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| Autor/in | Nash, Roy |
|---|---|
| Titel | Boudon, Realism, and the Cognitive Habitus: Why an Explanation of Inequality/Difference Cannot be Limited to a Model of Secondary Effects |
| Quelle | In: Interchange: A Quarterly Review of Education, 36 (2005) 3, S.275-293 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0826-4805 |
| DOI | 10.1007/s10780-005-6866-2 |
| Schlagwörter | Realism; Socialization; Decision Making; Social Scientists; Social Differences; Equal Education; Educational Discrimination; Social Discrimination; Cognitive Processes |
| Abstract | Boudon has distinguished between the primary and secondary effects of socialization as a cause of social disparities in education. His explanation of secondary effects, which rests on an analysis of decision-making within opportunity cost constraints, has attracted support from realist sociologists. The empirical evidence, however, suggests that primary effects, largely the result of cognitive socialization in early childhood, may be a more important source of variance than Boudon recognizes. Some implications of this for a general theory of inequality/difference are examined with reference to the character of social explanation and in the context of the realist discussion on the structure-agency problem. (Author). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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