1001 Yiddish Proverbs by Fred Kogos

By Fred Kogos

Jewish reviews, Literary experiences

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5. The lack of acknowledgment in the literature of Girard and Bastide’s work on primary and secondary effects can perhaps be attributed to the relevant article being published only in French. During discussions of this book project, the authors in this volume learned of Girard and Bastide’s work from Louis-André Vallet, to whom we are most grateful. 6. ” 7. Of course, this is to some extent an unsatisfactory explanation given that, as we have seen, the concepts of primary and secondary effects were not proposed Introduction 27 by Boudon.

As discussed in Chapter 1, at the heart of the method is an idealized process that links social background, academic performance, and the transition. A student achieves a level of academic performance and then makes his or her choice about whether to continue to higher levels of education. Social background (from this point forward referred to as class) influences both the level of performance and the choice about whether to make the transition. The two paths from class to outcome are therefore primary effects (the indirect effect, from class to performance to transition) and secondary effects (the direct effect, from class to transition).

It will also become clear that, for the most part, it is the mechanisms underlying the generation of secondary effects that are more malleable by social policy. In general, primary effects are understood to be the consequence of a complex interaction between educational institutions and the cultural, economic, and social resources of individuals and their families. Six classes of mechanisms might be relevant to the generation of performance differences between groups: (a) genetic, (b) the home environment and its implica- Introduction 13 tions for economic, cultural, and social resources, (c) health and nutrition, (d) sibship size, (e) the cultural biases exhibited by schools, and (f) psychological mechanisms, particularly those that come into play in the interaction with schools (see Erikson and Jonsson 1996a [10–12], who discuss the first five classes).

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