外刊吃瓜 |《教育社會(huì)學(xué)》最新目錄與摘要

2026

外刊吃瓜

— 這里是JCS編輯部 —

本周的JCS外刊吃瓜

將繼續(xù)為大家推送

社會(huì)學(xué)·國(guó)際頂刊

Sociology of Education

（《教育社會(huì)學(xué)》)

的最新目錄與摘要

About SOE

Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development. SOE publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle.

Journal Metrics

Current Issue

SOE每年出版四期，最新一期(Volume 99 Issue 2, April 2026)共5篇文章，詳情如下。

原版目錄.

CONTENTS

原文摘要.

ARTICLES

Cultivating Familiarity: Social Class and Help-Seeking in Academic Advising

Junhow Wei

Drawing on interview and observational data of college students and academic advisers at one research-intensive, public university, this article describes similarities and differences in how students from different social class backgrounds engage with academic advisers. Both middle-class and working-class students were comfortable seeking help to resolve immediate questions and concerns. Advisers’ efforts at establishing rapport and reaching out to students contributed to this parity. However, only middle-class students proactively cultivated their advisers’ familiarity to ensure their advisers would remember them and provide more personalized guidance in the future. Advisers viewed middle-class students who cultivated familiarity in a positive light. Cultivating familiarity also allowed middle-class students to have rich advising conversations despite having no pressing issues to address. This analysis introduces cultivating familiarity as a mechanism through which middle-class students may secure advantages, even in contexts where both middle- and working-class students feel comfortable seeking help.

The Achievement Narrative and Alienation in School: A Typology of Academic Disconnection

Sean J. Drak, Jeffrey Guhin

Previous work on student alienation in schools has emphasized alienation as either a source or consequence of students’ lack of achievement. We show, in contrast, how alienation is common to a wide range of students’ experiences in school, including among “high-achieving” students. Drawing on over two years of ethnographic fieldwork in two disparate suburban high schools, we show how students’ experience of alienation is linked to an exacting achievement narrative in U.S. schooling. We describe four forms of alienation: precarious character, unsound settings, impossible plots, and someone else’s story, with the first three each connected to a different narrative element (character, setting, plot) and the fourth a more existential sense of narrative disconnect. We highlight the importance of alienation as a reason to de-emphasize schooling in solutions to inequality, making space for more radical politics of redistribution.

Contested Diversity? The Institutionalization of LGBTQ-Supportive Features in U.S. Higher Education, 1980 to 2018

Hannah K. D’Apice, Christine Min Wotipka

This study seeks to understand the extent of and explanations for the institutionalization of sexuality and gender identity in U.S. higher education institutions (HEIs). Using original longitudinal data collected on a national probability sample of 234 four-year HEIs, covering 1980 to 2018, we examine whether and when HEIs establish two key lesbian, gay, bisexual, transgender, and queer (LGBTQ) supportive features: LGBTQ resource centers and LGBTQ studies programs. We argue that sexuality and gender identity have not been institutionalized to the same extent as other diversity features because they remain contested or viewed with ambivalence in some HEIs. Findings suggest that institutions that already demonstrate support for gender diversity or are associated with other institutions that signal such support are more likely to institutionalize these supportive features. In the case of LGBTQ rights, HEIs may therefore be particularly responsive to their institutional environments.

Gender Peer Effects on Educational Achievement in Swedish Compulsory Schools: A Study of Contemporaneous and Cumulative Effects

Tünde Lénárd

This article presents evidence on linear, nonlinear, and cumulative gender peer effects on test scores. The study utilizes exceptional Swedish data containing the history of the gender composition of students’ classrooms from first to ninth grades. The analysis builds on school fixed effects with the added advantage of observing within-school variation in gender composition across actual classrooms. In contrast to what is often suggested in the literature, results show that gender composition does not uniformly affect boys and girls. More female-dominated classrooms slightly increase girls’ and decrease boys’ test scores, but these effects mainly concern students in classrooms with very skewed gender distributions. Moreover, effect sizes are very small, suggesting that classroom gender composition should not be a primary policy concern except when imbalances are large and cumulatively sustained. Findings also underscore the importance of accounting for nonlinearities and cumulative effects in research on gender peer effects.

“Who Is Anybody to Judge?” Educational Resistance through Recognition

Christina Ciocca Eller, Elena Ayala-Hurtado

The United States is a “schooled society”: one where formal education is viewed as a primary conduit between American cultural ideals and people's moral worth and social value. Sociologists of education have described resistance against this dominant model through disinvestment from school, particularly among some students from traditionally underrepresented backgrounds. Yet it remains unclear if “school-invested” students also enact resistance and if so, what such resistance entails and means for educational and social inequality. Bringing together the literatures on recognition and educational resistance, we argue that recognition of stigmatized educational groups by school-invested students may serve as an important form of educational resistance. We build this argument by drawing on unique multiwave interview data (n?=?168) to investigate college students’ perceptions of college dropouts. We find that although a minority of respondents discursively deploy stigmatizing frames when describing dropouts, more draw on recognition frames to bridge moral and symbolic gaps between college students and particular dropouts. We also find that certain college experiences, particularly exposure to peers with complicated college trajectories, appear to change students’ narratives on dropout over time. We consider the implications of recognition-based resistance and the associated opportunities and limitations concerning inequality.

以上就是本期JCS外刊吃瓜的全部?jī)?nèi)容啦！

期刊/趣文/熱點(diǎn)/漫談

學(xué)術(shù)路上，

JCS陪你一起成長(zhǎng)！

關(guān)于 JCS

《中國(guó)社會(huì)學(xué)學(xué)刊》（The Journal of Chinese Sociology）于2014年10月由中國(guó)社會(huì)科學(xué)院社會(huì)學(xué)研究所創(chuàng)辦。作為中國(guó)大陸第一本英文社會(huì)學(xué)學(xué)術(shù)期刊，JCS致力于為中國(guó)社會(huì)學(xué)者與國(guó)外同行的學(xué)術(shù)交流和合作打造國(guó)際一流的學(xué)術(shù)平臺(tái)。JCS由全球最大科技期刊出版集團(tuán)施普林格·自然(Springer Nature)出版發(fā)行，由國(guó)內(nèi)外頂尖社會(huì)學(xué)家組成強(qiáng)大編委會(huì)隊(duì)伍，采用雙向匿名評(píng)審方式和“開放獲取”(open access)出版模式。JCS已于2021年5月被ESCI收錄。2022年，JCS的CiteScore分值為2.0（Q2），在社科類別的262種期刊中排名第94位，位列同類期刊前36%。2025年JCS最新影響因子1.3，位列社會(huì)學(xué)領(lǐng)域期刊全球前53%（Q3）。

▉ 歡迎向《中國(guó)社會(huì)學(xué)學(xué)刊》投稿!!

Please consider submitting to

The Journal of Chinese Sociology!

▉ 官方網(wǎng)站：

https://journalofchinesesociology.springeropen.com