Popular in Sociology of Education
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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 timethey make decisions of a variety of factorsresearchers 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. RaceClassEducational 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 supportfactors in edu. att. disparities o Concentrated povertylower 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 experiencemore disadvantaged education. o Student body composition: classmates come from socioeconomic disadvantagehinder 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 learningimpacts 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 teachersimpact educational attainment of next generation. o Residential and school segregationracial disparities and educational achievement linked to ethnic differences. Increased immigratiincreased 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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