “CRT” trigger partisan beliefs that are unrelated or only weakly tied to the central claims CRT advances? We use original data from two experiments in national surveys (N = 1,983) to answer these questions. In the first experiment, respondents were randomly assigned to one of three vignette conditions that described a local high school board’s decision to ban a lesson by either (1) describing the content of the lesson, (2) labeling the lesson as CRT, or (3) both describing and labeling the lesson. In the second experiment, a subset of respondents was assigned to conditions where the school board approved the lesson rather than banning it. Results indicate that labeling a lesson as CRT leads to opposition—either agreeing with its ban or disagreeing with its approval—regardless of whether a description of the lesson is included. Subgroup analyses are suggestive of the idea that although baseline levels of support varied, this label impacts individuals across a wide array of sociodemographic and political groups.

Complicating the “Suburban Advantage”: Examining Racial and Gender Inequality in Suburban and Urban School Settings

Peter Hepburn，Danny Grubbs-Donovan，Nick Graetz，Olivia Jin，Matthew Desmond

Eviction cases are concentrated among renter households with children, yet we know little about the repercussions of evictions for children’s educational trajectories. In this study, we link eviction records in Harris County, Texas, to educational records of students enrolled in the Houston Independent School District between 2002 and 2016. At least 13,000 public school students in Houston lived in households that were filed against for eviction. These students came from disadvantaged backgrounds, and nearly a quarter lived in households that were filed against repeatedly. Students whose parents were threatened with eviction were more likely than their peers to have left the district by the next academic year. Students who remained were more likely to have switched schools, often relocating to schools with fewer resources, more student turnover, and lower test scores. Eviction filings were associated with increases in absences and, among students who switched schools, more suspensions.

Stratification in Countries with Flatter (Institutional) Hierarchies? Insights from Administrative Data in Canada

David Zarifa, Yujiro Sano, Roger Pizarro Milian

Researchers have repeatedly found that within modern higher education systems, students from wealthier backgrounds tend to be concentrated in the most advantageous sectors. Dubbed “effectively maintained inequality,” this process allows these groups to maintain a competitive advantage in the labor market by virtue of acquiring more elite credentials. But what happens in nations with flatter university hierarchies, where there is relatively modest vertical differentiation in the brand strength of domestic universities? Through this study, we provide the first national-level analysis of the relationship between parental income and access to more selective, better resourced, and higher ranking Canadian universities. We also assess the extent to which there is an earnings premium associated with attending these more elite institutions. Our results suggest there are few differences in the types of universities attended by Canadians from different economic strata. Moreover, any earnings premium associated with attending a more elite Canadian university disappears once we account for basic demographic and field of study controls. We theorize that Canadian universities’ flatter institutional hierarchy drives wealthy families to seek advantages through enrollment in elite majors (e.g., business, engineering) and other tactics that take place outside the higher education system.

Guidance Counseling Can Reduce Inequality in University Enrollment in Germany: Results from a Randomized Controlled Trial

Irena Pietrzyk, Melinda Erdmann, Juliana Schneider, Marita Jacob, Marcel Helbig

Guidance counseling is well known to foster enrollment in higher education among students from low social origins in the United States and Canada. However, because students in these North American countries face obstacles that do not exist in many European countries, generalizing previous findings to the European context is difficult. Against this background, we use a randomized controlled trial to investigate guidance counseling in Germany. Our results reveal that individuals from low social origins are more likely to enroll in higher education due to the program. Furthermore, we find substantial effect heterogeneity across social origin groups. Due to the program, individuals from high social origins enroll less frequently in higher education and more frequently in vocational training. Based on these opposing effects across social origin groups, we find that the program reduces inequality in higher education enrollment by approximately 70?percent.

以上就是本期 JCS Focus 的全部?jī)?nèi)容啦！

期刊/趣文/熱點(diǎn)/漫談

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關(guān)于 JCS

《中國社會(huì)學(xué)學(xué)刊》（The Journal of Chinese Sociology）于2014年10月由中國社會(huì)科學(xué)院社會(huì)學(xué)研究所創(chuàng)辦。作為中國大陸第一本英文社會(huì)學(xué)學(xué)術(shù)期刊，JCS致力于為中國社會(huì)學(xué)者與國外同行的學(xué)術(shù)交流和合作打造國際一流的學(xué)術(shù)平臺(tái)。JCS由全球最大科技期刊出版集團(tuán)施普林格·自然(Springer Nature)出版發(fā)行，由國內(nèi)外頂尖社會(huì)學(xué)家組成強(qiáng)大編委會(huì)隊(duì)伍，采用雙向匿名評(píng)審方式和“開放獲取”(open access)出版模式。JCS已于2021年5月被ESCI收錄。2022年，JCS的CiteScore分值為2.0（Q2），在社科類別的262種期刊中排名第94位，位列同類期刊前36%。2025年JCS最新影響因子1.3，位列社會(huì)學(xué)領(lǐng)域期刊全球前53%（Q3）。

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The Journal of Chinese Sociology!

▉ 官方網(wǎng)站：

https://journalofchinesesociology.springeropen.com