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Quiz #2

by: Don Jon
Don Jon

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You could use this version of answer to have different approach on the answers. Depend on how you take notes
Sociology of Education
Dr. Brand
Study Guide
Sociology 175 quiz #2
50 ?




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This 3 page Study Guide was uploaded by Don Jon on Friday February 12, 2016. The Study Guide belongs to Soc 175 at University of California - Los Angeles taught by Dr. Brand in Winter 2016. Since its upload, it has received 228 views. For similar materials see Sociology of Education in Sociology at University of California - Los Angeles.


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Date Created: 02/12/16
1. 3 of the Hallway Hangers’ expectation as well as their attainment o Pessimism & Uncertainty: expectations are a result of what they see the opportunity  structure offers them. As a group they blamed the system, but individually, they would  blame themselves for the constraints that they face. They don’t believe that they can  actually achieve what they aspire to do, they find self­respect via the counter culture,  aspiration are limited by societal constraints. o Very limited role models: they see jail, and that the job market doesn’t reward talent;  generally most employment: janitorial work, cools, cleaners­jobs unstable, a lot of  movement in and out of prison, a lot of drugs, not much of family stability o Counter culture and self­defeating resistance in school. Thinking that the teachers hold  low expectations for them. They accepted the achievement ideology is to admit that their  parents are lazy because they are white and male and supposedly would be advantaged.  They come to accept their own position as legitimate.  Race analogy: “The Hallway Hangers believe a strong finish, given their  handicap, is out of the question and drop out of the race before it begins” 2. 3 theories of Lareau in parental involvement o Culture of Poverty: e.g. working lower class families don’t value education as much as  middle/upper class families. o Cultural capital: by virtue of the position in culture, middle class children have more  opportunities for networking than lower class families. o Institutional Discrimination: schools make middle/upper class parents more welcome  than lower class families  difference in parental involvement across schools. 3. Selection­bias problem: when individuals have some control over where they live, with  whom they interact, and where they spend their timethey make decisions of a variety of  factorsresearchers cannot always observe or measure; 2 quantities the bias depends on: the  association between the confounder and the social setting; the association between the  confounder and the outcome.  o Endogenous variation: refers to the confounders that produce the selection bias o Exogenous variation: produced by economic or social processes that do not directly affect individual outcome (e.g. a change in public policy may move some families out of public  housing into neighborhoods with lower poverty rates without directly affecting outcomes  of interest) Y(educational outcomes) = f (N,E,V,X) = (NxExV) + X (variables interact in complex way) N=neighborhood context, e=individual exposure, V=individual response to neighborhood  context, X= other variables 4. RaceClassEducational Performance Educational Attainment o Resources: unequal opportunities and experiences. Access to resources and connections  to institutions prefer upper/middle class (better resources). o School segregation: on the rise; very linked to residential segregation (individuals come  from wealth family have advantages in educational achievement) o While racism is still present, class is more significant in creating inequality o Wealth accumulation and intergenerational supportfactors in edu. att. disparities o Concentrated povertylower academic achievements (fewer family resources, violence,  joblessness, poverty, health issues, family issues, fewer school resources – lower  expectations, limited activities­peer pressure against academic achievement, peers  support deviant behavior, less college prep programs)higher dropout rates, fewer attend  college, low academic achievement. o Teacher attributes: poorer minority student bodies have lower educated teachers and  lower certification/fewer years of experiencemore disadvantaged education. o Student body composition: classmates come from socioeconomic disadvantagehinder  student learning (peers influence); dominated by middle class. o Class gaps in achievement grow mostly during the summer months. o School quality differences: negative selection; lower group inhibits learning while higher  group promotes learningimpacts student achievement. 5.  4 sources of socioeconomic and educational disadvantages o Parental Status and Resources: the impact of parental education on children’s education  (assimilation attainment theory) o Cultural/Social Disadvantages: parents inability to communicate in English about  academic matters with teachersimpact educational attainment of next generation. o Residential and school segregation­racial disparities and educational achievement linked  to ethnic differences.  Increased immigratiincreased segregation. Under funding in  schools restrict progress in education achievement. o Persistent Discrimination/punitive immigration policies­reliance on cheap Mexican  American labor have made immigration more difficult across the generations.  Discrimination against Mexican­Americans in education and policies.


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