Schooling and the Reproduction of Inequality: Part II

1. Schooling and the Reproduction of Inequality: Part II General Point: Whereas the “meritocratic thesis” proposes sorting decisions in school are based on achievement, race, class, gender, physical condition still matter

2. Classroom Classroom 1 2 3 4 4 3 2 1 State & Federal Policies Political-Economic Constraints 1 the school 2 the district 3 the neighborhood 4 the community Levels of Context from Wilcox, "Differential Socialization . . ."

3. The Uneven Distribution of Educational Resources: External to Schools • State and federal policies • The [unintended] effects of neighborhood schools, tax structure (Anyon; Bowles & Gintis) • Community Issues • “White Flight” response to desegregation policies • Legacy admissions: 1 in 4 vs. 1 in 8 at Stanford

4. Differential Distribution of Resources in Schools: Teachers • Staffing Policies based on seniority • Alternatives? • Incentives?

5. Differential Distribution of Qualified Teachers

6. Differential Distribution of Teaching Materials in Schools

7. AP Courses in SDCS As of 1998 Research Question: Any Change since 1998??? Hi Income High Schools (La Jolla, Scripps, Pt Loma): Average: 24.5 Lo Income H.S.: (Hoover, Crawford, Lincoln) Average: 6 Differential Distribution of Resources in Schools: Courses

8. Classroom Classroom 1 2 3 4 4 3 2 1 State & Federal Policies Political-Economic Constraints 1 the school 2 the district 3 the neighborhood 4 the community Levels of Context from Wilcox, "Differential Socialization . . ."

9. Tracking and Contest Mobility Compared Slide 1

10. Differential Access to Resources by Students Tracking Counseling -Erickson: “gatekeeping” -Cookson & Percell: “preparation for power” -McDonough: private counselors

11. Track Placement by SES: National Data Source: USDOE, Ed Trust 1998

12. Track Placement by Race/Ethnicity: National Source: USDOE; Ed Trust, 1998

13. Access to College Prep Courses: San Diego Source: CBEDS: Oct 1997

14. Differential Access to Resources by Students: Classrooms • Ability Grouping High Ability Group • Differential treatment (self fulfilling prophecy) • GATE Middle Ability Group Low Ability Group

15. Differential Access to Resources by Students: Classrooms • Relations of Authority in Work are Recapitulated in School (Bowles & Gintis “correspondence principle”) • School recapitulates the factory • Individualism & competition from turns at talk to PhD/LD/MD • Regimentation of time and space

16. Our schools, are in a sense, factories, in which raw products (children) • are to be shaped and fashioned into products to meet the demands of life. • The specifications for manufacturing came from the demands • of 20th century civilization, and it is the business of the school • to build its pupils according to the specifications laid down • (Cubberly, 1916: 338).

17. Discipline and Control Messages: Middle SES students: internal control messages Future orientation [show gender tape--kids in rug] “Our 15 minutes are up. Have you used them wisely? “Will this misbehavior help you become a better reader?” “that’s really being an independent reader” Differential Socialization in the Classroom: Wilcox

18. Low SES students: External control messages Focus on orderly work habits: timeliness, conformity, docility “You can’t get a rat out until I say so” “No playing ball in the hall because I said so” “No running in the room” “No fighting” Differential Socialization in the Classroom: Wilcox

19. Summary Schooling contributes to the reproduction of inequality, perpetuates stratification • Schools sort--on merit (achievement), but ascription (race/ethnicity, class, gender) still matters • Achievement Ideology--used by less powerful to blame themselves for their own failures • School as vehicle for mobility--for elites more than lower income families and their students