Focus of Research

1. Focus of Research • Research Question • How are schools located in middle class neighborhoods different from schools located in working class neighborhoods? • Are we providing different types of education for children who are in the working class vs. those who are in middle class?

2. Examples of Content Analysis Example 1 A content analysis of kindergarten classrooms. Example 2 A content analysis of materials sent home by teachers.

3. Example 1:Reproduction of Social Class Are kindergarten classrooms in “working class” schools different from kindergarten classrooms in “middle class” schools? Can a comparison of these classrooms tell us anything about what children from different social classes are learning?

4. Working Class Classroom

5. Middle Class Classroom

6. Compare the Two

7. Comparison of Two Classrooms Based on Characteristics Commonly Associated with Working Class Research shows that values that are conducive to success in manual occupations include conformity, orderliness, obedience, neatness, cleanliness, responsiveness to authority Research shows that values that are conducive to success in “white collar” occupations include problem solving, curiosity, creativity and leadership.

8. Classroom 1 Classroom is neat and orderly. Children’s art is teacher directed and graded based on conformity to rules. Bathroom in classroom is a teacher’s bathroom, and the teacher’s desk is at the center of the classroom.

9. Classroom 2 Classroom has many centers that provide materials for children to participate in creative art activities. Classroom has centers where children can engage in problem solving and discovery. Bathroom in classroom is a students’ bathroom, and the teacher doesn’t have a desk in the classroom.

10. Example 2:Content Analysis of Materials Sent Home by Teachers • A content analysis was made of the materials sent home by teachers. Coders looked for the number of words contained in the documents sent home. These included middle class words (creativity, problem solving, self initiative, leadership, etc.) and/or working class words (dependability, conformity, orderliness, timeliness etc.)

11. Evaluation of Materials Sent Home Extent to which certain words were being used in materials sent home (reported as percent) -------------------------------------------- Schools Middle Working -------------------------------------------------- Working 2-5 37 Middle 26-32 7 Both 1-3 10 -------------------------------------------------- Working – dependability, obedience, neatness, cleanliness, responsiveness to authority Middle – sympathetic concern, self control, problem solving, curiosity, leadership, creativity

12. Conclusions Materials sent home from schools in middle class neighborhoods were much more likely to contain middle class words.(26-32% compared to 7%) Material sent home from schools in working class neighborhoods were much more likely to contain working class words.(37% compared to 2-5 %)

13. Example of Middle Class Materials

14. Example from Middle Class

15. Example from Middle Class School

16. Example from Working Class School

17. Evaluation of Materials Sent Home Percent of “Professional” Materials Sent Home Divided by Middle and Working Class Schools ---------------------------------------------------------- Schools Middle Working ---------------------------------------------------------- Professional 84-92 51 Unprofessional 16-8 49 ----------------------------------------------------------

18. Evaluation of Materials Sent Home Percent of Materials Sent Home Asking Parents to Be Involved - Divided by Middle and Working Class Schools ---------------------------------------------------------- Schools Middle Working ---------------------------------------------------------- Include Parents 31-34 23 Inform Parents 58-60 49 Exclude Parents 0 5 ----------------------------------------------------------

19. Questions or comments? Please contact: Carol Albrecht Assessment Specialist USU Extension 979-777-2421 carol.albrecht@usu.edu