SOCIOLOGY OF EDUCATION

May 19th, 2015
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The assumption that societies constituted by more educated individuals should flourish depends upon the idea that better educated individuals are socialized in fashions that augment their economic viability, and gain ground for their economic footing.

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SUBSTANTIVE AREA: SOCIOLOGY OF EDUCATIONSUBMITTED BY : CLARITO R. SAMPANADATE : MAY 26, 20141. What effects do schools have on individuals and the society as a whole?The assumption that societies constituted by more educated individuals should flourish depends upon the idea that better educated individuals are socialized in fashions that augment their economic viability, and gain ground for their economic footing. Sociologists have long scrutinized orders and movements among individuals' school-to-occupation shifts and accomplishment. Studies along this line unveil that whether education qualifies individuals to land better job placements and upgrade their economic station digresses across societies already industrialized, or currently industrializing (Blau and Duncan, 1967; Shavit and Kraus, 1990; Bills and Haller, 1984; Hanum and Xie, 1998; Treiman et al, 1996; Shavit and Muehller, 1998). Likewise in the discipline of economics, studies are indicative of dramatic divergences where rates of returns are at issue education-wise amongst societies (Nielsen and westergard-Nielsen, 2001), as well as interior to societies across such planes as schooling, social groups, and spans of time (Moll, 1996; Psacharopoulos and Velez, 1992; Demetriades and Psacharapoulos, 1987). Despite existent assortments, these studies serve to underscore the salience and gravity of education as a factor of no meager weight in occupational upshots of individuals and consequent ec

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