Copyright © Allyn & Bacon 2006 1
Education and Religion
Credential Societies - Diplomas Determine
Job Eligibility
Diplomas Serve as Sorting Devices
Education Related to Nation’s Economy
Education in Global Education in Global PerspectivePerspective
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Education and Religion
Figure 13.1 - Educational Achievement in the United States. Page 344
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Education and Religion
Manifest vs. Latent Functions
Teaching Knowledge and Skills
Cultural Transmission of Values
Social Integration
Gatekeeping
Functionalist PerspectiveFunctionalist PerspectiveProviding Social Benefits
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Education and Religion
The Hidden Curriculum
Tilting the Tests: Discrimination by IQ
Stacking the Deck: Unequal Funding
Conflict PerspectiveConflict PerspectivePerpetuating Social Inequality
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Education and Religion
Figure 13.2 - The Funneling Effects of Education: Race and Ethnicity. Page 349
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Education and Religion
The Rist Research
George Farkas and Teacher Expectations
How Do Teacher Expectations Work?
Symbolic Interactionist Symbolic Interactionist PerspectivePerspectiveFulfilling Teacher Expectations
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Education and Religion
Rising Tide of Mediocrity
Cheating on SATs
Grade Inflation, Social Promotion,
Functional Illiteracy
The Influence of Peer Groups
Violence in Schools
Problems in U.S. EducationProblems in U.S. Education
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Education and Religion
SAT Scores
Figure 13.3 - National Results of the Scholastic Assessment Tests (SAT). Page 352
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Education and Religion
Race Cultural Capital and Race Cultural Capital and Educational ResourcesEducational Resources Role of Socioeconomic Status
Type and quality of school a student attends
The academic track a given student ends up in
Amount of attention from teachersHousehold educational resources (books,
computers, etc.)
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Education and Religion
Cultural CapitalCultural Capital “family tendencies that depress educational
attainment (are) a manifestation, rather than a cause, of lower SES and poverty”
A key point to remember here is that schools are not neutral institutions, but ones that have preferences, attitudes, and behaviors of the “dominant class”
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Education and Religion
“Although lower and working class children may certainly aquire the knowledge and skills necessary to succeed in school, they are less likely to achieve the same “natural familiarity” that middle and upper class students have and thuse are more likely to fail academically.Education, as an institution, is
exclusionary
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Education and Religion
MethodMethod 2 “waves” of data comprised of responses
form students, parents, teachers, and school principals
Nationally representative
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Education and Religion
ConclusionsConclusions Cultural capital and educational resources
only moderately explain racial and social class gaps in educational performance.
Black and low-SES students receive less in return for cultural trips and educational resources than do their white and higher SES counterparts
The sources of this disparity are located within the dynamic that occur in schools
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Education and Religion
Micropolitical mediationMicropolitical mediation Definition: How the teachers and
administrators evaluate their students and set them on particular tracks
Poorly measured here Impossible to separate ‘actual’ student
performance from the teachers’ evaluationsResearchers call for qualitative inquiry
to resolve this problem
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