education and religion copyright © allyn & bacon 20061 credential societies - diplomas...

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



Figure 13.1 - Educational Achievement in the United States. Page 344



Manifest vs. Latent Functions

Teaching Knowledge and Skills

Cultural Transmission of Values

Social Integration

Gatekeeping

Functionalist PerspectiveFunctionalist PerspectiveProviding Social Benefits

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The Hidden Curriculum

Tilting the Tests: Discrimination by IQ

Stacking the Deck: Unequal Funding

Conflict PerspectiveConflict PerspectivePerpetuating Social Inequality



Figure 13.2 - The Funneling Effects of Education: Race and Ethnicity. Page 349



The Rist Research

George Farkas and Teacher Expectations

How Do Teacher Expectations Work?

Symbolic Interactionist Symbolic Interactionist PerspectivePerspectiveFulfilling Teacher Expectations

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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



SAT Scores

Figure 13.3 - National Results of the Scholastic Assessment Tests (SAT). Page 352



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.)



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”



“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



MethodMethod 2 “waves” of data comprised of responses

form students, parents, teachers, and school principals

Nationally representative



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



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

education and religion copyright © allyn & bacon 20061 credential societies - diplomas...

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