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Publication Metadata only Education and symbolic violence in contemporary Turkey(Routledge Journals, Taylor & Francis Ltd, 2019) Department of Sociology; Department of Sociology; Department of Sociology; Ergin, Murat; Rankin, Bruce; Gökşen, Fatoş; Faculty Member; Faculty Member; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 106427; N/A; 51292This article examines the perceptions of education in Turkey, which refer to a nebulous package of formal education and a cultured stance. Guided by the literature on symbolic violence, we argue that underprivileged groups misrecognize arbitrary hierarchies by considering them just and inevitable. Elite tastes have been internalized by other groups in a particular historical context of education and culture. We investigate the historical roots of this seemingly ahistorical constellation of power relations around education and then consider the implications for the neoliberal period. Then, we contextualize the responses to symbolic violence. Subordinate groups complicate the effects of symbolic violence by exhibiting diverse responses that range from outright submission to implicitly questioning cultural and moral boundaries, creating class and ethnic others in the process. This occurs by constructing cultural and moral boundaries, especially targeting the 'vulgar' culture of celebrities and Kurds.Publication Metadata only Functional adult literacy and empowerment of women: impact of a functional literacy program in Turkey(Wiley, 2005) N/A; Department of Psychology; Department of Sociology; Department of Psychology; Kağıtçıbaşı, Çiğdem; Gökşen, Fatoş; Gülgöz, Sami; Faculty Member; Faculty Member; Faculty Member; Department of Sociology; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 51292; 49200This Turkish literacy program contributed to the social integration, positive self-concepts, and family cohesion of the women who participated in it.Publication Metadata only Gender inequality in schooling: the case of Turkey(Sage Publications Inc, 2006) Aytac, IA; Department of Sociology; Rankin, Bruce; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; N/ADrawing on recent research on education in developing countries, this article examines gender inequality in schooling in Turkey. Using a nationally representative sample of Turkish youths, it assesses the effects of macrostructure, family resources, and cultural attitudes and practices on primary and postprimary school attainment. The results show that while locality, family resources, and family structure and culture influence the education of both genders, girls' chances of postprimary schooling are greater if they live in metropolitan areas and in less patriarchal families. Birth-order comparisons indicate that older daughters are less likely to complete postprimary schooling than are their younger sisters. Girls' primary school attainment is facilitated by having other family members who help with child care. The findings are discussed in light of trends in Turkish society and their implications for future research.Publication Metadata only Impact of migration on early drop-out from compulsory education: analysis of interrelationships of social capital and drop-out in Turkish education system(Iated-Int Assoc Technology Education A& Development, 2012) Department of Sociology; Department of Psychology; Gökşen, Fatoş; Cemalcılar, Zeynep; Faculty Member; Faculty Member; Department of Sociology; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 51292; 40374This paper examines the influence of rural-to urban migration on early school dropout from compulsory education through effects of social capital drawn from community, in a sample of Turkish youth. The loss of community-based sources of social capital may be the underlying reason for significantly lower levels of school attainment of immigrant youth in comparison to native youth in culturally diverse societies. In the present study, with a sample of 764 adolescents, we show that rural to urban migration at school age (5-15 years) increases a child's odds of dropping out from compulsory education about 103% compared to when the child is not migrated, above and beyond other significant structural risk factors like child labor, having illiterate mothers and no stable house income. The effect of migration on dropping out is significant for adolescents who migrated to the metropolitan Istanbul, but not to other less developed cities, which are similar to the immigrants' home cities in terms of socio-economic and cultural milieu. Positive student-teacher relationship as a form of school social capital increased the odds of staying in school by 65%. We suggest that social capital factors are critical in the educational attainment and acculturation of migrant children and interventions should target immigrant children, their families and the communities they live in.Publication Metadata only Inequality in social capital: social capital, social risk and drop-out in the Turkish education system(Taylor & Francis, 2014) Department of Psychology; Department of Sociology; Cemalcılar, Zeynep; Gökşen, Fatoş; Faculty Member; Faculty Member; Department of Psychology; Department of Sociology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 40374; 51292This article examines the effects of social capital on the likelihood of dropping out from the compulsory education system (Grades One through Eight) in Turkey. It focuses on the question of whether school-related social capital can provide the means to stay in school in the presence of risk factors such as socioeconomic status, race, or gender that cannot be easily modified. Despite major progress in enrollment rates due to policies enacted in recent years, the overall drop-out rate in compulsory education is close to 15% in Turkey. Data collected from 764 student-mother pairs show that drop-outs are exposed to higher number of social risk factors. We further illustrate that school-related social capital, as measured by quality of in-school teacher-student interactions as well as parental involvement in school, significantly and positively contributes to adolescents' likelihood of staying in school even in the presence of severe social inequalities.Publication Metadata only Kurdish students' perceptions of stigma and their destigmatization strategies in urban contexts in Turkey(Routledge Journals, Taylor & Francis Ltd, 2022) Turgut, Serkan; Department of Sociology; Çelik, Çetin; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; 105104Contemporary literature has chiefly studied the Kurdish issue from a macro-political perspective. In this paper, we focus on ordinary Kurdish youth's everyday responses to stigma and discrimination from the majority Turkish group and connect them to the macro-political context. Drawing on 29 qualitative in-depth interviews with Kurdish students in Izmir, we document that this group seeks to negotiate their belonging in the face of their characterizations as backward, terrorist, and disloyal. The findings suggest that these youth respond to stigmas, depending on contextual dynamics, by specific destigmatization strategies such as confronting, managing the self, assuming individual responsibility, and avoiding. We argue that ongoing armed conflict stigmatizes Kurds as separatists, and invisible markers between Kurds and Turks make hiding ethnicity the primary destigmatization strategy for Kurds.Publication Metadata only Parental networks, ethnicity, and social and cultural capital: the societal dynamics of educational resilience in Turkey(Taylor & Francis, 2017) Department of Sociology; Çelik, Çetin; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; 105104Resilience research has increasingly gained ground in the field of education research, due to its potential for ameliorating inequalities. This article deals with the emergence of educational resilience, with particular attention to parental network structure, by employing a Bourdieusian social and cultural capital approach. While much of the literature discusses resilience normatively as a personal trait, this article frames it as an outcome of larger societal processes. Drawing on a comparative study of the experiences of resilient student-mother and dropout-mother pairs living in inner-city areas of Istanbul, the article illustrates that the emergence of resilience is strongly linked to resources such as parental networks and that parental networks significantly differ along the nexus of ethnicity.Publication Metadata only Recognizing and misrecognizing: inclusive education, schools, and ethnicity(Sosyoloji Derneği, 2022) Department of Sociology; Çelik, Çetin; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; 105104Studies on educational inequalities have long emphasized the relationship between academic achievement, family resources, and cultural values. Complementary to this literature, this study focuses on the role of schools in the educational processes with attention to the concept of institutional habitus. It examines two schools in Bremen and Istanbul that apply different educational programs to students from diverse ethnic profiles and how they shape educational processes. Bremen's school program recognizes students' cultural identities and aims at academic development, increasing the smooth transition between home and school. The school's program in Istanbul does not admit students' cultural identities, enlarging the distance between home and school exclusively. These findings suggest that the different institutional habitus of these schools are strongly associated with their positions in the broader educational field. Keywords: Institutional habitus, Turkish education system, German education system, inclusive education, exclusion. / Eğitim eşitsizlikleri literatürü, akademik başarıyla aile kaynaklarının ve kültürel değerlerin ilişkisini uzun süredir vurgulamaktadır. Okulun, bu ilişkiye etkisine dair literatür ise son on yıllarda hızlı bir gelişme göstermektedir. Bu çalışma okulların yapı ve işleyişinin eğitim süreçlerine etkilerine kurumsal habitus kavramıyla odaklanmaktadır. Çalışma Bremen ve İstanbul’da bulunan ve çoğunluk toplumundan farklı etnik ve dilsel özellikteki öğrencilerine farklı eğitim programları uygulayan iki okulun eğitim süreçlerini nasıl şekillendirdiğini nitel verilerle incelemektedir. Elde edilen bulgular Bremen’deki okulun öğrencilerin kültürel kimliklerini tanıyarak ve akademik gelişmeyi hedefleyerek ev ile okul arasındaki geçişliliği kolaylaştırdığını, İstanbul’daki okulun ise öğrencilerin kültürel kimliklerini tanımayarak ev ile okul arasındaki mesafeyi dışlayıcı şekilde açtığını ortaya koymaktadır. Anahtar Sözcükler: Kurumsal habitus, Türk eğitim sistemi, Alman eğitim sistemi, kapsayıcı eğitim, dışlama.Publication Metadata only Religiosity, the headscarf, and education in Turkey: an analysis of 1988 data and current implications(Taylor & Francis, 2008) Aytaç, Işık A.; Department of Sociology; Rankin, Bruce; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; N/APrevious research highlights the continuing relevance of family culture in explaining educational inequalities in Turkey, especially patriarchal beliefs and practices that discourage investment in the education of girls. We extend that research by introducing two much-debated, but empirically untested, aspects of family culture - parental religiosity and headscarf preferences. An analysis of a nationally representative sample of 15-19 year olds in 1988 shows that while religiosity had no significant effect on educational attainment, children who lived in families whose fathers expected them to wear a headscarf in public had lower educational attainment, especially girls. The large negative headscarf effect suggests that the government ban on headscarves in schools may be an obstacle to eliminating gender inequality in education. The results are discussed in light of recent trends in Turkish society.Publication Metadata only School to work or school to home? An analysis of women's vocational education in Turkey as a path to employment(Routledge Journals, Taylor & Francis Ltd, 2019) Alnıaçık, Ayşe; Yükseker, Deniz; Department of Sociology; Gökşen, Fatoş; Faculty Member; Department of Sociology; College of Social Sciences and Humanities; 51292This paper focuses on women's vocational education in Turkey as a gendered and gendering process. Cultural norms about women's role in society, a vocational curriculum that echoes these norms, and a labour market with gender inequalities constitute the background against which women formulate their vocational preferences and seek pathways into the labour market. We use the literatures on gender and vocational education, school-to-work transitions, and gender bargains to analyse data from qualitative fieldwork with students and graduates of girls? vocational high schools. First, we scrutinize how students choose vocational tracks. Our findings point to the presence of a gendered bounded agency by students and graduates, according to which their choices echo traditional gender norms. Secondly, we discuss the transition from school to work, during which they are faced with gender prejudice in the labour market. Finally, we show how that process turns into a ?school-to-home? transition whereby graduates become homemakers.