Class 8. Education

• Readings: Chapter 8 and Carter, Prudence "''Black''Cultural Capital, Status Positioning, and Schooling Conflicts for Low-Income African American Youth."

Class Goals

• Develop an understanding of the historical legacy of unequal educational opportunities.

• Develop an understanding of the dimensions of racial inequality in our educational system.

• Be able to explain the continuing gap in the educational achievements of white, Asian, black, Native American, and Latino students.

• Develop an understanding of the role of cultural capital in educational attainment.

Develop an understanding of the historical legacy of unequal educational opportunities.

• What were some of the problems with Native American education in the early 20th century?

• How might this history be relevant today?

History of segregated schooling

• Chinese, Mexican, and African American students all attended segregated schools.

• What are some of the ways that these schools were problematic?

Why is segregation problematic today?

• In Texas in 1968, about 40 percent of Mexican-origin students were attending schools that were 80 percent or more Mexican. In 2001, 40 percent of Latino students and 31 percent of black students in the South attended schools that were less than 10 percent white

Develop an understanding of the dimensions of racial inequality in our educational system.

• Achievement gap: the disparate educational outcomes of whites, Asians, blacks, Latinos, and Native Americans.

Be able to explain the continuing gap in the educational achievements of white, Asian, black,

Native American, and Latino students.Socioeconomic status- Children from wealthier

families do better in school than poorer children.

- Differences in SES explain about half of the test score differences between students.

Tracking and Academic Profiling

• Studies have found that teachers are more likely to put white students in college-preparatory tracks.

• Why do you think academic profiling exists?

Oppositional culture

• Why do some people argue that black and Latino students have anti-achievement attitudes?

• What do the data show?

Cultural and Social Capital

• Social capital: Relationships and networks.

How can social capital help in your education?• Cultural capital: cultural

resources.How can cultural capital help in your education?

When and how is cultural capital useful?

• When is dominant cultural capital useful?

• What about alternative cultural capital?

• e.g.: https://www.youtube.com/watch?v=vXtJkDHEAAc

• Other examples of alternative cultural capital?

Class Goals

• Develop an understanding of the historical legacy of unequal educational opportunities.

• Develop an understanding of the dimensions of racial inequality in our educational system.

• Be able to explain the continuing gap in the educational achievements of white, Asian, black, Native American, and Latino students.

• Develop an understanding of the role of cultural capital in educational attainment.

Weekly Question 3

• What is the difference between dominant and non-dominant cultural capital? Use the article written by Prudence Carter to provide evidence for the claim that non-white students recognize the benefit of both kinds of capital. Explain what her findings means in relation to the oppositional culture theory.