SOC30070 Sociology of Education

Academic Year 2020/2021

One of the sustainable development goals of the UN is inclusive and equitable quality education as well as the promotion of lifelong learning opportunities for all. Disparities in education along the lines of gender, religion, migration, origin and other dimensions still run deep. Worldwide, nearly three out of five children/adolescents do not achieve the minimum proficiency in reading and mathematics. Starting out with classic readings in the sociology of education, we will reflect on current findings on educational inequality worldwide but focus particular on Europe in later sessions of this course. The course is divided into three parts. First, we will assess the current degree of inequality, then explore potential sources and lastly, discuss societal consequences of these disadvantages. As sources of educational inequality, we will consider the role of structural barriers (e.g., school systems, discrimination) but also parental education, gender, social capital, and controversially contested factors such as genes. In the last step, we address potential individual and societal consequences of educational inequality for labour market participation and social cohesion.

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Curricular information is subject to change

Learning Outcomes:

The lecture familiarizes students with contemporary and classic concepts in the field of educational inequality. Besides concepts, students will acquire an overview of empirical instruments in the field of educational inequality. At the end of the course, students are able to describe worldwide developments, deliver key explanations in this field and critically reflect on policies based on empirical findings.

Student Effort Hours: 
Student Effort Type Hours
Lectures

22
Seminar (or Webinar)

3
Autonomous Student Learning

88
Total

113
Approaches to Teaching and Learning:
lectures, peer- and group work 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Assignment: Assignment Unspecified n/a Graded No

60
Assignment: Assignment at the beginning of the term Unspecified n/a Graded No

30
Multiple Choice Questionnaire (Short): Quiz Unspecified n/a Graded No

10

Carry forward of passed components
No
 
Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Not yet recorded.