Week 3

Question 1

What is an “Individual trait when entering professional schools and labour markets

Answer 1

traits or interests that align with specific programs, where characteristics are self evaluated or pointed out by friends and fam

Question 2

what is a “Sense of calling?” when entering professional schools and labour markets

Answer 2

sense of calling in a profession or inspiration

Question 3

what is “Influence of teachers, parents, fam” when entering professional schools and labour markets

Answer 3

influence of people you look up to in a profession or from parents

Question 4

what is “Peer influence” when entering professional schools and labour markets

Answer 4

when friends all go to same specific school or field which encourages you to follow

Question 5

what is “Rewards” when entering professional schools and labour markets

Answer 5

rewards shape aspirations and professions like a job that guarantees security and stability

Question 6

what is “Intellectual” when entering professional schools and labour markets

Answer 6

one believes a degree can be applied in multiple areas, not just one career path

Question 7

what is “Social justice” when entering professional schools and labour markets

Answer 7

concerned with human rights (e.x domestic violence, immigration rights, etc)

Question 8

what did Robert Granfield say on entering professional schools and labour markets

Answer 8

says law students initially enter workforce for social justice goals, but beliefs are eroded by grad. Job security and profit are the new goals

Question 9

what did About Debra Schleef say on entering professional schools and labour markets

Answer 9

Expanded on Granfield- says occupational preference is influenced by fam, we want to follow parents professional footsteps and maintain class position

Question 10

what is cultural capital according to schleef - BTP

Answer 10

beliefs, taste, preferences

Question 11

what is habitus according to Schleef

Answer 11

the sense of belonging and taken for granted expectations

Question 12

What 3 areas does schleefs work cover

Answer 12

Cultural capital, Habitus, Peer influence

Question 13

What is a standardized test

Answer 13

Test administered and scored, used to show education and sometimes required for job assessment (e.x SAT, MCAT, Bar)

Question 14

What is a soft education skill

Answer 14

team work, communication, and compatibility skills

Question 15

What is a hard educational skill

Answer 15

Technical skills, experience, degrees

Question 16

How is Stanley Kaplan involved in discussion on the SAT

Answer 16

he believed there was a way for more individuals to be successful through tutoring for the SAT and developed a global educational program

Question 17

what are the Critiques of Kaplan?

Answer 17

argued the test measured natural intellect and couldn’t be studied

Question 18

What were some of Kaplans solutions for effective studying

Answer 18

Pacing, making intellectual guesses, skipping instructions to focus on the test

Question 19

To Rivera, what is cultural capital

Answer 19

a mix of hard and soft skills which measures productivity and potential productivity

Question 20

To Rivera what is social capital

Answer 20

networks, connections, and who you know- social ties are important for workers

Question 21

To Rivera, what are demographics

Answer 21

Organizations may have preferences influencing the hiring process (race, gender, age, etc)

Question 22

To Rivera, what is residual variance

Answer 22

Discrimination or some sort of error in the hiring process- when there are qualifications believe to matter did not explain the failure in hiring someone

Question 23

What were Rivera’s findings

Answer 23

-Perceived similarity was important (commonality between employer are and interviewee of leisure and self representation)
-How someones personality fit in with the community of the workplace was more important than most other criteria for the job (long hours means its important to be enjoyable and collaborative)

Question 24

In the evaluation of grades by Quadlin, what is credentialism

Answer 24

It suggests grades matter less as long as the minimum standard is met (certificates and degrees still necessary)

Question 25

From Quadlin, what are demographic factors of the evaluation of grades

Answer 25

gender, ethnicity, age, etc influence job stability beyond grades -High-achieving women and diverse ethnic groups are often sought, but likeability has become important for women

Question 26

What were Quadlins findings

Answer 26

-Men's grades had little influence on callbacks -Women with Bs had highest callback success than any other women -employers focus on commitment and competence for men, but likability for women

Question 27

Quadlins findings for english majors?

Answer 27

-Employers just want a good communicator who can read, write, and think

Question 28

Quadlins findings for business majors?

Answer 28

men get callbacks regardless of grades, but grades mattered more for women

Question 29

Quadlins findings for math majors?

Answer 29

men with highest scores got most callbacks, women with Bs did better than women with As

Question 30

Rivera vs Quadlin studies

Answer 30

-Rivera studied cultural fit: employers look for personality and compatibility -Quadlin studied grades: grades are compared to other areas of evaluation (such as gender)

Question 31

What is the "reproducing working class" by Han about?

Answer 31

Examines how social-emotional skills are valued differently in educational settings compared to the labor market

Question 32

What were Hans findings on social emotional skills

Answer 32

while social-emotional skills are important in both educational and labor market contexts, their impact varies across social classes, potentially contributing to the reproduction of class structures

Question 33

For Han, how does teacher engagement effect occupational status?

Answer 33

Engagement with teachers positively influences students' educational achievement and occupational status

Question 34

For Han, how does peer engagement effect income?

Answer 34

Engagement with peers is associated with higher income levels

Question 35

For Han, what are class-based differences in schooling?

Answer 35

-benefits of teacher engagement are more pronounced for middle-class students than for lower-class students -Theres a class-based disparity in the valuation of social-emotional skills

Question 36

What is "Linking sociology majors to labour market success" about

Answer 36

-Examines how socy programs can enhance graduates employability by aligning educational outcomes with labour market expectation

Question 37

What are the findings in "Linking sociology majors to labour market success"

Answer 37

Sociology programs can help graduates do better in the job market by mixing broad education with hands-on experience. This helps both the students and the field of sociology

Question 38

What is curriculum design in "Linking sociology majors to labour market success"

Answer 38

Integrating critical sociological thinking with career-related skills can better prepare students for the workforce.

Question 39

What are employer expectations in "Linking sociology majors to labour market success"

Answer 39

Employers value skills such as critical thinking, communication, and teamwork, which are often developed through sociological education.

Question 40

What are student interests in "Linking sociology majors to labour market success"

Answer 40

Students want to gain skills that make them more employable, showing that they value programs that mix strong academics with real-world usefulness.

Question 41

What are early career experiences in "Linking sociology majors to labour market success"

Answer 41

Sociology graduates' initial labor market experiences often align with their educational training, indicating that the skills acquired during their studies are relevant to their early careers.