Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
59 Cards in this Set
- Front
- Back
Gary Becker's theory
|
Human Capital Theory
|
|
When you raise your human capital, you also raise your ______
|
marginal prodoctivity
|
|
Give an example of investing in your own human capital
|
going to college
|
|
What is the alternative theory to human capital theory?
|
Education as the gate keeper
|
|
Sees education and experience as investments in people that increase their productivity.
|
Human capital theory
|
|
This theory implies an "expanding pie:" if we all produce more, everyone can earn more, so all can gain.
|
Human capital theory
|
|
This theory argues that the role of education is that it serves primarily as a "gatekeeper."
|
Gatekeeper theory
|
|
How could education serve as a gatekeeper?
|
It provides credentials for high-status group membership.
|
|
According to this perspective, there are only so many positions at the top, and so some screening criteria must be used to keep too many people from getting to the top.
|
Gatekeeper theory
|
|
Today, educational requirements attached to employment are increasing. What is the term for this?
|
credentialization
|
|
a track that exists within an organization that defines mobility opportunity.
|
firm internal labor market
You climb withing the organization you start in. |
|
Give an example of a job the would be found at the base of a ladder
|
entry-level, sales positions
|
|
This type of labor market is defined independent of organizations. You may move through the ladder within the organization or across organizations
|
Occupational labor market
|
|
Give an example of a job that would fall under the occupational labor market category
|
skilled craft jobs, such as welders, college professors, etc.
|
|
Give an example of a job that does not have a large track.
|
Waiter, you may be promoted to manager but not more.
|
|
Distinct patterns of career movement within an organization
|
Tracks
|
|
used when we group students according to educational mobility. For example, placing students in Gifted, accelerated, basic, etc.
|
Educational Tracking
|
|
What are some gender implications of eductional tracking
|
1. Girls may fall behind boys in science/math and are encouraged to pursue less demanding tracks, this closes certain careers (engineering, etc.) and pushes them to attain degrees with the lowest returns.
2. Boys who tend to start reading later than girls are placed in the lowest-level reading groups. Many take this as an early message that school is not for them. |
|
What are some racial/ethnic implications of educational tracking
|
Black students and latino students (some of which begin school with limited english proficiency) are placed in lower tracks
|
|
What is the main argumet of the proponents of educational tracking?
|
It challenges the more talented students
|
|
opportunity for salary increase is not good after entry level.
|
flat trajectory
|
|
refers to the movement of people both upward and downward in a stratified system
|
social mobility
|
|
refers to the tendency of people to remain in their social classes of origin and to replicate the experiences of their parents
|
social reproduction
|
|
this type of system allows for no social mobility and demands social reproduction
|
closed stratified system. Caste system is an example
|
|
allows for free movement up and down the society's levels of stratification
|
open system
|
|
Why would class be an obsolete term in a purely open system?
|
Because there would be no stable communities of common social standing.
|
|
Did a study in 1973, which compared the occupational categories of sons with those of their fathers and also compared their findings with those from a similar study conducted in 1962.
|
Featherman and Hauser
|
|
What were Featherman and Hauser's findings?
|
1. The largest number of sons worked in occupational categories similar to those of their fathers.
2. There was movement up and down, but in the 60's and 70's, more movement was in the upward direction and sons were in higher status occupations than their fathers. 3. Black men found themselves in lower manual-labor positions regardless of their father's occupations. |
|
occurs when some move up and others drop in the system. For someone, to move up, someone else has to move down and make room at the top
|
circulation mobility
|
|
A closed and non-growing economy can offer only this type of mobility
|
circulation mobility
|
|
occurs when economic growth and expansion increase the room at the top, so more people can move up
|
structural mobility
|
|
When did the single greatest structural expansion of the U.S. economy occur.
|
After WWII
|
|
What is one of the reasons that downward mobility has increased
|
Corporate Downsizing, and efforts to be more internationally competitive. White collar managers are falling from grace
|
|
can occur when lower-income groups have more children than upper-income groups
|
reproductive mobility
|
|
True/False
the poor classes have more children than other income groups. |
False
|
|
Many working-class families have had more children than families in higher-income groups, especially two-income, upper-middle class families. This can lead to?
|
reproductive mobility of the working class
|
|
occurs when a social system is open to outsiders who mostly enter near the bottom
|
immigration mobility
|
|
In America, each new arival of immigrant groups tends to do what to the other groups?
|
Advance the other groups that were already there.
|
|
Term that describes immigrants entering society at the top.
|
"brain-drain immigration"
|
|
What is the advantage and the disadvantage of brain drain immigration?
|
Advantage: Can benefit the overall economy by providing skilled pro's trained at someone else's expense. Also new ivestments create jobs.
Disadvantage: These immigrants enter over native born groups and create frustration (blacks) |
|
studied status attainment in the 60's
|
Blau and Duncan
|
|
how an individual reaches a particular socioeconomic status position
|
status attainment
|
|
reported their findings in a book called The American Occupational Structure in 1976
|
Blau and Duncan
|
|
How did Blau and Duncan portray the relationships among the different factors associated with economic status?
|
Used Path diagrams
|
|
Author of the books: Inequality and Who Gets Ahead?
|
Jencks
|
|
What did Jencks find in his study which tried to explain status attainment using income as the dependent variable?
|
He found that three quarters of the variation in incomes had to do with luck
|
|
Suggested that equal opportunity is not enough to bring greater equality. The problem is that some people are much smarter and luckier than others
|
Jencks
|
|
What was Jencks's solution to have a more equal society
|
Equalize rewards as well as access; we would have to penalize failure less and reward success less; give second chances more.
|
|
True/False
Blacks and Latinos are less likely than women to graduate college |
True
|
|
What are some of the reasons for lower graduation rates of minorities
|
1. these students may feel like tokens.
2. they are more likely than whites to have a part or full time job, and less likely to have family resources they can draw on. 3. More likely to be dependent on financial aid 4. More likely to have received their earlier education in urban, overcrowded, underfunded, schools. |
|
Known for describing the "savage inequalities" of american education
|
Jonathan Kozol
|
|
What does Kozol say is the main reason why urban public schools are so shitty?
|
they are underfunded. Urban schools draw on property taxes from poor communities.
|
|
What is the solution of those who say bad schools are failing because of underfunding, mismanagement, or bureacracy?
|
School choice: if parents are able to choose their children's schools, poor-quality schools will lose students and reform or close.
|
|
Schools that are freed from complex state regulation as long as they meet the terms of their charters.
|
Charter Schools
|
|
What is Kozol's suggestion to improve education?
|
Equitable funding that does not vary from district to district. Fund public schools from national wealth.
|
|
What are the revisions made in 2004 to the No child left behind act?
|
1. Annual testing in reading and math
2. State report cards on student achievement 3. Demonstration of teacher certification, proficiency 4. A shift in Title I targeting towards districts with high concentrations of at risk students 5. Performance standards for individual schools, with rewards and penalties. Parents can leave failing schools at the district's expense. 6. Competitive literacy grants known as reading first. |
|
signed by Pres. Johnson in 65' as part of the War on Poverty. Created the Title I program.
|
ESEA (Elementary and Secondary Education Act)
|
|
Committed the federal government to fund programs aimed at providing special assistance to children of disadvantaged backgrounds.
|
Title I of the ESEA
|
|
What do opponents of the NCLB say?
|
Schools are not given the resources they need to meet the act's high standards for rapid improvement, and it will undermine public education in poor urban areas.
|