International Journal of Sociology of Education <p>The <em><strong>International Journal of Sociology of Education</strong></em> (known by its acronym RISE) is a scientific journal of the Editorial Hipatia that publishes technical articles and original research results from the field of education education with different methodological approaches in order to provide specific scientific advances in the socio-educational field. In this sense, RISE will publish disciplinary and interdisciplinary works related to the most relevant theories and educational research developed from a social perspective that provide elements that contribute fundamentally to social transformation and overcoming social inequalities from education.</p> <p>This scientific journal arises from the need to respond to the excessive determinism and dogmatism with which educational issues have been treated since the sociology of the reproductive role of education in society. The RISE aims to analyze not only in a descriptive way the socio-educational elements that reproduce social inequalities and even increase them, but also the models, variables, scientific evidence and educational actions that affect social change and the overcoming of inequalities. In short, RISE aims to be an international space for debate and criticism through the presentation of theoretical and practical contributions from the sociological field that can favor the improvement of our societies through education. The journal is aimed primarily at scientific and research staff and other key actors who wish to keep abreast of the latest developments in the sociology of education. It is a quarterly electronic publication that appears in the months of February, July and October. Papers can be publsihed in English or Spanish.</p> <p><strong>Peer review Policy:</strong> The editorial board will review the works received by the journal and it elaborates the corresponding report for the acceptance or rejection of the article, based on the criteria of quality, as much as formal and of adjustment to the own contents of this journal.Once it is verified the adjustment of the works, these are sent to two external expert people for a valuation by means of the system of " double blind" or " peer review". In case of discrepancy, there will be one third person that reviews. Once the evaluations of articles by this external procedure have been done, the author(s) will be notified the acceptance or not and, in necessary case, will be asked for the modifications suggested in the evaluation reports. In this last case, once the original text has been re-elaborated by the author(s), the work will be evaluated again by the Editorial board, according to the initial valuations realised and contained in the referred information.</p> <p><strong>License:</strong> Until October 5, 2013, the scientific journals of Hipatia Press were published under the Creative Commons Attribution-NonCommercial-NoDerivativeLicense (CC BY NC ND). Hypatia Press decided to change the license and use <a href="" target="_blank" rel="noopener">Creative Commons Attribution (CC BY)</a> as recommended by the <a href="" target="_blank" rel="noopener">Budapest Open Access Initiative</a> in light of its commitment to Open Access.</p> en-US <p>All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.</p> (Carmen Elboj Saso) (Hipatia Press) Tue, 25 Oct 2022 08:25:27 +0200 OJS 60 Study of Cultural Dilemma and Internal System of Chinese Learning for International Students in Zhengzhou University, China <p>This study focuses on international students’ satisfaction on-campus cultural environment, living, learning experience about the quality of education and available facilities. A questionnaire-based cross-sectional systemic survey where 119 foreign students were targeted for data collection using the strategy of non-probability convenience sampling. For data processing, SPSS v 22.0 was adopted and P≤0.05 was considered statically significant. To explore the relationship between variables, the Kruskal-Wallis H and Mann-Whitney U tests were carried out. The results show a high level of foreign students’ satisfaction with adequate accommodation, the influence of Chinese culture, and the quality of education. This study evaluated that the overall better level of satisfaction in culture, living, the standard of education, learning system, cost of accommodation, and sports</p> Ghulam Jilani, Guangqin Yang Copyright (c) 2022 International Journal of Sociology of Education Tue, 25 Oct 2022 00:00:00 +0200 Neurosis de Clase en las Escuelas Secundarias Chilenas: Abajismo, Arribismo y Negación Identitaria <p>This study explored how notions of socioeconomic class appeared in the discourses and practices of students, teachers and administrators, in three Chilean high schools from different socioeconomic levels. Data comes from a larger ethnographic study of discourses and practices of citizenship in these schools. Students approached their social class from a denial or misrecognition standpoint, involving themselves in the practice of <em>arribismo</em> or <em>abajismo</em>, to appear as belonging to an upper or lower social class, respectively. This can be understood as a form of Class Neurosis (De Gaulejac, 2000), involving feelings of guilt, inferiority and rejection linked to social origin. These phenomena were promoted through the school culture and the discourse from adults, which interpellated students´ subjectivity, whose practices included code-switching and a vigilance of themselves and their classmates. The study showed how schools help maintain the social structure through complacency with the meritocratic promise, affecting how students see themselves as part of their communities, how they build expectations about the future, and how they understand that they can become civically engaged.</p> Andrea Lopez Copyright (c) 2022 International Journal of Sociology of Education Tue, 25 Oct 2022 00:00:00 +0200 Moving from a segregated to a coeducational context: Exploring Iranian female medical students' ownership and investment in language learning <p>The present study examined Iranian female medical students' transition from a segregated school system to a coeducational university context to uncover how they invested in their learning in the new context. The participants of this qualitative study were 23 female medical students, taking a general English language course in a mixed class of 54 students. This was their first experience of being in a coeducational environment. During the term the researchers/instructors observed the class, and also the students were interviewed to examine their understanding and feelings about this experience and its influence on their learning. The data were analyzed through thematic analysis. Taking Norton's (2015) investment model as a point of departure, the findings showed that female students invested in language learning by focusing on the capital, identity, and ideology that they were dealing with in the coeducational class. The findings showed that despite the common belief in the Iranian society that female learners are shy in coeducational settings, the participants invested in learning and owned their identity as medical students. They considered the class as a miniature setting to learn how to cooperate effectively with the male students to be ready for the mixed environment of their future profession.</p> Hossein Navidinia, Nargess Hekmati Copyright (c) 2022 International Journal of Sociology of Education Tue, 25 Oct 2022 00:00:00 +0200 Intercultural Sensitivity of Educational Management Students as the Future’s Educational Leaders in Indonesia <p>Multicultural education of Indonesia calls for future’s educational leaders with a high level of intercultural sensitivity (IS). Hence, this mixed-method study investigated the IS of 784 educational management students from 10 universities in Indonesia, and their representatives’ IS factors. They were recruited as the samples because their background knowledge supports their profiles as the future’s educational leaders. The first objective was pursued by conducting a quantitative survey, and the second objective was pursued by undertaking an instrumental case study. This study revealed that the educational management students had a high level of IS as demonstrated by high values of all IS domains. Their high IS level was influenced by three factors which entailed experiences of living with diversity, noticing the multiculturalism of Indonesia, and accepting differences. At the end of discussion and conclusion sections, implications and suggestions for future’s studies are given.</p> Murni Yanto, Idi Warsah, Ruly Morganna, Imron Muttaqin, Destriani Copyright (c) 2022 International Journal of Sociology of Education Tue, 25 Oct 2022 00:00:00 +0200