• A
  • A
  • A
  • ABC
  • ABC
  • ABC
  • А
  • А
  • А
  • А
  • А
Regular version of the site
Of all publications in the section: 467
Sort:
by name
by year
Article
Иванюшина В. А., Александров Д. А. Социологические исследования. 2016. № 9. С. 59-65.

Through the last 25 years of Post-Soviet development and the rise of economic inequality, Russian school system became highly stratified, and numerous studies have demonstrated that so called 'elite' schools (i.e. schools with advanced curriculum -- gymnasiums, lyceums, specialized schools) are very different from schools with standard curriculum. The differences pertain to socio-economic status of students as well as to a number of academic outcomes: achievement on standardized tests, particularly Unified State Exam; percentage of students pursuing higher education; quality of chosen higher education institutions. However it is unknown whether teachers from standard and 'elite' schools differ from each other. We undertook our study to answer this question. Data and method: Data was collected in St.Petersburg in 2014-2015. In total, we surveyed 769 teachers from 39 schools (18 schools with standard and 21 with advanced curriculum) randomly selected from two city boroughs. The questionnaire included items on education and professional trajectories, social capital, self-efficacy and professional commitment, attitudes towards teaching profession and students, lifestyle, practices of cultural consumption, socio-demographics. We used ANOVA for statistical analysis of differences between categories of teachers, and factor analysis (PCA) for multi-itemed scales. Results and conclusion: In spite of existing differentiation between two school types ('ordinary' and 'elite' schools), we found that differences between their teachers are almost non-existent and concern mainly cultural preferences. Teachers tend to stay in the same school for many years, horizontal mobility is rare. However, mobility between schools of different types occur as often as within the same type. It is important to emphasize that such essential characteristics as self-efficacy, professional commitment, attitudes towards students, disciplinary practices are the same for all teachers regardless the school type or socio-economic composition of schools. We conclude that professional group of teachers is not stratified. Results are discussed in the framework of educational inequality.Through the last 25 years of Post-Soviet development and the rise of economic inequality, Russian school system became highly stratified, and numerous studies have demonstrated that so called 'elite' schools (i.e. schools with advanced curriculum -- gymnasiums, lyceums, specialized schools) are very different from schools with standard curriculum. The differences pertain to socio-economic status of students as well as to a number of academic outcomes: achievement on standardized tests, particularly Unified State Exam; percentage of students pursuing higher education; quality of chosen higher education institutions. However it is unknown whether teachers from standard and 'elite' schools differ from each other. We undertook our study to answer this question. Data and method: Data was collected in St.Petersburg in 2014-2015. In total, we surveyed 769 teachers from 39 schools (18 schools with standard and 21 with advanced curriculum) randomly selected from two city boroughs. The questionnaire included items on education and professional trajectories, social capital, self-efficacy and professional commitment, attitudes towards teaching profession and students, lifestyle, practices of cultural consumption, socio-demographics. We used ANOVA for statistical analysis of differences between categories of teachers, and factor analysis (PCA) for multi-itemed scales. Results and conclusion: In spite of existing differentiation between two school types ('ordinary' and 'elite' schools), we found that differences between their teachers are almost non-existent and concern mainly cultural preferences. Teachers tend to stay in the same school for many years, horizontal mobility is rare. However, mobility between schools of different types occur as often as within the same type. It is important to emphasize that such essential characteristics as self-efficacy, professional commitment, attitudes towards students, disciplinary practices are the same for all teachers regardless the school type or socio-economic composition of schools. We conclude that professional group of teachers is not stratified. Results are discussed in the framework of educational inequality.

Added: Jun 15, 2016
Article
Козырева П. М., Низамова А. Э., Смирнов А. И. Социологические исследования. 2015. № 12. С. 120-132.
Added: Nov 30, 2015
Article
Козырева П. М., Низамова А. Э., Смирнов А. И. Социологические исследования. 2016. № 1. С. 66-76.
Added: May 20, 2016
Article
Шульц В. Л., Любимова Т. М. Социологические исследования. 2016. № 6. С. 3-13.
Added: Feb 22, 2019
Article
Назаров М. М. Социологические исследования. 2014. № 6. С. 116-126.
Added: Oct 1, 2015
Article
Темницкий А. Л. Социологические исследования. 2008. № 11.
Added: Nov 11, 2008
Article
Эфендиев А. Г., Гоголева А. С., Балабанова Е. С. Социологические исследования. 2017. № 12. С. 99-109.

The paper continues analysis of the results of panel study in Belgorod region’s rural areas conducted in 2000 and 2013. Both papers are integrated in institutional theoretical and methodological approach to the scientific analysis of social transformations. We underline the conceptualization of social institute as a system of social actors’ interactions. This system provides the sustained self-perpetuating satisfaction of the most important needs and interests of the actors. We differentiate institute as a social phenomenon, superindividual in its nature, from institutionalization as a process providing sustainability of social interactions. We give particular attention to the fact that human behavior is based on the institutionally determined logic thus being shaped by institutional demands, compelled, instead of voluntary, motives, and control. The basic condition of institutes’ efficient functioning is their guaranteed ability to enforce desirable behaviors. Taken together, social institutes regulate basic interactions in the most important spheres of life such as exchange and distribution of economic resources as well as power relations thus composing social organization of the society as a whole. The purpose of this paper is to take a more nuanced view of social institutions while highlighting inconsistencies and contradictions in the process of their change. An empirical observation of the transitional institutions’ development is presented. It is argued that these institutions are internally inconsistent and contradictory. Transitional institutions’ inconsistencies are manifested, first, in oppositions between “old” (traditionalistic and paternalistic) and “new” (competitive and achievement-oriented) social practices. Second, confrontation between “positive” (independence and personal responsibility) and “negative” (moral and legal nihilism) social norms underlying these practices is observed. We conclude by suggesting a theoretical model and propositions that will address unanswered questions and should provide a more complete understanding of transformative social institutions and their development.

Added: Oct 19, 2017
Article
Филонович С. Р. Социологические исследования. 1996. № 10. С. 63-71.
Added: Dec 1, 2010
Article
Никовская Л. И., Якимец В. Н. Социологические исследования. 2011. № 3. С. 56-65.
Added: Jan 20, 2012
Article
Гофман А. Б. Социологические исследования. 2008. № 4. С. 120-129.
Added: Oct 20, 2013
Article
Гофман А. Б. Социологические исследования. 2008. № 4. С. 120-128.
Added: Sep 24, 2012
Article
Шабанова М. А. Социологические исследования. 2017. № 8. С. 31-44.

The paper addresses various types of socio-economic solidarity practices within the framework of strengthening/expanding civil society in Russia. It aims to advance in conceptualizing the nature of the new solidarity practices and the factors fostering their development based on the comparison of the new practices with the traditional (monetary donations, volunteer labor, donating clothes and other articles to the people in need) and socio-political ones. The new practices are represented by the socially responsible (ethical) consumption whose nature remains unclear, thus far. The data of a representative empirical survey (2014 N=2000) are provided indicating the degree of an overlap, common and specific factors that affect the development of various solidarity practices. The analysis shows that new socio-economic practices are more likely to evolve on the basis of the traditional ones, thereby expanding the traditional solidarity channels. The paper concludes that the new socio-economic practices are by nature less pro-social as compared to the traditional ones. The argument is made for the need to create additional conditions fostering the development of the new practices through the concerted efforts of authorities, corporate, nongovernmental organizations and the media.

Added: Jun 23, 2017
Article
Флоринская Ю. Ф. Социологические исследования. 2006. № 6.
Added: Aug 31, 2009
Article
Козина И. М., Карелина М., Металина Т. Социологические исследования. 2005. № 3. С. 44-51.
Added: Mar 8, 2013
Article
Стребков Д. О., Шевчук А. В. Социологические исследования. 2017. № 1. С. 81-93.
Added: Mar 14, 2017
Article
Суркова И. Ю. Социологические исследования. 2012. № 3. С. 96-103.
Added: Apr 24, 2013