Chapter 16

1. Chapter 16 Education

2. Chapter Outline • Schooling and Society: Theories of Education • Does Schooling Matter? • Education and Inequality • School Reform

3. Education in the U.S. • 1900 - education was established by law in all states except for a few Southern states, where Black Americans were denied formal education. • 1910 - less than 10% of White 18 year olds graduated from high school.

4. Education in the U.S. • 1930 - less than half of 18 year olds had attended high school. • 1960 - the number of young adults with a diploma approached 50%.

5. Expansion of Education

6. School Drop Out Risks

7. Theories of Education

8. Theories of Education

9. Theories of Education

10. Polling Question • What is the highest level of education completed by your mother? A.) Below high school B.) High school graduate C.) Some college or postsecondary training D.) College degree E.) Graduate or professional degree F.) Don't know

11. Polling Question • What is the highest level of education completed by your father? A.) Below high school B.) High school graduate C.) Some college or postsecondary training D.) College degree E.) Graduate or professional degree F.) Don't know

12. Median Income, By Education and Gender

13. Median Income, By Education and Gender

14. Social Class, Race–Ethnicity, Education, Occupation, and Income

15. Average SAT Scores, By Family Income

16. Average SAT Scores, By Family Income

17. Average SAT Scores, By Ethnicity and Gender

18. Average SAT Scores, By Ethnicity and Gender

19. Literacy Around the World

20. Criticisms of Standardized Tests • Measure limited ranges of ability. • Designed by middle class, white males, and include cultural and gender biases. • Do not predict school performance very well.

21. The Bell Curve Theory • The distribution of intelligence in the population approximates a bell-shaped curve. • Intelligence is 70% inherited and 30% related to the environment.

22. Criticism of the Bell Curve • Studies show standardized tests do not measure intelligence as accurately for: • minorities as whites • women as men • individuals of lower status as those of higher status

23. Criticism of the Bell Curve • There is evidence that environment contributes more to intelligence than genes. • Conclusions about women versus men, minority versus White, and lower class versus upper class on heritability results attained on White men.

24. Tracking • Students in high tracks receive positive effects, while low track students suffer negative effects. • Less is expected of lower-track students. • Once a student is labeled, the label sticks, regardless if it is accurate.

25. Teacher Expectancy Effect • What the teacher expects students to do affects what they will do. • The self-fulfilling prophecy shows that merely applying a label has the effect of justifying the label.

26. The Self-Fulfilling Prophecy

27. Research on Gender and Education Findings from report commissioned by AAUW: • Teachers pay less attention to girls and women. • Women lag behind in math and science ability and achievement scores. • Some standardized math and science tests retain gender bias.

28. Research on Gender and Education • Standardized math tests tend to under-predict women’s actual grades in mathematics. • Teachers tend to treat Black women and White women differently. • Textbooks ignore or stereotype women. • As girls approach adolescence, their self-esteem tends to drop.

29. Polling Question • Rate yourself on academic ability compared with the average person your age. A.) Highest 10 percent B.) Above average C.) Average D.) Below average E.) Bottom 10 percent

30. Stereotype Threat, Race and Test Performance

31. Stereotype Threat • Two common stereotypes in the United States: • Blacks perform less well than Whites on tests of math and verbal ability so they have inherent math and verbal deficiencies. • Women perform less well than men on math tests so they have an inherent math deficiency. • If Black students believe these stereotypes, they may perform less well on a test if they are told “this is a genuine test of your true ability.”

32. School Reforms • Back-to-basics movement stresses a return to the three R’s and stricter discipline, stiffer grading standards, and combating grade inflation. • Multiculturalism movement seeks to reform the curriculum by adding courses in African American and Black Studies, Hispanic or Latino Studies, Native American Studies, Women’s Studies, and Gay and Lesbian Studies.

33. Quick Quiz

34. 1. "Education in society reflects other inequities in society, and perpetuates such inequalities by tracking practices." This statement is most closely related to: a. functionalism b. conflict theory c. evolutionary theory d. symbolic interaction

35. Answer: b • "Education in society reflects other inequities in society, and perpetuates such inequalities by tracking practices." This statement is most closely related to conflict theory.

36. 2. "Schools are sites where social interaction between groups influences chances for individual and group success." This statement is most closely related to: a. evolutionary theory b. conflict theory c. functionalism d. symbolic interaction

37. Answer: d • "Schools are sites where social interaction between groups influences chances for individual and group success." This statement is most closely related to symbolic interaction.

38. 3. "Schools inculcate values needed by the society." This statement is most closely related to: a. functionalism b. symbolic interaction c. feminist theory d. conflict theory

39. Answer: a • "Schools inculcate values needed by the society." This statement is most closely related to functionalism.

40. 4. The ________ stresses a return to a traditional curriculum delivered with traditional methods. a. good-old-days movement b. back-to-basics movement c. redemptive movement d. NTE movement

41. Answer: b • The back-to-basics movement stresses a return to a traditional curriculum delivered with traditional methods.