SOC 2010 Education Notes
SOC 2010 Education Notes Soc 2010
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This 4 page Class Notes was uploaded by kyle.gosland on Tuesday April 19, 2016. The Class Notes belongs to Soc 2010 at Clemson University taught by Mary Barr in Fall 2016. Since its upload, it has received 30 views. For similar materials see Introduction to sociology in Sociology at Clemson University.
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Date Created: 04/19/16
Education Overview South Carolina “Corridor of Shame” Poor rural area with little funding for schools Facilities and materials are outdated, not fit for use Low teacher retention Abbeville County School District v. The State of South Carolina Education Crisis National problem, not just SC Public schools failing to provide proper schooling for all students Purpose of School (ideal) Give knowledge to students Agent of Socialization “hidden curriculum” Cultural values and social norms Good citizens and workers that follow orders Fulfill society’s expectations “Great Equalizer” Accessible for more people Education is the key to success/achievement Educational Institutions replicate inequality Maintain and continue unequal social relations Expansion of schooling hasn’t necessarily increased social mobility Two-tier system: both extremes of schooling Funding Inaccessibility (Collins) Curriculum (Bowles and Gintis) Academic Tracking (Oakes and Barr) How Schools are Funded Federal income tax State sales tax City property taxes Schools funded mostly by cities and property taxes Poorer cities have lower property values, less collected in property taxes, which means less funding for schools; causes this cycle to repeat itself Increase in Years of Schooling Years of school needed for employment has increased because of technological advances Randall Collins disagreed with this idea Schools don’t teach relevant work skills More training occurs on the job Many people are overqualified for their jobs More people with access to schooling has set the bar higher More requirements keep the number of jobs down and people have to work low wage jobs Higher you go in education, less diversity is seen Samuel Bowles and Herbert Gintis “Schooling in Capitalist America” (1977) Curriculum should promote individual improvement and social mobility “hidden curriculum” produces a workforce that listens to orders Schools prepare some “to boss and others to be bossed” Pedagogy: different teaching styles Sociologists say that the function of schools is to reproduce the existing class structure Academic Tracking: kids getting different educations in the same school Academic Tracking Tracking is the practice of identifying students as “gifted” or “slow” and placing them in corresponding school courses Process used for sorting are unfair Tests are a relatively small indicator of achievement Teacher recommendations based on language, dress, behavior Student and parent “choice” Tracking becomes more apparent as you go through school Elementary and middle schools use homerooms; random selection to one class Day starts and ends with the same students and teacher High Track (“gifted”) Mostly white or Asian Prepares kids for leadership or professional roles Active learning: engaged with classmates and material instead of just lecture 80% class time spent on instruction Access to college counseling Positive student-teacher relationships Only 60% of US high schools participate in AP courses/exams Low Track (“slow”) Mostly black or Latino Prepares students for minimum wage jobs Teachers typically aren’t as qualified Strained student-teacher relationships 67% of class time spent on instruction (more time wasted) students have more negative views of themselves and have lower expectations Proponents of Tracking Kids learn better when with academically similar kids Negatively affects learning when slow and gifted kids are mixed Easier for teachers to teach kids on the same level Mixed Ability Classrooms (against tracking) Better grades and fewer behavioral problems Advanced students help slower learners Learn from each other; offer diverse perspectives Trends in Education School to Prison Pipeline Prisonlike environments and security in schools Harsh school discipline Underfunded in areas like counselors and staff members that could help kids Pressure and uncertainty: high stakes testing puts pressure on both students and teachers Spring Valley High School police officer situation http://www.huffingtonpost.com/entry/spring-valley-high-school-student- flung-by-official-in-video_us_562e9e71e4b06317990f1927 Suspensions Suspension rate has doubled since the mid-1970s Minorities more likely to be suspended or expelled Students in more vulnerable social positions are hurt more Misbehavior can be a teachable moment Can be difficult to readjust when they get back to school Scared students make learning less effective High Stakes Testing No Child Left Behind (2002) and Race to the Top (2009) Mandated annual testing in math, reading, science Repercussions for lower test scores Only teach specific material that will be on the test; curriculum becomes narrower Undermines education system’s ability to produce critical thinkers Medicating Kids Number one drug is marijuana, second is prescription drugs ADHD is being diagnosed more frequently Diagnoses have risen as school funding has fallen Medication helps students focus and control their impulses Makes it easier for teachers to control overcrowded classrooms Teach for America (“Teach for Awhile”) Places recent college grads into underfunded classrooms for two-year period Destabilizes schools because of short term nature; schools need full- time teachers instead Many teachers are unprepared to teach (7 weeks of training; many aren’t education majors) Temporary solution to a permanent problem
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