Summary
Sociology of educational late blooming, an article published in Sociological Forum and written by Jack Levin and William C. Levin, looks at the timelines of common lifetime milestones and their importance in various cultures. Describing time and scheduling as an important social dimension, the authors explain the subject of timeline scheduling within a context of societal norms(J. Levin & W. C. Levin, 1991, p. 661). Milestones in terms of “proper” chronological age and the order of attainment are established by society and differ greatly from one culture to the next (1991, p. 662). Levin and Levin pick deviancy from the normal age-window for completing higher education, called “late blooming”, as their focus and note that the U.S. has always been more tolerant of this deviant behavior than English and European society (1991, p. 669). The authors attribute this to two aspects of American culture, equality of opportunity for advancement, and free-market determination of educational supply (1991, p. 671). European educational systems, in contrast, are far more selective of college bound students and offer very little in the form of second and third chances to applicants whose secondary educational performance was lackluster. Describing educational opportunity outside the U.S. as “almost universally elitist”, the paper notes that “in most societies, a maximum of only 19 to 26% of the population is deemed qualified even to apply for entry to a college or university” (1991, p. 679).
Application to Course Topics
While this paper was concerned with the National norms of proper entry into higher education, I drew many comparisons with the Moran text’s treatment of organizational norms. Levin and Levin point out conditions...
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...ame pace as new technology and best-practices, then it will need to be continuous.
Levin and Levin look at the same progression, namely the “persistence and growth, at least since World War II, of tolerance for late blooming”, and ask if a future where rigidity of educational scheduling is further eroded and “late-blooming” itself becomes the norm is possible (1991, p. 676)? Moran et al. point to the field of knowledge management as proof of this very reality (2007, p. 138). Oddly, the Levins’ answer with a rather uninformative “We think not” (1991, p. 676).
Works Cited
Levin, J., & Levin, W. C. (1991). Sociology of Educational Late Blooming. Sociological Forum, 6(4), 661-679.
Moran, R. T., Harris, P. R., & Moran, S. V. (2007). Managing Cultural Differences, Seventh Edition: Global Leadership Strategies for the 21st Century (7th ed.). Butterworth-Heinemann.
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Martin, A. J. (2010). Should Students Have a Gap Year? Motivation and Performance Factors Relevant to Time Out After Completing School. Journal Of Educational Psychology, 102(3), 561-576. doi:10.1037/a0019321
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middle of paper ... ...& Co. (2011). The 'Secondary' of the 'Secondary' of the 'Secondary' of the 'Secondary' of Higher Education and Liberalization among Young Adults. Oxford University Press, 1881. Shah, N. (2013, August 27). More Young Adults Living With Parents?
Slowinski, J. (Jan/Feb 2002). What will the future of education look like? Book Report, 20(4), 18-20. Retrieved November 10, 2003, from Academic Search/Ebsco.
Understand and heed cultural differences - cultural variables in transacting international business. (1991, January 28). Business America. FindArticles.com., Retrieved March 20, 2009, from http://findarticles.com/p/articles/mi_m1052/is_n2_v112/ai_10412261/pg_4?tag=content;col1
Sonderberg, A-M & N Holden. (2002), Rethinking cross cultural management in a globalizing business world' International Journal of Cross Culture Management 2(1): 103-121