Chapter 19: The social structure of schools and classrooms
Restricted access

The chapter at hand provides a sociological account of the analysis of schools and classrooms and their effects on selected educational outcomes. I draw on the social production function approach to unveil the idealized educational motives of students, their parents and their teachers. This allows me to present a theory-based synthesis of the state of the art in conceptually adjacent, but empirically surprisingly unrelated areas of research. A review of previous empirical research supports the theoretical argument that both school and classroom context may frame educational actors’ goal–mean relations, while framing effects might be heterogeneous for individuals with different psycho-social dispositions. I conclude with several suggestions for future analyses of educational contexts, their interrelation to one another, and their interaction with individual characteristics. In particular, a stronger interdisciplinary approach to the analysis of educational contexts is encouraged.

You are not authenticated to view the full text of this chapter or article.

Access options

Get access to the full article by using one of the access options below.

Other access options

Redeem Token

Institutional Login

Log in with Open Athens, Shibboleth, or your institutional credentials

Login via Institutional Access

Personal login

Log in with your Elgar Online account

Login with your Elgar account
Edited by