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Child, Family, School, and Community S ocialization and Support 6 th ed.

Child, Family, School, and Community S ocialization and Support 6 th ed. Chapter Six ECOLOGY OF THE SCHOOL. SCHOOL AS A SOCIALIZING AGENT. School = society’s formal institution where learning takes place

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Child, Family, School, and Community S ocialization and Support 6 th ed.

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  1. Child, Family, School, and CommunitySocialization and Support 6th ed. Chapter SixECOLOGY OF THE SCHOOL

  2. SCHOOL AS A SOCIALIZING AGENT • School = society’s formal institution where learning takes place • School socializes children by providing intellectual and social experiences that characterizes individuals and shapes their abilities for adulthood.

  3. SCHOOL AS A SOCIALIZING AGENT (Cont’d) • Primary purpose of education = transmission of the society’s cultural heritage • U.S. schools functions are • universal • formal • prescriptive

  4. MACROSYSTEM INFLUENCES ON SCHOOLSFACTORS IN EDUCATIONAL DECISIONS DEMOCRACY the basic political ideology of the U. S. requires citizens be educated to discuss and compromise on issues pertaining to them

  5. MACROSYSTEM INFLUENCES ON SCHOOLSFACTORS IN EDUCATIONAL DECISIONS(Cont’d) How much society pays for education is based on: • equality of opportunity • concept of knowledge and skills required for the future • opinion of the affordability of programs and curricula

  6. MACROSYSTEM INFLUENCES ON SCHOOLSSchool choice Macrosystem influences evident in society’s policies regarding school choice Many perceive private schools as more successful than public schools

  7. MACROSYSTEM INFLUENCES ON SCHOOLSSchool choice(Cont’d) • The voucher system constantly scrutinized • Some believe any public school mechanism WILL NOT benefit their child and chose home-based education

  8. DIVERSITY and EQUITY- GENDER AFTER 1972 (passage of Title IX) inequalities in schools based on gender

  9. DIVERSITY and EQUITY- GENDER Every public school and most colleges and universities are governed by Title IX

  10. DIVERSITY AND EQUITY: ETHNICITY Macrosystem ideology that school is responsible for socializing ethnically diverse groups correlates with American immigration policy

  11. DIVERSITY AND EQUITY: ETHNICITY Ideological backgrounds for socialization: children from ethnically diverse or minority families are much more likely to be poor

  12. DIVERSITY AND EQUITY ETHNICITY(cont’d) Bilingual/Multicultural Education: more children from ethnically diverse groups with limited English proficiency are attending U.S. schools and are at risk for failure

  13. DIVERSITY AND EQUITYSPECIAL NEEDS Ideological background for socialization: • During the pre-Christian era, people with disabilities often banished, neglected, and/or mistreated • As Christianity spread, they were protected and pitied

  14. DIVERSITY AND EQUITYSPECIAL NEEDS(Cont’d) 18th & 19th Centuries Late 20th Century institutions provide separate education people with disabilities more accepted and integrated into the mainstream

  15. DIVERSITY AND EQUITYSPECIAL NEEDS(Cont’d) Individuals With Disabilities Act (IDEA): provides federal money to state and local agencies to educate children with disabilities age 3-21 FEDERAL FOR STUDENTS WITH DISABILITIES

  16. CHRONOSYSTEM INFLUENCES ON SCHOOLSADAPTATIONS TO SOCIAL CHANGE • The political climate from the late 1950s to early 1970s was supportive of social change. • A Nation at Risk: The Imperative for Educational Reform (1993) created a public demand for social change in public schools • The Educational Excellence Act for All Children helped establish goals that are still goals today

  17. CHRONOSYSTEM INFLUENCES ON SCHOOLSTECHNOLOGY Computers can individualize instruction to accommodate different learning styles.

  18. CHRONOSYSTEM INFLUENCES ON SCHOOLSSUBSTANCE ABUSE Substance use and abuse is still a major problem among high schoolers and an increasing one among middle schoolers.

  19. MESOSYSTEM INFLUENCESSCHOOL- CHILD LINKAGES Individual learning styles may determine which type of learning environment is optimal.

  20. MESOSYSTEM INFLUENCESSCHOOL- FAMILY LINKAGES Children from low-SES and ethnically diverse families fare comparably to middle-class children when: • Home environment that encourage learning • Families have high expectations for their children’s achievement • Families become involved in their children’s lives

  21. MESOSYSTEM INFLUENCESFAMILY INVOLVEMENT There are three major ways of family involvement: • Decision making • Participation • Partnership

  22. MESOSYSTEM INFLUENCESFAMILY- SCHOOL LINKAGES A Child’s Readiness to Learn • A healthy start • Empowered parents • Quality preschool • A responsible workplace • Television as teacher • Neighborhoods for learning • Connections across the generations

  23. MESOSYSTEM INFLUENCESFAMILY- SCHOOL LINKAGES • School-peer group linkages – children’s attitudes about learning influenced by their peer group • School-media linkages – schools are linked to media via use in the classroom and by media-related experiences students have outside the classroom that may influence their learning. • School-community linkages – communities allocate resources for schools

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