David Baker’s New Book is Available for Pre-order on Amazon

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.  Image

“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

Team Members Win AIR/PIAAC Research Funding

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


Team Research Cited Around the Web!

A recent team publication is being used as an example article by the recently released book The Essential Guide to Doing Your Research Project. The piece is:

Halabi, S., Smith, W., Collins, J., Baker, D. and Bedford, J. (2012) ‘A Document Analysis of HIV/AIDS Education Interventions in Ghana’, Health Education Journal, published online 10 July 2012.

Check out the companion site for The Essential Guide to Doing Your Research Project here: http://www.uk.sagepub.com/oleary2e/study/journal.htm


We’re also on Wikipedia!

Another team publication researching the effects of education on HIV/AIDS has been cited on Wikipedia.  The original piece is:


Keynote Address in Amsterdam

KeynoteDr. David Baker delivered a keynote address at the Amsterdam Centre for Inequality Studies (AMCIS) Conference.  The conference theme was “Education Systems: Inequalities, Labor Markets, and Civic Engagement.”  Dr. Baker’s keynote was titled “Jobs, Labour, Credentials, and Civic Engagement in the Schooled Society: Institutional Consequences of the Education Revolution.”

Abstract for “Jobs, Labour, Credentials and Civic Engagement in the Schooled Society: Institutional Consequences of the Education Revolution”

The schooled society is a defining component of contemporary society, and with large scale capitalism and widespread representative democracy is a leading social revolution. Over the past 150 years, a massive regime of education has produced a powerful culture, transformed most individuals in the world, and created far-reaching consequences for all facets of society; yet, the education revolution is intellectually underappreciated in its role in creating contemporary society. Comparative and international scholarship is uniquely positioned to tell the full story of the coming of a worldwide schooled society and the human condition. Following a summary of the dynamics of the revolution and a note on a promising theoretical perspective on education as a primary institution, its impact on social institutions is illustrated through what happens to minds, politics, and gods in the schooled society.