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Journal articles on the topic 'Elite schools'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Reeves, Aaron, Sam Friedman, Charles Rahal, and Magne Flemmen. "The Decline and Persistence of the Old Boy: Private Schools and Elite Recruitment 1897 to 2016." American Sociological Review 82, no. 6 (October 29, 2017): 1139–66. http://dx.doi.org/10.1177/0003122417735742.

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We draw on 120 years of biographical data ( N = 120,764) contained within Who’s Who—a unique catalogue of the British elite—to explore the changing relationship between elite schools and elite recruitment. We find that the propulsive power of Britain’s public schools has diminished significantly over time. This is driven in part by the wane of military and religious elites, and the rise of women in the labor force. However, the most dramatic declines followed key educational reforms that increased access to the credentials needed to access elite trajectories, while also standardizing and differentiating them. Notwithstanding these changes, public schools remain extraordinarily powerful channels of elite formation. Even today, the alumni of the nine Clarendon schools are 94 times more likely to reach the British elite than are those who attended any other school. Alumni of elite schools also retain a striking capacity to enter the elite even without passing through other prestigious institutions, such as Oxford, Cambridge, or private members clubs. Our analysis not only points to the dogged persistence of the “old boy,” but also underlines the theoretical importance of reviving and refining the study of elite recruitment.

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2

Amaliyah, Amaliyah. "ELITE SCHOOL POLICIES; SUPERIOR ISLAMIC SCHOOLS." Edukasi Islami: Jurnal Pendidikan Islam 9, no. 02 (August 29, 2020): 410. http://dx.doi.org/10.30868/ei.v9i02.907.

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This study aims to examine the policies of leading schools/madrasas in Indonesia, which have elitist tendencies and become reproductive forces rather than productive forces. This picture is evident from the community's view on identifying rich and poor schools, and even becoming a socioeconomic measure for the community. Furthermore, elite schools are seen as excellent schools that meet the quality standards of their graduates. The emergence of elite Islamic schools is at least motivated by several factors, including factors, ideology, social, historical, and psychology, as a response to problems in Islamic education that are always discussed by the world of education, where the tendency only functions in the spiritual. There are two formulations of this study's problem, namely, how does elitism emerge in leading schools/madrasas? Then, how to reconstruct the leading school/madrasa to guarantee access to education that is equitable for all children of the nation from all walks of life, especially among the poor? The results of this study, first, the elite schools get special treatment from the government by receiving block-grant subsidies and being given the freedom to collect school fees from parents/guardians of students. Second, reconstruction steps are needed to improve the education of the excellent schools/madrasas to be enjoyed equally by the entire community and educate all the nation's children.

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3

Chua, Vincent, Eik Leong Swee, and Barry Wellman. "Getting Ahead in Singapore: How Neighborhoods, Gender, and Ethnicity Affect Enrollment into Elite Schools." Sociology of Education 92, no. 2 (March 5, 2019): 176–98. http://dx.doi.org/10.1177/0038040719835489.

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Is education the social leveler it promises to be? Nowhere is this question better addressed than in Singapore, the emblematic modern-day meritocracy where education has long been hailed as the most important ticket to elite status. In particular, what accounts for gender and ethnic gaps in enrollment into Singapore’s elite junior colleges—the key sorters in the country’s education system? We consider how the wealth of neighborhoods has combined with the elite status of schools to affect the social mobility of gender and ethnic groups. Analyzing data from 40 years of junior college yearbooks (1971–2010), we find persistent differences in educational opportunity. Women and Malays have historically experienced inequality in Singapore, and their student routes to becoming elites differ markedly. For female students, attending an elite junior college in a wealthy neighborhood is associated with wealthy neighborhoods that have a disproportionate number of elite girls’ secondary schools that feed into the junior colleges. By contrast, for Malays, not attending an elite junior college in a wealthy neighborhood has more to do with wealthy neighborhoods underrepresenting Malays in demographic composition. Elite families thus now include better educated women as well as men, yet Malays still rarely become better educated elites. These results underscore the need to carefully map the complex associations and mechanisms between gender and ethnic categorizations, the status of schools, and the characteristics of neighborhoods.

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4

Kramer, Rory. "DIVERSIFIERS AT ELITE SCHOOLS." Du Bois Review: Social Science Research on Race 5, no. 02 (September 2008): 287. http://dx.doi.org/10.1017/s1742058x0808017x.

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5

Lee, Moosung, and Ewan Wright. "Moving from elite international schools to the world’s elite universities." International Journal of Comparative Education and Development 18, no. 2 (May 9, 2016): 120–36. http://dx.doi.org/10.1108/ijced-01-2016-0002.

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Purpose – The purpose of this paper is to explore how elite International Baccalaureate Diploma Programme (IBDP) schools in China function as a channel for international student mobility to leading universities around the world. Design/methodology/approach – To achieve this, the authors conducted a mixed-methods study combining quantitative analysis of 1,622 students’ university destinations and qualitative analysis of interview data from five high performing and high tuition fee IBDP schools in China. Findings – Results indicate that the IBDP in China can be conducive to a form of “elite international student mobility” for some students with 30 percent of participants attending one of the top 50 ranked universities globally. As an explanation, interview data points to the strong reputation of the program, the provision of structured opportunities for students to demonstrate “additional skills,” and the abundant resources of elite schools. Originality/value – The authors provide a critical discussion about the implications of the IBDP’s function for “elite international student mobility” in connection with social contexts surrounding these international International Baccalaureate schools in China. In so doing, the discussion tackles two issues from a critical perspective: the role elite international schools in accelerating educational inequalities and challenges to authentic learning experience when elite schools play the “university admissions game.”

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6

Wells, Amy Stuart, and Irene Serna. "The Politics of Culture: Understanding Local Political Resistance to Detracking in Racially Mixed Schools." Harvard Educational Review 66, no. 1 (April 1, 1996): 93–119. http://dx.doi.org/10.17763/haer.66.1.274848214743t373.

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In this article, Amy Stuart Wells and Irene Serna examine the political struggles associated with detracking reform. Drawing on their three-year study of ten racially and socioeconomically mixed schools that are implementing detracking reform, the authors take us beyond the school walls to better understand the broad social forces that influence detracking reform. They focus specifically on the role of elite parents and how their political and cultural capital enables them to influence and resist efforts to dismantle or lessen tracking in their children's schools. Wells and Serna identify four strategies employed by elite parents to undermine and co-opt reform initiatives designed to alter existing tracking structures. By framing elite parents' actions within the literature on elites and cultural capital, the authors provide a deeper understanding of the barriers educators face in their efforts to detrack schools.

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7

Ali, Rabia, and Sheema Khan. "Experiences of Female Teachers in Elite and Non-Elite Private Schools of Pakistan." Pakistan Journal of Women's Studies: Alam-e-Niswan 25, no. 1 (June 28, 2018): 59–77. http://dx.doi.org/10.46521/pjws.025.01.0054.

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This study examines the experiences of female teachers working in private schools in Islamabad, Pakistan. These schools were divided into two categories: elite schools and non- elite schools. This differentiation was made based on fee structure, location of schools and salaries offered to teachers. Thirty-six in-depth interviews were conducted, including 24 interviews from teachers and 12 from school principals. Additionally, the responses of 96 teachers were taken through a survey in the selected schools. The data reveals that female teachers in both elite and non-elite schools encountered numerous constraints. The major issues highlighted by the teachers included low wages, lack of support from administration, disrespectful behaviour from students and job dissatisfaction. The majority considered teaching as a temporary arrangement while they waited for better employment opportunities in other sectors. This study recommends that to rescue the profession of teaching, the state can play a role by safeguarding the rights of teachers. The focus should not be merely on privatization of the education sector but due accountability of private schools is needed not only in terms of quality of education provided, but also workplace ethics and resources provided to teachers.

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8

Tukvadze, Avtandil A., Irakli Z. Ubilava, Nadezhda V. Shulenina, Helen Z. Gelashvili, and Nana A. Giorgashvili. "The sociology and education of the political elite in post-Soviet Georgia." SHS Web of Conferences 103 (2021): 02015. http://dx.doi.org/10.1051/shsconf/202110302015.

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In this paper, the main reasons that led in the post-Soviet period to the process of replacing the ruling classes with the counter-elite are analyzed. In the study, using the dialectical methodology, the authors identify trends and, following them in a logical chain, explain the order of procedures for political elites’ circulation. This paper also focuses on the education factor, which significantly determines the process of formation and circulation of political elites in post-Soviet Georgia. If, in the Soviet period, one of the criteria for the formation and recruitment of local elites was local education, the trend in this direction in post-Soviet Georgia has been changed significantly. Education gained in Western, EuropeanAmerican universities has been one of the defining factors in the formation and recruitment of political elites by Georgia since its independence. However, in Georgia, mainly in Tbilisi, there are educational centers, socalled “elite schools”, the vast majority of which are attended by children of new Georgians, but according to the criteria of skills, 3-4 percent of schools accept students. This is the first phase of education for junior members of local political and powerful financial groups. The second phase is the migration of graduates of these institutions to higher education institutions of Western countries to get an education. Which makes it easier for returnees to the homeland to integrate into the elite structure. In conclusion, those criteria are set out that are necessary factors for replacing the power elite with the counter-elite.

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Azizah, Nurul. "Tribalisme, Oligarki Kekuasaan dan Dinamika Politik Kekerabatan Dalam Jaringan Pondok Pesantren." Tebuireng: Journal of Islamic Studies and Society 2, no. 1 (December 31, 2021): 30–45. http://dx.doi.org/10.33752/tjiss.v2i1.2211.

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Religious elites have an important role in the democratic system in Indonesia. The involvement of chairmen of Islamic boarding schools (pondok pesantren) in local elections in the context of local dynamics has spawned a network of oligarchic power and dynastic politics. There is an assumption that the participation of the elite of Islamic boarding schools in local politics is considered to be inevitable to the democratic process with the spread of corruption cases, and political nepotism. Actors in dynastic politics use famous figures from the pesantren’s family as a political tool to gain power. Power relations and patron-client relationships in Islamic boarding schools provide great benefits to ensure a candidate is elected in a local election. The purpose of this paper is to analyze the relation between power, oligarchy, and the politics of kinship of the elite boarding school in the dynamics of local politics. This article shows that dynastic politics undermined the pillars of Indonesian democracy. Factors that cause oligarchy in pondok pesantren are populism, power network, and tribalism. These factors are inseparable from the influence of patronage, the power of local elites, and the effort of the elite to build dynastic politics. This article suggests that religious elites within the circle of political dynasties are expected to work professionally, not merely using the pesantren family.

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10

Dogan, Mattei. "Is there a Ruling Class in France?" Comparative Sociology 2, no. 1 (2003): 17–89. http://dx.doi.org/10.1163/156913303100418708.

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AbstractThe thesis of a ruling class in France, today or yesterday, is not validated by the empirical evidence. The arguments against such a thesis are the following: the overwhelming proportion of elite positions are not transmitted hereditarily; the elite circulation at the highest level is considerable; the professionalization of political careers, which is widespread, is incompatible with the concept of a ruling class; the recruitment of elites is marked by a shift from notables to a meritocracy; the elite configuration consists in multiple spheres and sector partitioning; the selective schools, based on academic competition, generate new elites at each generation; there is fault line between capitalists and the other elite categories; the number of entrepreneurs who have built themselves their company is enormous; the isolation of the cultural elite is astonishing; the subordination of the military elites is an historical fact; the periodical beheading of the ruling elites marks French history. Nonetheless, at the apex of power, a triad, composed of outstanding polictical leaders, of corporate managers and of highers State administrators — called "mandarins" — operates the wheelwork of the heterogeneous and complex French society and State

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11

Bygren, Magnus, and Erik Rosenqvist. "Elite Schools, Elite Ambitions? The Consequences of Secondary-Level School Choice Sorting for Tertiary-Level Educational Choices." European Sociological Review 36, no. 4 (March 16, 2020): 594–609. http://dx.doi.org/10.1093/esr/jcaa008.

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Abstract We ask if school choice, through its effect on sorting across schools, affects high school graduates’ application decisions to higher education. We exploit a school choice reform that dramatically increased achievement sorting across secondary schools in the municipality of Stockholm, employing a before–after design with a control group of students in similar schools located outside this municipality. The reform had a close to zero mean effect on the propensity to apply for tertiary educational programs, but strongly affected the self-selection by achievement into the kinds of higher educational programs applied for. Low achievers increased their propensity to apply for the ‘low-status’ educational programs, on average destining them to less prestigious, less well-paid occupations, and high achievers increased their propensity to apply for ‘high-status’ educational programs, on average destining them to more prestigious, well-paid occupations. The results suggest that increased sorting across schools reinforces differences across schools and groups in ‘cultures of ambition’. Although these effects translate into relatively small increases in the gender gap, the immigration gap, and the parental education gap in educational choice, our results indicate that school choice, and the increased sorting it leads to, through conformity mechanisms in schools polarizes educational choices of students across achievement groups.

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12

Maclean, Mairi, Charles Harvey, and Gerhard Kling. "Elite Business Networks and the Field of Power: A Matter of Class?" Theory, Culture & Society 34, no. 5-6 (July 3, 2017): 127–51. http://dx.doi.org/10.1177/0263276417715071.

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We explore the meaning and implications of Bourdieu’s construct of the field of power and integrate it into a wider conception of the formation and functioning of elites at the highest level in society. Corporate leaders active within the field of power hold prominent roles in numerous organizations, constituting an ‘elite of elites’, whose networks integrate powerful participants from different fields. As ‘bridging actors’, they form coalitions to determine institutional settlements and societal resource flows. We ask how some corporate actors (minority) become hyper-agents, those actors who ‘make things happen’, while others (majority) remain ‘ordinary’ members of the elite. Three hypotheses are developed and tested using extensive data on the French business elite. Social class emerges as persistently important, challenging the myth of meritocratic inclusion. Our primary contribution to Bourdieusian scholarship lies in our analysis of hyper-agents, revealing the debts these dominants owe to elite schools and privileged classes.

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13

Thornton, Margaret. "Challenging sexism in elite boys’ schools." Alternative Law Journal 46, no. 2 (April 22, 2021): 173. http://dx.doi.org/10.1177/1037969x211014285.

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14

Weiner, Gaby. "Class choreographies: elite schools and globalization." Gender and Education 30, no. 4 (March 15, 2018): 549–50. http://dx.doi.org/10.1080/09540253.2018.1451626.

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15

Prosser, Howard. "Provoking elite schools’ defences: an antistrophon." Discourse: Studies in the Cultural Politics of Education 41, no. 4 (August 10, 2018): 532–44. http://dx.doi.org/10.1080/01596306.2018.1509840.

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16

Howlett, John. "Class Choreographies. Elite Schools and Globalization." British Journal of Educational Studies 68, no. 1 (October 21, 2019): 135–37. http://dx.doi.org/10.1080/00071005.2019.1682274.

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17

Hey, Valerie. "Class Choreographies: Elite Schools and Globalization." Comparative Education 54, no. 2 (January 22, 2018): 280–81. http://dx.doi.org/10.1080/03050068.2017.1411672.

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18

Bair, Jeffrey H., and Myron Boor. "Academic Elite in Law, 1987–1997." Psychological Reports 82, no. 3 (June 1998): 782. http://dx.doi.org/10.2466/pr0.1998.82.3.782.

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The nine most highly rated law schools in 1987 maintained their positions in 1997. These “elite” law schools showed little or no change in their tendencies to hire faculty members from among their own and one another's graduates.

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19

Cowap, Alden I., Sarah E. Freyre, Sean K. Indrelie, Edward D. O'Brien, and Paul M. Sommers. "For Students on Financial Aid: Does the School's Endowment Matter?" Journal of Student Research 6, no. 1 (May 23, 2017): 47–51. http://dx.doi.org/10.47611/jsr.v6i1.328.

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Many of the nation’s top fifty liberal arts colleges claim that the needs of their students on financial aid are fully met. For these elite schools, the authors regress net cost to students on the school’s endowment per capita. The regression results show that only the richest schools can really claim to meet a student’s full demonstrated need. Surprisingly, among the nation’s top liberal arts colleges, the school’s endowment (per capita) matters.

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Jamshaid, Saima, and Swaleha Naqvi. "Impact of the Language Policy of English Medium Elite Schools of Gujrat, Pakistan on the Language Practices of their Students." UMT Education Review 4, no. 2 (December 31, 2021): 43–73. http://dx.doi.org/10.32350/uer.42.03.

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In Pakistan, people can often speak three languages (Urdu, English, and a regional language). The de jure policy of the country encourages vernacular languages, but the de facto policy encourages the use of English and Urdu. No attention is paid towards the vernacular languages, especially Punjabi. Elite schools serve as instruments for the promotion of English. For this reason, Urdu and Punjabi languages are ignored by these schools. Consequently, the young generation is no more interested in speaking these languages. Keeping in view this situation,the current research investigates how the national language policy is being interpreted in elite schools regarding the use and non-use of language(s) in educational settings. It also pays attention towards the effect of school policy on the linguistic choices of stakeholders. For this purpose, data was collected from the branches of two elite schools (Beacon House and Lahore Grammar Schools) operating in Gujrat. The study adopted a mixed method (qualitative andquantitative) approach for data collection. For qualitative data collection an interview protocol was developed while the quantitative data was collected from (principals, teachers, students, and parents) through questionnaire. The responses to the questionnaire were analyzed descriptively through Statistical Package for Social Sciences, while a qualitative data analysis approach was applied for the analysis of the data collected from the interviews. The findings revealed that elite schools have their own policies. These schools have their own language policy and pay no heed to the government policy. This indicates that the language policy of elite schools plays a significant role in subtractive bilingualism. Due to the English only policy, the students are not interested in their mother andnational languages. Furthermore, theselanguages serve as identity markers for students; however, in practice they feel ashamed of speaking these languages. Keywords: elite schools, language planning and policy, learner’s identity,school language

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21

LeTendre, Gerald K., Roger Geertz Gonzalez, and Takako Nomi. "Feeding the Elite: The Evolution of Elite Pathways from Star High Schools to Elite Universities." Higher Education Policy 19, no. 1 (March 2006): 7–30. http://dx.doi.org/10.1057/palgrave.hep.8300108.

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Allensworth, Elaine M., Paul T. Moore, Lauren Sartain, and Marisa de la Torre. "The Educational Benefits of Attending Higher Performing Schools: Evidence From Chicago High Schools." Educational Evaluation and Policy Analysis 39, no. 2 (October 22, 2016): 175–97. http://dx.doi.org/10.3102/0162373716672039.

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Policymakers are implementing reforms with the assumption that students do better when attending high-achieving schools. In this article, we use longitudinal data from Chicago Public Schools to test that assumption. We find that the effects of attending a higher performing school depend on the school’s performance level. At elite public schools with admission criteria, there are no academic benefits—test scores are not better, grades are lower—but students report better environments. In contrast, forgoing a very low-performing school for a nonselective school with high test scores and graduation rates improves a range of academic and nonacademic outcomes.

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23

Bozóki, András. "Theoretical Interpretations of Elite Change in East Central Europe." Comparative Sociology 2, no. 1 (2003): 215–47. http://dx.doi.org/10.1163/156913303100418762.

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AbstractElite theory enjoyed a remarkable revival in Central and Eastern Europe, and also in international social science research, during the 1990s. Many researchers coming from different schools of thought turned to the analysis of rapid political and social changes and ended up doing centered research. Since democratic transition and elite transformation seemed to be parallel processes, it was understandable that sociologists and political scientists of the region started to use elite theory. The idea of "third wave" of democratization advanced a reduced, more synthetic, "exportable" understanding of democracy in the political science literature. The main focus of social sciences shifted from structures to actors, from path dependency to institutional choices. Transitions, roundtable negotiations, institution-building, constitution-making, compromise-seeking, pactmaking, pact-breaking, strategic choices — all of these underlined the importance of elites and research on them. Elite settlements were seen as alternatives of social revolution. According to a widely shared view democratic institutions came into existence through negotiations and compromises among political elites calculating their own interests and desires. The elite settlement approach was then followed by some important contributions in transitology which described the process of regime change largely as "elite games." By offering a systematic overview of the theoretical interpretations of elite change from New Class theory to recent theorizing of elite change (conversion of capital, reproduction, circulation, political capitalism, technocratic continuity, three elites and the like), the paper also gives an account of the state of the arts in elite studies in different new democracies of Central and Eastern Europe.

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Smeets, Valérie, Frédéric Warzynski, and Tom Coupé. "Does the Academic Labor Market Initially Allocate New Graduates Efficiently?" Journal of Economic Perspectives 20, no. 3 (May 1, 2006): 161–72. http://dx.doi.org/10.1257/jep.20.3.161.

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It is not surprising that economics graduate students from elite and very good schools find better jobs after completion of their Ph.D. degree, on average, than do candidates from less prestigious universities. Yet the job market outcome for candidates from the same university varies quite a lot. While the top candidates from the elite schools are often able to find jobs in other elite universities, it is unclear how “average” candidates from elite schools fare compared to the top students from relatively less prestigious schools and how the relative job market outcome relates to future success as a researcher. The objective of this paper is to investigate these issues. In this paper, we compare the career trajectories of candidates coming from three different types of schools: elite universities, “very good” universities, and “good” universities. We define three types of graduates within each group: those who placed best; those who had an average placement; and those who found jobs at lower levels. Then, for each of these nine groups, we look at initial and current affiliations and we compare publication patterns of the graduates more than a decade into their academic careers. Can we say that the initial allocation was efficient, in the sense that those who placed higher were also more productive in research terms? And to what extent does the labor market for economists adapt and allow economists to move between schools as the ability of individuals to publish their work manifests itself over time?

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25

Anuik, Jonathan. "How Ranch Schools Modernized Elite American Childhood." Boyhood Studies 8, no. 2 (September 1, 2015): 100–104. http://dx.doi.org/10.3167/bhs.2015.080207.

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LeeSeongHo. "Elite Education in Democratic America: Private Schools." American Studies 32, no. 2 (November 2009): 265–84. http://dx.doi.org/10.18078/amstin.2009.32.2.010.

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Ghiloni, Beth W., Peter W. Cookson, and Caroline Hodges Persell. "Preparing for Power: America's Elite Boarding Schools." Contemporary Sociology 15, no. 3 (May 1986): 410. http://dx.doi.org/10.2307/2070040.

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Emrich, Eike, Michael Fröhlich, Markus Klein, and Werner Pitsch. "Evaluation of the Elite Schools of Sport." International Review for the Sociology of Sport 44, no. 2-3 (June 2009): 151–71. http://dx.doi.org/10.1177/1012690209104797.

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Martínez-Mora, Francisco. "The existence of non-elite private schools." Journal of Public Economics 90, no. 8-9 (September 2006): 1505–18. http://dx.doi.org/10.1016/j.jpubeco.2005.12.005.

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30

Brooks, Rachel, and Johanna Waters. "The Hidden Internationalism of Elite English Schools." Sociology 49, no. 2 (April 2, 2014): 212–28. http://dx.doi.org/10.1177/0038038514525517.

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Sander, Anne E., and Wilfried Admiraal. "German schools abroad: Hotspots of elite multilingualism?" Journal of Research in International Education 15, no. 3 (October 17, 2016): 224–37. http://dx.doi.org/10.1177/1475240916669030.

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While multilingualism itself is a widely analyzed topic, a study about multilingualism at German schools abroad is so far unique. This quantitative study investigates the differences in the size of German expressive and receptive vocabulary between monolingual and multilingual students, aged between 5 and 11 years. A cohort of 65 multilingual students with diverse linguistic backgrounds recruited from a German school abroad in The Hague, The Netherlands, was compared to a group of 880 monolingual students at schools within Germany. To test the children’s vocabulary size, the Wortschatz- und Wortfindungstest für 6- bis 10-Jährige developed by Glück was administered. The study revealed partly significantly lower scores in the expressive vocabulary test for the multilingual students, as hypothesized by the researchers and detected in previous studies examining the difference between populations of multilingual and monolingual speakers of one particular language. In the receptive vocabulary test, the multilingual and monolingual students’ scores did not differ significantly, a result consistent with findings in similar studies.

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Tan, Charlene. "Teacher agency and school-based curriculum in China’s non-elite schools." Journal of Educational Change 17, no. 3 (March 16, 2016): 287–302. http://dx.doi.org/10.1007/s10833-016-9274-8.

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33

Arjumand Rauf, Dr. Yaar Muhammad, and Dr. Ayesha Saleem. "Elite School Students’ Perceptions of Human Rights: An Interview Study." Research Journal of Social Sciences and Economics Review (RJSSER) 2, no. 1 (March 20, 2021): 402–13. http://dx.doi.org/10.36902/rjsser-vol2-iss1-2021(402-413).

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Since independence, Pakistan has been struggling to deal with its two focal phenomena. One is the culture of elite governance whereby precious chosen few can influence all societal and administrative segments of the country, and the second related to the issues in the realization of human rights. The realization of fundamental, social, cultural, and political rights depends upon how the ruling elites perceive it. Keeping in view the scenario, this qualitative study was set to explore the perceptions of elite students regarding status and issues in the realization of human rights in Pakistan. Semi-structured interviews were conducted with five purposely selected students from elite schools. Thematic analysis revealed that most students have a superficial understanding of human rights. Though they believed that hierarchies, corruption, religious extremism, and nepotism should come to an end for the beginning of a just society, their discourse held class interest. Transparency, accountability, and good governance were not stressed. A society with equal human rights requires participation by elites which is characterized by a greater sense of social justice, humanity, responsibility, and accountability.

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Zehra, Rida, and Anam Bilwani. "Perceptions of Teachers Regarding Technology Integration in Classrooms: A Comparative Analysis of Elite and Mediocre Schools." Journal of Education and Educational Development 3, no. 1 (June 4, 2016): 1. http://dx.doi.org/10.22555/joeed.v3i1.709.

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The primary purpose and objective of this study was to examine and compare the perceptions of teachers in elite and mediocre schools in Karachi. The secondary objectives included comparing the use of technology in classrooms by teachers and the challenges and barriers that they face in the integration of technology. This study was designed as a small-scale exploratory pilot study using the qualitative approach to address the research questions. To achieve the objectives, eight teachers from eight different schools of Karachi were surveyed through email. Four of these schools fell in the category of elite schools, while the other four fell in the category of mediocre schools. The research instrument was a self-developed open-ended questionnaire, which that was emailed to the research participants. The results of the study revealed key insights into the use of technology, perceptions of teachers towards the use of technology, and various barriers that they face in technology integration in the classrooms. The study found that the perceptions and attitudes of teachers of both elite and mediocre schools were favourable towards technology integration; however, due to lack of resources, especially in mediocre schools, implementation of technology in classrooms was a challenge.

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Oyer, Paul, and Scott Schaefer. "The Returns to Elite Degrees: The Case of American Lawyers." ILR Review 72, no. 2 (May 29, 2018): 446–79. http://dx.doi.org/10.1177/0019793918777870.

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The authors study the market for young attorneys. Using data from two surveys of attorneys who passed the bar exam in 2000, they find that attorneys who graduate from law schools ranked in the Top 10 nationally earn considerably more than those without such a qualification, even compared to attorneys who graduate from schools ranked 11–20. The premium to an elite education carries over to an attorney’s undergraduate institution as well, and the findings suggest that elite bachelor’s degrees and elite law degrees are close substitutes in terms of their relationships to salaries. The elite–law school premium is more robust to various methods for correcting for selection on ability than the widely studied premium to attending a selective undergraduate institution. The authors consider several reasons elite-school premiums may exist in this labor market.

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Jaka, Fahima Salman. "Head Teachers and Teachers as Pioneers in Facilitating Dyslexic Children in Primary Mainstream Schools." Journal of Education and Educational Development 2, no. 2 (February 8, 2016): 172. http://dx.doi.org/10.22555/joeed.v2i2.445.

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This study explores the perceptions of school heads and teachers in facilitating young dyslexic children in primary mainstream schools of Pakistan. Through purposive sampling, the researcher selected eight participants: Four primary school heads and four primary teachers from elite schools of Karachi. The research instrument selected for this study was in-depth interviews to get a deeper insight of school heads and teachers perceptions regarding the facilitation of dyslexic children. The findings revealed that children with dyslexia face many emotional and academic problems and only a few elite schools provide policy to facilitate them in mainstream education. Findings showed that some schools hired remedial teaching services or special education services and the school heads and primary teachers put in immense effort in preparing intervention plans and evaluation plans to suit individual and young dyslexic children needs. It was also suggested that positivity of the learning environment depends upon the teachers. The findings further disclosed that unlike the more developed nations, apart from a few elite schools in Pakistan, there is no importance paid to professional training related to dyslexia.

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Lucas, Adrienne M., and Isaac M. Mbiti. "Effects of School Quality on Student Achievement: Discontinuity Evidence from Kenya." American Economic Journal: Applied Economics 6, no. 3 (July 1, 2014): 234–63. http://dx.doi.org/10.1257/app.6.3.234.

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The most desirable Kenyan secondary schools are elite government schools that admit the best students from across the country. We exploit the random variation generated by the centralized school admissions process in a regression discontinuity design to obtain causal estimates of the effects of attending one of these elite public schools on student progression and test scores in secondary school. Despite their reputations, we find little evidence of positive impacts on learning outcomes for students who attended these schools, suggesting that their sterling reputations reflect the selection of students rather than their ability to generate value-added test score gains. ( JEL H52, I21, I28, O15)

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Purdy, Michelle A. "Blurring Public and Private: The Pragmatic Desegregation Politics of an Elite Private School in Atlanta." History of Education Quarterly 56, no. 1 (February 2016): 61–89. http://dx.doi.org/10.1111/hoeq.12149.

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The school desegregation narrative often references historically white public schools as sites of massive resistance and historically white private schools as segregationist academies. Yet some historically white elite private schools or independent schools, such as The Westminster Schools (plural in name only), established in 1951 in Atlanta, Georgia, chose to desegregate. Such elite institutions, which have served as one catalyst for the creation and maintenance of social and cultural capital, became more accessible after Brown v. Board of Education through a combination of private and public decisions galvanized by larger social, political, and federal forces. Westminster's 1965 decision to consider all applicants regardless of race was emblematic of the pragmatic desegregation politics of Atlanta's city leaders during the civil rights movement and a national independent school agenda focused on recruiting black students. Drawing on institutional, local, regional, and national archival records and publications, this article examines the import of schools like Westminster to civic and business leaders, to the politics of race and desegregation occurring in large cities, and to the range of educational opportunities available in metropolitan areas. This examination yields an analysis of the leadership and politics of a southern historically white elite private school that black students desegregated in 1961.

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Opare, James A. "Choosing a single·sex school: Elite cloning motive or queue jumping ambition?" Journal of Educational Management 1, no. 1 (November 1, 1998): 94–104. http://dx.doi.org/10.47963/jem.v1i1.357.

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Headmasters and headmistresses, who are the direct managers of our secondary boarding Schools, each year go through stressful pressures from parents who besiege their offices seeking admission for their children. Those who manage single-sex secondary boarding schools, as observed. tend to undergo more of the pressures. This study shows that both elites and non-elites want these single-sex boarding schools for their children because the fonnet see such schools as a means of socially reproducing themselves, while the latter see these schools as a means of upward social mobility through their children. The implications of the findings for educational management/ policy are discussed.

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Evren ŞENTÜRK, Halil. "AN NATIVE MODEL FOR TURKISH SPORTS HIGH SCHOOLS: GERMAN ELITE SPORT SCHOOLS." Social Sciences Studies Journal 3, no. 11 (January 1, 2017): 1755–58. http://dx.doi.org/10.26449/sssj.232.

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Finn, Patrick J. "Preparing for Power in Elite Boarding Schools and in Working-Class Schools." Theory Into Practice 51, no. 1 (January 6, 2012): 57–63. http://dx.doi.org/10.1080/00405841.2012.636339.

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Lucas, Adrienne M., and Isaac M. Mbiti. "The Determinants and Consequences of School Choice Errors in Kenya." American Economic Review 102, no. 3 (May 1, 2012): 283–88. http://dx.doi.org/10.1257/aer.102.3.283.

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School choice systems designed to help disadvantaged groups might be hindered by information asymmetries. Kenyan elite secondary schools admit students from the entire country based on a national test score, district quotas, and stated school choices. We find even the highest ability students make school choice errors. Girls, students with lower test scores, and students from public and low quality schools are more likely to make such errors. Net of observable demographic characteristics, these errors are associated with a decrease in the probability that a student is admitted to an elite secondary school, relegating them to schools of lower quality.

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Maxwell, Mary Percival, and James D. Maxwell. "Going Co-Ed: Elite Private Schools in Canada." Canadian Journal of Sociology / Cahiers canadiens de sociologie 20, no. 3 (1995): 333. http://dx.doi.org/10.2307/3340634.

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Meadmore *, Daphne, and Peter Meadmore. "The Boundlessness of Performativity in Elite Australian Schools." Discourse: Studies in the Cultural Politics of Education 25, no. 3 (September 2004): 375–87. http://dx.doi.org/10.1080/0159630042000247944.

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Brunello, Giorgio, and Tsuneo Ishikawa. "Elite schools, high tech jobs and economic welfare." Journal of Public Economics 72, no. 3 (June 1999): 395–419. http://dx.doi.org/10.1016/s0047-2727(98)00102-9.

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Koh, Aaron. "Youth mobilities in elite schools: elite circuit, reflexive youth biographies and their mobility blips." Applied Mobilities 3, no. 2 (August 18, 2017): 184–97. http://dx.doi.org/10.1080/23800127.2017.1360548.

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Wainwright, Thomas, Ewald Kibler, Jukka-Pekka Heikkilä, and Simon Down. "Elite entrepreneurship education: Translating ideas in North Korea." Environment and Planning A: Economy and Space 50, no. 5 (March 29, 2018): 1008–26. http://dx.doi.org/10.1177/0308518x18766349.

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The recent geographies of education literature have drawn attention to the role of elite business education in circulating new ideas. Our paper presents an ethnography based in North Korea to examine the introduction of an international business education for young generations of North Korean elites (‘donjus’). Drawing on extant literature on translation, our study shows how the translation of entrepreneurial ideas between market-orientated economies and North Korea’s political economy creates different legitimacy tensions within teaching space, and how those tensions are managed to help translate ideas, making them relevant for the local economy. In conclusion, we introduce new understanding into how business schools function as a hub of idea translation and foster the (re-)production of economic elites in an institutional space, where commercial entrepreneurship is still illegal.

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Artemyeva, Tatiana. "The Making of Russian Intellectual Elites in the Age of Enlightenment." Odysseus. Man in History 28, no. 1 (October 28, 2022): 117–39. http://dx.doi.org/10.32608/1607-6184-2022-28-1-117-139.

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During the age of Enlightenment, the processes of national elites' formation in Western Europe somewhat differed from country to country. While in Britain, especially in Scotland, intellectuals constituted a fairly homogeneous group of literati, which included university professors, educated priests, civil servants, and enlightened nobles, in France the ideological attitudes might have been shared by clerics, university professors, and "free thinkers," primarily "encyclopedists." In Russia, the situation was peculiar. At the beginning of the 18th century, the structure of the intellectual elite changed. The clerical Orthodox elite became segregated due to the restrictive decrees of Peter the Great. After the founding of St. Petersburg Academy of Sciences in 1724 and Moscow University in 1755, an academic elite emerged, and a noble intellectual elite took shape. While European intellectual elites developed within a single paradigm and built their internal oppositions most often along the lines of ideological irreconcilability (for example clericals and encyclopedists in France), Russian intellectual elites were barely connected to each other. They were formed in the context of different educational trajectories, shared no common intellectual institutions or communication platforms (it is not by chance that Russian universities had no theology departments: theological education existed in the framework of separate church schools), and they appealed to different authorities. All this contributed to the parallel existence of very different intellectual models and philosophical systems. The situation became even more complex in the 19th century with the emergence of the intelligentsia as a social group in its own right.

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Kristiansen, Elsa, and Barrie Houlihan. "Developing young athletes: The role of private sport schools in the Norwegian sport system." International Review for the Sociology of Sport 52, no. 4 (September 30, 2015): 447–69. http://dx.doi.org/10.1177/1012690215607082.

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The aim of the paper is to analyse the increasingly prominent role of private sports schools in the development of elite athletes in Norway. The context for the analysis is the apparent paradox between the emergence of a network of sports schools, the most successful of which are private and require that parents pay a fee, and the social democratic values of Norway. Data were collected through a series of interviews with 35 respondents from nine stakeholder groups, including athletes, coaches, parents and sport school managers. The research describes an elite sport system that is successful in producing medal-winning athletes, but which is organisationally fragmented, uncoordinated and under-funded with regard to youth talent identification and development and susceptible to tensions between key actors. The primary analytical framework is Kingdon’s multiple streams framework augmented by path dependency theory. The findings include, a picture of an elite youth sport development system in which multiple and overlapping problems have received, at best, only partial policy solutions some of which, such as the growth of private sports schools, have emerged by default. When focusing attention on the relationship between structure and agency in the policy process it is argued that the government, through its inaction, has allowed sports schools the policy space to expand. The consequence is that the government has, whether deliberately or not, enabled the strengthening of a commercial elite youth sport development system, while still preserving its egalitarian and non-interventionist credentials.

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Zhu, Jingqi, Yang Zhao, and Sida Liu. "Inside the ‘Red Circle’: the production of China’s corporate legal elite." Journal of Professions and Organization 7, no. 1 (March 1, 2020): 87–100. http://dx.doi.org/10.1093/jpo/joaa006.

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Abstract This article examines the production of corporate legal elite through a systematic analysis of the profiles of the first three cohorts of partners in nine elite corporate law firms in Beijing. We argue that the social production of the Chinese corporate legal elite is primarily an outcome of domestic social factors rather than international factors. It is characterized by local elite recruitment from elite universities and endogenous elite circulation within the Red Circle firms. International credentials and work experience come only secondary to education and work experience in elite Chinese law schools and law firms for achieving elite status in the profession. Yet, international experience plays a role in promoting gender equality in elite professional service firms. This article contributes to the study of globalization and elite production in professional service firms by investigating how local and global forces manifest themselves in elite production in a major emerging market.

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