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18 Cards in this Set
- Front
- Back
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Gladwell |
Meritocracy: educational opportunities are not determined by social origins; educational merit is used to sort people into social destinations (this notion is dead according to Gladwell) |
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Downey |
-Non school environments affect class distinctions and those gaps --Schools serve to eliminate these gaps and some of the differences between high-quality and low-quality homes |
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Condron |
-Schools are effective at reducing the SES gap but not the racial/ethnic gap in achievement --The reason for the race gap is from racial segregation |
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Golann |
-No excuse schools extend instructional time, data drive instruction, ongoing professional development, and a highly structured disciplinary system -Worker-learners instead of lifelong-learners -Decrease the academic achievement of low income minority students and have closed the achievement gap in math in some cases -Experience constraint rather than entitlement |
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Jennings |
-Between school differences rather than test scores are more important for college attendance -Low income is more of a disadvantage than race when looking at college attendance -Both between and within-school inequalities widen gaps by income status |
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Becker |
-Human capital: schooling, on-the-job training, medical care, migration, and searching for info --The commonality between these is that they improve skills, knowledge, or health (raising money and psychic incomes) |
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Lareau |
-Colton (working-class): parents viewed teachers in charge of education -Prescott (middle-class): education was a joint effort between parents and teachers *Cultural capital is greater is greater in middle class homes |
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Roscigno & Ainsworth |
-The preferences, attitudes, and behaviors of the "dominant class" are highly valued -Cultural capital is largely dependent on a family's SES -Cultural resources include dress, speech, and being institutionalized |
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Coleman |
-Social organization is responsible for social capital --Familial, communal, and religious ties -Social capital is especially important for its effect on the creation of human capital in the next generation |
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Sewell & Portes |
-Parents primarily matter but also "significant others" -Certain social structural and psychological factors affect both the sets of significant others' influences bearing on the youth -Parental position determines what one's significant others will expect of one -Self-reflexivity in reaction to their own record of school performance will cause expectations to form |
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Bozick |
-LowSES and highSES individuals follow general trends, but those in the middle can have either or -Combination of human/social/cultural capital that determines where someone ends up |
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Miller |
"Ethical Parenting Article" -Demonstrates the social reproduction model of parenting -Parents have taken drastic steps to ensure their child obtains optimal positions in school, sports, and other extracurricular activities |
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Lucas |
-SES advantaged actors secure for themselves and their children some degree of advantage wherever advantages are possible -Theory of effectively maintained inequality (EMI) --The idea that getting into college has become much more competitive, and the ways that people obtain advantages is much more difficult
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Legewie & DiPrete |
-School affects how masculinity is constructed in peer culture and thereby influence boy's orientation towards school -There is substantial variation in the gender gap in academic performance across schools and that this variation is related to average school performance -Teaching methods that emphasize academic competition are particularly beneficial for boys |
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Rothstein |
"Brown v. Board" -Court decision had monumental effects, but least effective at desegregating education -Black achievement has improved, but since white achievement has also improved, the gap remains huge |
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Kozol |
-60% dropout rate for kids in south Chicago schools -Difference between budgets in schools -Differences in teacher quality -There are big differences in student ability by family background when children enter kindergarten |
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Crosnoe & Muller |
-Parents' SES dictated which classes children entered, then the "self-fulfilling nature" of course work took over -College educated parents focused more on coursework than grades for their children, while others had this emphasis reversed -The information from your peers has influence |
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Wilkinson & Pearson |
-School context: urban location, presence of a football team and religion all affected how homosexual individuals were treated in schools --The idea of "fitting in" is based on a masculine ideal --Traditional religion dictates that a man and woman should be married --Urban environments are more accepting of gays |
