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.
Another incidence in the book made me think of this idea. Julio, Yadira’s friend, did not want to finish high school and go for higher education even though he had the opportunity and papers (Thorpe, 99). That made me think why didn’t he have motivation to go and study more, was it family reasons or was he just not motivated enough. While Julio had no intention of going for higher studies Elissa’s boyfriend, Juan, and Clara’s older brother had motivation to go for higher education; both of the guys were enrolled in college (Thorpe, 97). All of these circumstances with these people made me think did the age they came to United States have any effect on their
College life is a journey taken by many high school graduate in effort to explore a higher form of education, and most importantly build a new life outside the boundaries of their families to sustain a long path of toward successful career and to some, building a new family of their own. In the United State we are blessed with an education system that is never available worldwide. Laws are placed to allow every students regardless of ethnicity, gender or class a chance to pursue education in among the most prestigious universities in the world such as Ivy League school as well as many large public universities with many programs. This vast number of education institutions available of every type of students create this big diversity leading the U.S. to be the frontrunner of education in the world.
A very dramatic educational development in the past decades has been the global expansion of higher education. Harvard economist Richard Freeman has estimated that the total number of post-secondary students (students who continue school past the required level) fell from 29% to 12% from 1970 to 2006, a 60% decline. In China alone, postsecondary enrollments exploded from fewer than 100,000 students in 1970 to 23.4 million in 2006. The increase over the same period in India was from 2.5 million to 12.9 million students. According to the EPE on average there are 1.1 million American students dropping out of school every...
Tenured professors with the foremost seniority, has the proper to a footing during which they're qualified for if it becomes on the market the subsequent year once his/her contract has been terminated. This creating it very important that irremovable lecturers understand their hiring dates which h...
For example, teams from the United States would easily engage in a controversial discussion’s and be willing to challenge their facilitator, but participants from other cultures may be more reluctant to do so because of their cultural norms. Some cultures are taught to question everything; so they are more likely to ask why and want justification for the content and an explanation for the methods of a program. Cultural values can affect how a learning process is implemented, how feedback is provided, and the overall setting in which learning and development can be taken full advantage of. This is why cultural context must always be considered with Leader
Studying a university degree is one of the biggest achievements of many individuals around the world. But, according to Mark Edmunson, a diploma in America does not mean necessarily studying and working hard. Getting a diploma in the United States implies managing with external factors that go in the opposite direction with the real purpose of education. The welcome speech that most of us listen to when we started college, is the initial prank used by the author to state the American education system is not converging in a well-shaped society. Relating events in a sarcastic way is the tone that the author uses to explain many of his arguments. Mark Edmunson uses emotional appeals to deliver an essay to the people that have attended College any time in their life or those who have been involved with the American education system.
According to current estimates approximately 75 percent of college students are now nontraditional students – older than 25, attending school part time, and having delayed entry or reentry into college for a variety of personal reasons. Post secondary education is needed by such students to develop their careers and to acquire new skills and knowledge in a global society where they are likely to have longer life spans than did workers in the past. This trend is not restricted to North America; it is a worldwide phenomenon.
Leon Botstein, the President of the Bard College, deals with students every day. In his piece Let Teenagers Try Adulthood he goes through a list of several of the problems in high schools and follows that with a list of possible solutions. One of the main problems that Botstein finds is that students entering his university are rarely prepared. And that
to about 83 percent of high school graduates enroll in some form of postsecondary education, but only about 52 percent of students complete their degrees. Further, a very small proportion of students complete a degree in four years—“among students starting at ‘four-year’ institutions, only 34 percent finish a B.A. in four years, 64 percent within six years, and 69 percent within eight and a half years.” Colleges always want students to graduate and support their alma mater. However this begins with deciding what student are mentally readiness and determination for the task that lies ahead, college. In today’s society we struggle trying to find a proper definition for college readiness. This is the main reason statistics and graduation rates suffer in the way that they do. Just because a high school student reaches the age of 18, obtains a high school diploma, and has functional literacy, does that really make students college ready?
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
Globalization has many implications for leadership today and in the future. Global perspectives are being spread to the farthest points in the world and to the most isolated people. People of different cultures come to the United States daily to live, travel, or engage in business. Leaders must respond to this challenge of globalization so they can effectively reach out to as many people as possible. Opening themselves to the world's changes allows leaders to compare and contrast their culture with the arts, language, beliefs, customs, philosophies, and ways of living of other people. By observing and questioning another culture, leaders can understand the origin of an individual's viewpoints and become more sensitive to the cultural needs of that individual. By continually exposing themselves to other cultures, young leaders can thoroughly develop this global perspective and devote themselves to making connections with the entire world.
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
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.