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The article traces the main stages of development of the sociology of education in the West and Russia from inception at the turn of XIX-XX centuries the main theoretical approaches and paradigms till the current state of development of this branch of social science. The authors note that the sociology of education is one of the rapidly developing branches of social science. At the same time, it can be identified problems such as a small number of methodological papers, thematic fragmentation, insufficient theoretical analysis and synthesis, study of pre-school, primary, secondary, vocational training and others. The article notes that in has occurred updating the methodological issues in the sociology of education the last decade and, despite the different assessment of her condition, the researchers agree on the need to find new approaches of theoretical study of the formation, which reflects the process of integration in theory and research methodology of macro processes and everyday life of people. The authors conducted an analysis of scientific publications on this subject, one of whose tasks was to determine the degree of popularity of qualitative and quantitative methods in concrete sociological research education. Despite the presence of a large number of scientific papers devoted to the qualitative methodology of sociological research in general in the Russian research practice retained a preference for the use of quantitative methods of collecting primary information; the status of qualitative methods can be defined as an auxiliary for clarifying, interpreting some aspects of quantitative information.

Various approaches to investigating the sources of inequality in education are discussed in the paper. It is noted that data on the representation of students from families with various parental status at levels of education do not give a full picture of what is happening. Full-fledged interpretation requires to turn to a much larger amount of information, primarily because an influence of the family and the environment during the period of primary socialization is of decisive importance for the formation of chances in the educational sphere. The social experience of the family, the models of social behavior based on it, the developed cultural patterns, strategies, and tactics are important. At the same time, the orientations towards education are not fixed once and for all; they can be transformed if the general situation changes (for example, economic) or a directed influence is made (for example, pedagogical). The formed orientations are, as it were, a starting position and later sets the direction and speed of possible reflection on certain influences. The pandemic and the resulting intensification of distance learning have sharply increased the importance of motivation and other students’ qualities, formed during the period of primary socialization: they are critical for academic success. The accompanying growth of inequality in education has actualized the search for its sources to find means to overcome or at least reduce it. Equalization of opportunities for young people from all social groups is especially important for the growth of human potential.

The paper discusses the socio-cultural, economic, territorial, and other barriers in the educational sphere and the possibilities of overcoming them. The first part presents the results of research carried out on national empirical data from the 1960s to the present. The significant impact of barriers on the formation of educational and professional careers of young people is shown. It is noted that overcoming barriers becomes possible if the family has the resources to get over them; otherwise, children are forced to adjust their intentions by lowering their demands for education. The second part of the article analyzes the experience of several low-resource schools with students from low-status families. That schools undertake targeted efforts to help students overcome barriers. The teachers and management of these schools use special strategies for their work. Pedagogical measures are a significant part of these strategies; however, complex social conditions require a response by means of social measures. The most important is the formation of the motivation of all participants in the educational process. As a result of the school’s efforts, academic performance is improved, students’ intentions for further education are growing, their understanding of educational and professional careers, on the possibilities of social mobility are expanding. Changing orientations associated with building a life path is taking place. Examination of the experience of the social practice of these schools makes it possible to conclude: their activity manifests itself as a powerful resource that schools provides to families when they do not have the opportunity to overcome barriers. This resource can increase not only the potential of the educational organization but also the life chances of students, helping them no less effective than other types of resources are able to do it.

This paper highlights the link between education status and cultural capital, on the one hand, and migration likelihood, on the other hand. The conclusions are based on two surveys of respondents living the Republic of Bashkortostan. The desire to continue one’s education and the dissatisfaction with one’s current education level are among the key factors that drive the local population to change their permanent place of residence. Cultural capital, in turn, is viewed through the prism of skills and knowledge, everyday leisure practices, and values. For instance, the greater a group’s computer and Internet literacy, the higher the share of people who are ready to permanently move to a different place. Those locals who express their readiness to migrate are generally younger; they tend to spend their free time online, acquire self-taught skills, pursue creative hobbies and sports etc. They value life-long learning, independence, initiative, and a desire for change, and plan their future a long way in advance. By contrast, respondents who do not plan to migrate tend to prefer traditional pastimes and practices: gardening, watching television, reading newspapers, going to church or mosque, performing home repairs etc.