Research team members William C. Smith, Emily Anderson, Daniel Salinas, Renata Horvatek, and David P. Baker have a new article on the effects of education on health, chronic disease, and risk factors. The article, “A meta-analysis of education effects on chronic disease: The causal dynamics of the Population Education Transition Curve,” was published by Social Science & Medicine. Click here to download the article.
Dr. David P. Baker was recently interviewed for the American Journal of Education’s online forum. In this interview, Dr. Baker discusses The Schooled Society, neo-institutional theory, and recent developments in higher education such as Massive Open Online Courses (MOOCs). Click here to read the transcript
David Baker blogged about his new book, The Schooled Society, on The Page 99 Test. The book is also featured on HEPPAS Books (a blog for new books in History, Economics, Politics, Philosophy, Antrhopology, and Sociology) and Campaign for the American Reader. The book is on sale now through Stanford University Press and Amazon.
Professor David Baker recently contributed a piece to the Stanford University Press Blog. This short piece that introduces some of the major themes of his new book The Schooled Society: The Educational Transformation of Global Culture.
On Saturday, April 5th. Dr. David Baker spoke in Washington, DC, as part of the TEDxFulbright speakers series. The title of his speech was, “New Minds, Gods, and Political Upheavals: Imagining a New World from the Education Revolution.”
Pre-order your copy of The Schooled Society: The Educational Transformation of Global Culture on Amazon. Click here to learn more.
Praise for the book by John W. Meyer, Professor of Sociology, Emeritus, Stanford University.
“Education is often discussed as only a set of organized experiences for the young. This leaves out the enormous fact — central to David Baker’s impressive and comprehensive book — that education is deeply institutionalized in modern society, now at global levels. So student experiences are given great meaning, and are made significant for the whole life course. Further, those culturally-validated experiences, and the schooled programs in which they appear, are given central authority in society as a whole, and have direct consequences for evolving occupational and social structures everywhere. Baker spells out the origins and development of this system, and analyzes its societal consequences, in this dramatic and wide-ranging book, which will be significant for students and scholars across the range of the social sciences.”
- John W. Meyer, Professor of Sociology, Emeritus, Stanford University
William Smith and Frank Fernandez are receiving a research funding award from the American Institutes for Research (supported by the National Center for Education Statistics) for their forthcoming work titled, “A Comparative Study of Immigrant and Native Employees in the United States and Canada.” Their research project will use data from the Program for the International Assessment of Adult Competencies (PIAAC) to examine whether, after matching on occupation, there are wage differences between native citizens and immigrants with similar skills, cognitive abilities, and education levels. The U.S. and Canada comparison is important, given that the United States and Canada receive more than half of all OECD immigrants and two-thirds of the OECD immigrants who have attended tertiary institutions. The research will specifically examine whether there are differences in the educational attainment of immigrants in the United States and Canada, how immigrants differ from natives in terms of educational attainment, cognitive abilities, and technological skills, and examine whether the factors that influence wage disparities differ between countries.
Click here to read more