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Sociology 201. Chapter 16 Education. Beliefs About American Education. Democracy can only be upheld by educated citizens Schools aid America’s economic growth Historians suggest that education helps citizens improve their socioeconomic position
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Sociology 201 Chapter 16 Education
Beliefs About American Education • Democracy can only be upheld by educated citizens • Schools aid America’s economic growth • Historians suggest that education helps citizens improve their socioeconomic position • Although education has acted as a force of change & improvement, it has had other effects
The Revisionist Critique • Some historians point out the negative qualities of American education • The 19th Century “Americanization Movement” • Schools played an important role • Aimed at indoctrinating immigrants into the political order • Believed that education would help to head off political dissent and conflict • Thus, education functioned as a mechanism of social control, not to enhance democracy • Education can perpetuate class inequality • The poor often receive substandard education
Education as an Agent of Socialization • What do children learn in school? • Formal lessons- reading, writing, etc. • The “hidden curriculum” • Certain standardized ways of thinking and behaving • Charles Silberman found that docility is emphasized while outbursts of spontaneity, originality, & nonconformity are discouraged • The “organizational child” • One who is most comfortable when those in authority provide supervision, guidance, & roles to be fulfilled • Eventually leads to the “organizational adult”
The Political Impact of Schooling • Schools are used to legitimate existing power relationships • Children are taught simple forms of patriotism • E.g. respect symbols of authority such as the flag • Eventually abstract political ideas such as democracy are taught • The “Tooth Fairy Approach” • Students are taught slogans & rhetoric vs. substantive material • Research suggests that U.S. youth are limited in their political knowledge
Education and Inequality • Education socialized and performs the task of gatekeeper • Poor children tend to be reaffirmed in their poverty • Several factors keep the gatekeeper functioning • Expenditures on public ed. Differ from state to state • Local school systems rely on property tax • Teacher expectations • Tracking
History of Tracking & Testing • Mass public ed. Was introduced in the 19th century • Many children of the lower classes began to attend • Most left early to work • Laws were passed in the 20th century to keep kids in school longer • Higher grades that once served primarily upper class children were overwhelmed by those from the lower classes • Educators came up with the idea of tracking to accommodate these students • Vocational tracks were established for the poor while academic tracks were established for those destined for college
The Negative Consequences of Tracking • Assignment to a lower track carries a stigma • May create a self-fulfilling prophecy • Some may not see the value of school (lack of future payoff) • The emergence of a negative student subculture that is resistant to education • Perpetuate poverty & inequality
Analyzing Education as a Social Problem • Is it about power? Why or why not? • Everyone has different standards • Who sees education as a social problem? Why? • Who benefits and who is hurt? How? • What available theories explain the “social problem” of education?
The Link With Kozol • Provide me with a background • Does Kozol agree with the socialization process? • Does he agree with the gatekeeping function? • How have corporations hindered education? • Do the wealthy really care more about education than the poor do? • What happens to the poor’s taxes?