Shadow Education: Theory, Analysis and Future Directions--A Rejoinder

Autor/inn/en	Buchmann, Claudia; Condron, Dennis J.; Roscigno, Vincent J.
Titel	Shadow Education: Theory, Analysis and Future Directions--A Rejoinder
Quelle	In: Social Forces, 89 (2010) 2, S.483-490 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7732
Schlagwörter	Stellungnahme; Race; Educational Mobility; Test Preparation; College Entrance Examinations; Psychometrics; Test Theory; Minority Group Students; Educational Theories; Ethnic Groups; Disadvantaged; Socioeconomic Status; Selective Admission; Measurement Techniques; Definitions; Public Sector; Private Sector; Models; Research Methodology; Scores; Social Class; Racial Differences; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Bildungsmobilität; Aufnahmeprüfung; Psychometry; Psychometrie; Testtheorie; Educational theory; Theory of education; Bildungstheorie; Ethnie; Socio-economic status; Sozioökonomischer Status; Bildungsselektion; Messtechnik; Begriffsbestimmung; Öffentlicher Sektor; Privater Sektor; Analogiemodell; Research method; Forschungsmethode; Social classes; Soziale Klasse; Rassenunterschied
Abstract	The authors welcome and appreciate the comments of Eric Grodsky and Sigal Alon on their article "Shadow Education, American Style: Test Preparation, the SAT and College Enrollment." In their comments, Grodsky takes issue with several important theoretical and methodological aspects of their article and Alon highlights key processes pertaining to race/ethnicity. Grodsky's and Alon's emphases on theoretical conception, measurement and process, when taken together, offer fertile ground for contemplation and future research. The authors respond accordingly in this article. Beginning with theoretical issues, they restate and stand by their definition of shadow education relative to the alternative, narrower definition that Grodsky prefers. Their measurement and modeling strategy follows directly from their theoretical discussion and captures--more effectively than Grodsky's dichotomous approach--the interconnected and overlapping nature of student test preparation. They then turn to Alon's response and analyses, which elaborate on their results in important ways with respect to racial/ethnic minorities and suggest differential processes in the course of educational mobility. They then highlight some avenues for future research on shadow education. (Contains 1 table.) (ERIC).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10