SOCIAL STRUCTURE AND AMERICAN EDUCATION

1
SOCIAL STRUCTURE AND AMERICAN EDUCATION

• EAF228
• Dr. Mohamed Nur-Awaleh

2
Equality of Opportunity Common School
Model Spring, American Education (Figure 4.1)
3
Equality of Opportunity Sorting Machine
Model Spring, American Education (Figure 4.2)
Students Sorted by Teachers, Counselors,
Standardized Tests into Tracks and Ability Groups
4
School Quality, Educational Attainment, and
Income Spring, American Education (Figure 4.3)
High-Wealth Community
High-Quality Schools
High Level of Educational Attainment
High Lifetime Income
5
Educational Practices That Can Reinforce
Social-Class Differences Among Students Spring,
American Education (Table 4.1)
1. Tracking 2. Ability grouping 3. Counseling
methods 4. Teacher expectations 5. Unequal school
expenditures
6
Percentage of Children Under 18 Who Live in
Families Below the Poverty Level,
1960-2000 Arends/Winitzky/Tannenbaum, Exploring
Teaching An Introduction to Education (Figure
10.1)
Source National Center for Education Statistics,
1996, p. 143 National Center for Children in
Poverty, 1998.
7
Educational Attainment Total Money Earnings in
1997 Spring, American Education (Table 4.5)
Source U. S. Bureau of the Census, Money Income
in the United States 1997, http//www.census.go
v/.
8
The Way They Were in School Sadker/Sadker,
Teachers, Schools, and Society
9
Percent of African American Students in
Hyper-segregated Schools (90-100 students of
color) Sadker/Sadker, Teachers, Schools, and
Society (Figure 13.1)
Source Deepening Segregation in Americas
Public Schools, April 1997, Harvard Project on
School Desegregation.
10
U. S. Hispanic Subgroups Sadker/Sadker,
Teachers, Schools, and Society (Figure 13.2)
Source Our Nation on the Fault Line Hispanic
American Education Presidents Advisory
Commission on Educational Excellence for Hispanic
Students, September 1996.
11
Country of Origin and Year of Entry into the U.S.
of the Foreign-Born, March 1998 Spring,
American Education (Table 6.1)
Source U. S. Census Bureau, March 1998 Current
Population Survey, http//www.census.gov/.
12
Advisory Board for the Presidents Initiative on
Races Report Spring, American Education (Table
6.2)
In 1998, the changing racial/ethnic composition
of the U.S. population and resulting educational
issues were underscored by the Advisory Board for
the Presidents Initiative on Race in One America
in the 21st Century Forging a New Future. The
Advisory Boards report presented the following
projections and facts By the year 2050, about
50 percent of the U.S. population will be
composed of Asians, non-Hispanic blacks,
Hispanics, and American Indians. By the year
2005, Hispanics, who may be of any race, are
projected to be the largest minority group in
the United States. As of 1997, 61 percent of
the Asian population and 38 percent of the
Hispanic population were foreign-born. In
contrast, only 8 percent of whites, 6 percent of
blacks, and 6 percent of American Indians were
foreign-born.
Source From One America in the 21st Century
Forging a New Future
13
1998 SAT Scores by Racial and Ethnic
Group Sadker/Sadker, Teachers, Schools, and
Society (Figure 4.2)
Source College Board, 1998 Profile of SAT
Program Test Takers, New York College Board,
1998.
14
Percentage of 25- to 29-year-olds Who Have
Completed Selected Levels of Education, by Sex
March 1971 and 1996 Arends/Winitzky/Tannenbaum,
Exploring Teaching An Introduction to Education
(Figure 5.4)
Source U. S. Department of Education, The
Condition of Education 1997, Indicator 22.
15
The Impact of Title IX Sadker/Sadker, Teachers,
Schools, and Society
Title IX of the 1972 Education Amendments Act
specifically prohibits many forms of sex
discrimination in education. The opening section
of Title IX states No person in the United
States shall, on the basis of sex, be excluded
from participation in, be denied the benefits
of, or be subjected to discrimination under any
education program or activity receiving federal
financial assistance.
16
A Brief Chronological List of Achievements in
Providing Equality of Educational Opportunity for
Women Spring, American Education
17
Accomplishments of NOW and Other Womens
Organizations by 1996 Spring, American Education
The number of female medical school graduates
increased from 8.4 percent in 1969 to 34.5
percent in 1990. The percentage of doctoral and
professional degrees awarded women increased from
14.4 percent in 1971 to 36.8 percent in
1991. Most discrimination in vocational
programs ended. Female participation in high
school athletics increased from 7 percent in 1972
to 37 percent in 1992 and in college athletics
from 15.6 percent in 1972 to 34.8 percent in 1993.
18
Student Sexual Diversity Guidelines for
Teachers Sadker/Sadker, Teachers, Schools, and
Society
1. Confront directly school incidents of
anti-lesbian and anti-gay prejudiceharassment,
labels, jokes, put-downs, and graffiti. 2. Work
to change personnel policies in order to protect
students and staff from discrimination on the
basis of sexual orientation. 3. Provide support
groups and other resources for gay, lesbian, or
bisexual students and their families. 4. Submit
requests in order to improve both fiction and
nonfiction library holdings on sexual
diversity. 5. Include gay, lesbian, and bisexual
concerns in prevention programs (pregnancy,
dropout, suicide).
Source Adapted from Affording Equal Opportunity
to Gay and Lesbian Students Through Teaching and
Counseling (Washington, DC National Education
Association, 1992).
19
Student Sexual Diversity Guidelines for
Teachers (continued) Sadker/Sadker, Teachers,
Schools, and Society
If a student comes to you to discuss gay,
lesbian, or bisexual concerns Be aware that
the student may be feeling grief and emotional
pain. Use the terms the student uses. Say
homosexual if that is the term used, or gay,
lesbian, or bisexual if the student chooses
any of these terms. Be aware of your own
feelings. Avoid making negative judgments that
may cause the student even more pain. Respect
confidentiality. Let the student know you
appreciate his or her trust. Remember that gay
and bisexual male students are particularly in
need of information concerning protection from
AIDS.
Source Adapted from Affording Equal Opportunity
to Gay and Lesbian Students Through Teaching and
Counseling (Washington, DC National Education
Association, 1992).