Soc. 100 Lecture 19.C12

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Soc. 100 Lecture 19.C12
Edit 3/31/02
Education
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Education
0. Introduction to Institutions 1. Some basic
concepts in Education 2. Education in the US
"The Schooling Revolution 3. Schooling and
(in)Equality 4. The Quality of Education,
The Education Crisis in the US 5 A Global
Perspective, A Cross-cultural Education
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0. Introduction to Institutions
Institutions established social patterns that
perform necessary functions
of society
INSTITUTION PRIMARY
FUNCTION Family
Replace the population Education
Formal/informal socialization Economic
Distribution of goods
and services Government
Social control Religion
Meaning
Institutions tend to get more defined
(rationalization), and more in number with time,
size and development
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1. Some basic concepts in Education
Definitions "schooling" vs. "Education"
Education formal and informal transmission of
knowledge and skills Schooling formal
instruction in a classroom (K-grad) Training
vs. Education You train a dog you educate
a human being
Robert Hutchens American
Values about Education - faith in
education key to success, solution to
social problems and critical attack of the
system - "A Nation at Risk"Why Johnny
can't read, lack of geography
knowledge, lack of basic math)
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Don't let school get in the way of your education!
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2. Education in the US "The Schooling Revolution
The revolution----universal education now world
wide goal 100 years ago-- few received even
a primary education By WW I primary school was
compulsory Between WW I and II HS became
compulsory Today --compulsory k-12
--majority, 83, obtain HS and many some
college --text graph page 445--
Three Perspectives
(1). Schooling for Industrial Society--Functionali
st explanation (2). Schooling for Capitalism
--conflict explanation (3). Status
Competition and Credentials--Weber
School was invented to meet needs of all in
industrialized world
School was invented to meet capitalist needs for
workers
School serves to establish status and prestige
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(1). Schooling for Industrialization
--Functionalist explanation
Education expanded to meet the demands of an
increasingly complex industrialized society
Industrial societies Education-opportunity to
excel Family (most important but) religion
(meaning) school now increased functions
subject instruction, socialization-work
habits, civic pride custody/control
certification selection

• Pre industrial societies
• Education-not very relevant
• Family (primary all areas)
• religion (meaning)
• school if existed offered a little help with
  reading and discipline

Why 1. Nation had to develop national
character-Americanization 2. Work shifted
from home to factory- new skills and work
habits also parents working and not at
home for children 3. Move from rural to
urban, old norms no longer applied
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(2). Schooling for Capitalism --conflict
Education is betrayal and deception, designed to
meet capitalist elites needs for workers
Schools were simply factories that turned out
workers Industrialists were important in
compulsory education movement Expansion
of secondary schools X changing
production Argues that school protects status
quo reinforces class system (standardized
tests, IQ tests) created illusion of
equality of opportunity (entrance tests, and
better schools etc. justify differential
success) Expansion of education created surplus
of trained personnel thus employers power was
increased to hire and fire.
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(3). Status Competition and Credentials--Weber
Education functions to serve the drive for
status, prestige, and social esteem.
Much of school is "irrational" as far as
structural functionalist theory Much of what
schools teach is irrelevant to capitalist goals
and some school content is subversive Thus
real purpose is belief that school is the route
to status/success, school is the major source
for credentials and money in the bank (chart
p453--payoff for college attendance)
"Get a better job" Do schools
"pay off " Yes but not uniformly for all
(different for M F , Minorities and change over
years) and upskilling jobs means college no
longer a guarantee UMC

Chart bottom page 453 M F
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3. Schooling and (in)Equality
(1) Academic Achievement and social class (2)
Unequal Schooling (3) School desegregation
Revisited (4) Tracking (5) Race Gender and
Academic Achievement
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(1) Academic Achievement and social class
text p454
Higher SES X higher education achievement
UC 2 times as likely to attend college
UC 6 times as likely to graduate from
college UC 9 times as likely to obtain
post graduate degree Academic credentials are
not equal 15 college students attend
elite private schools 85
more life income then population at large
45 college students attend better state U and
better private schools
50 more life income then population at
large Rest (CSUB) college students
attend public colleges
Universities 0 more life
income then population at large
(Coleman and Rainwater 1978)
China broke SES X Ed decreased connection as
result of The Cultural revolution
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2. Race Gender and Academic Achievement
Education is not the Equalizer of American
beliefs Differences in achievement scores by age
9 Differences continue throughout HS Minority
groups (except F) are less likely to seek or
obtain higher degree Highest drop out is Latino
(30) Minority status affects performance
through (1) Socioeconomic depravation poverty,
quality of food, unhealthy environment, quality
of medical care (2) Physical and social
isolation separates individuals from majority
culture and exposes to failure more then majority
children (3) Results, groups and individuals
are stigmatized/labeled with direct affect on
performance as shown in studies and also see
Eye of The storm (4) Gender is related to
achievement but appears to be decreasing
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3a. Unequal Schooling
Home location NOT school makes the biggest
difference

• Popular belief "Better the school the better the
  education
• 1954 Supreme Court decision based on this
  belief
• School financing based on property tax
• therefore valued property, higher SES of
  taxpayers more funding
• Recent attempts to equalize funding, only 2
  (Kansas, and Vermont)
• have state as tax base for funding
• School choice
• -allows parents choice
• -Proponents see as improving education
• -Opponents schools will just become more
  selective
• Magnet schools attempt to offer high quality,
  multi ethnic
• education--do they?
• Gate or honors classes serves to separate by
  SES

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3b. Unequal Schooling

• Private vs Public schools
• 1980 study shows private school students
  performed better
• Variations in performance at different levels for
  science and math, social studies
• Private school students more likely to not drop
  out, take college prep classes and to attend
  college
• Catholic schools have most success with minority
  students
• Community seen as big cause of difference
  especially for catholic schools

WHY recent review of studies indicates that when
selectivity of private schools is accounted for
the differences between public and private
schools disappears
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4. School Resegregation
1954 Brown vs Board of Education decision that
separate schools could not be equal.

• Aimed at Southern states (dejure segregation) but
  proved most difficult in Northern states (defacto
  segregation)
• In major cities the school system has lost
  enrollment (white move to suburbs)
• Does integration reduce racial inequality--mixed
  findings with economic integration found to have
  an impact on minority achievement and goals but
  not necessarily improved race relations. Best
  results found with mixed group tasks resulting in
  improved performance by all (same as Eye of
  Storm)

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5. Tracking
Tracking assigning students to different classes
and programs based on perceived ability and
interest differences has led to resegregation

• Advocates allows students to proceed at their
  own pace and avoids embarrassment for lower
  performers.
• Protagonists creates a stratification system
  undermining equality of education results in
  stigmatization/labeling. This separates by race,
  ethnicity and SES
• Indications are that in k-6 tracking by ability
  results in SES separation (check out Gate
  programs)
• HS tracking separates SES groups and ethnicity's
  into honors, college prep and traditional classes
• Some indication of affirmative Action with
  achieving blacks and females having slightly
  higher chance of tracking into better programs
  then equivalent white males
• Rigid tracking systems results in greater gaps in
  achievement
• Classroom environment differs greatly in
  different tracks

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4. The Quality of Education, The Education
Crisis in the US
(a) Student Achievement-- Declining (b)
Academic Standards--Declining (c) Learning
Environments (d) Illiterate? Who. US (e)
School Reform The Policy Debate (f) Beyond
School
Some HS see curriculum should be possible for all
to do as opposed to challenging, Wide range of
non-traditional programs, HS is shopping mall of
choices. Dilutes quality.
Title Wave II, children of baby boomers have
impacted many schools. And many facilities have
been poorly maintained.
Alarming rate US 158th on ordered list of
literacy among nations
National Standards, School Choice, Teacher
Credentials, Minority Students and Teachers,
Affirmative Action
Disengaged students, schools need to be more
engaging and students to more willing, reason is
students see education as credential and not see
importance of learning, parents role
(authoritative) is important and peers are
important (p472-473)
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(a) Student Achievement-- Declining
General decline on standardized tests k-12 and
college students.

• K-12 students
• 1992 1/4 HS, 1/3 8th graders, 4/10 4th graders
  below level
• US students only average compared to other
  developed societies. May be related to selection
  of upper students by other countries and their
  more focused curriculum.
• College students
• Whywide range SES students attending college
• Lowered academic standards and grade inflation
• TV with an average of 21 hrs per week

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(d) Illiterate? Who. US

• 1/2 not able to write a letter about a billing
  error or calculate length of a bus trip from a
  schedule, fill out a bank deposit, compute cost
  of carpet for a room, extract information from a
  table or graph
• Unrealized earnings due to illiteracy very high
  (237 billion for 25-34 year illiterate men
• 1/3 welfare mothers are functionally illiterate
• 60 adult prison population are functionally
  illiterate
• 80 juvenile delinquents are functionally
  illiterate
• 70 dictated business letters need to be
  corrected
• 30 nave recruits are a danger to themselves
• Illiterates cannot read an IRS notice are know
  their rights

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(e) School Reform The Policy Debate--Testing

• National Standards
• School Choice
• Teacher Credentials
• Minority Students and Teachers
• Affirmative Action

Nearly all other industrialized nations have
national standards, Pres Clinton proposed a
standard in 1997 (read by end of 3rd grade), new
test would rate against an absolute not just
compare, criticisms (who decides standard, is
there agreement?, assumes children learn at same
pace, calls for standardized answers, creates
teaching to the test,result in mediocrity,
emphasizes WASP interests, eliminates local
control),
(Magnet schools, charter schools, vouchers).
School choice experiments France Britain
indicate result of greater class segregation (
and influence get the best) (p468-469)
Civil rights and Womens movement decreased
quality Ed majors (could get better jobs), 80
SAT points lower for those interested in becoming
teachers, suggested reforms (p469), tidal wave II
increase need for teachers
Many see education for disadvantaged is the major
challenge, test scores and drop outs increase
with age, head start and cooperative learning
found effective, need minority models at all
levels, Comer schools work (p471)
Quotas now illegal, minorities in TX and CA
schools down, look for alternative non test
admission procedure (e.g. Bates found no
difference in performance-p472)
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5 (3.) A Global Perspective, A Cross-cultural
Education
(1) U.S. (2) China (3) USSR (4)
Europe (5) Japan
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(1) U.S
Not complete
starts kindergarten 5 years old philosophy
individual achievement, innate differences,
education is for all, contest
mobility structure k-6, JR. High, JC,
College, Grad Evaluation varies (ex CAT), ACT
SAT GRE for college Data 81.7
grad from HS (1995) 40 attend
college ?? grad college
50 ? functionally illiterate (rank 49 out of
158 UN) (page 466 write letter, basic
calculations,read a table)
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(2) China needs verification and additions-text
p 473
Not complete
starts day care/kindergarten 2(?) years old
philosophy group/collective performance, basic
education is for all, few
have opportunity for advanced Ed.
structure(?) pre-k, 1-6, 3 yr.s JR. High, 3 yr
High, JC, College, Grad Evaluation
political correctness competence (varies)
Data Hi functionally literate read
write (1949 not literate) 1
attend college ?? grad college
?? functionally illiterate
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(3) USSR- needs verification and additions
Not complete
starts philosophy group/collective
performance, basic education
is for all structure Evaluation(?)
political correctness competence (varies)
Data ?? functionally literate read
write ?? attend college
?? grad college ?? functionally
illiterate
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(2) Germany needs verification and
additions-text p 476
Not complete
starts philosophy only selected obtain
highest level, sponsored mobility
structure(?) selection grade 1-4
for hauptschule vocational training through
9th grade realschule higher level tech training
through 10th gymnasium regrious preperation for
University Evaluation vocational training
highly respected, unlike US Data
Hi functionally literate read write (1949 not
literate) 1 attend college
?? grad college ?? functionally
illiterate
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(4) Europe-Great Britain verification and
additions-text p 476
Not complete
starts philosophy basic education for all,
higher Ed. a priviledge for UC and gifted
structure(?) Evaluation age 11 "grammar
schools" small get Univ. prep "secondary
modern"most get basic Ed. and
vocational broader then US vocational
Data Hi most leave "secondary
modern" by 15 1 attend college
?? grad college ??
functionally illiterate
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(5) Japan text page 477
Not complete
philosophy resembles European and Chinese
model see all children as born equal, effort
garambu makes diffirence in success, high
standards, girls not treated equal to
boys (High school grad know as much as US
College Grad) structure(?) National exam at
14 Vocational HS Academic HS National exam
end 12th grade determines University
admittance Elite University admittance
Evaluation Data ?? most leave "secondary
modern" by 15 ?? attend college ??
grad college ?? functionally
illiterate
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D. The Challenge for the future
Not complete
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Dead Poet's Society
What was the teacher (Robin Williams) trying
to do in the movie? What is your school trying
to do? How is it alike or different from the
movie? Should/could your school teach like the
teacher in the movie? What theories,
concepts, research in the text applies to the
movie?
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Bakersfield City Schools1999
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Ethnicity Bakersfield City Elementary Students
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Ethnicity Bakersfield City Teachers 1999
Click here for CSUB Demographics
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Public College Going Rates of California High
School Graduates

• When fees rose dramatically, in fall 1991, the
  UC's college-going rate was not affected. UC's
  clientele was able to contend with the increase.
  
• The CSU's rate, on the other hand, fell from 10.4
  in fall 1990 percent to 7.1 percent in fall 1993.
  At the same time, the California community
  colleges' rate went up. There was an apparent
  shift of freshmen from the CSU to the community
  colleges.
• The overall rate, however, also fell, going from
  56.6 percent in 1991 to 53.7 percent in 1993 .
  The movement from the CSU to the community
  colleges did not fully compensate for the drop at
  the CSU, and the overall college going rate went
  down.

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California College Attendance
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Kern County Public High School Graduate
College-Going Rates

• The next graph shows the college-going rates of
  Kern County public high school graduates.
  Between 1990 and 1991, there was a dramatic
  decrease in the rate at which Kern County high
  school graduates enrolled at the community
  colleges.
• The college-going rate to the CSU actually rose
  between 1990 and 1991, then decreased. For the
  UC, the college-going rate was steady except for
  a drop in 1993.

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Kern College Attendance Chart
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CSU System College-Going Rates

• The graph below shows the participation rates of
  California public high school graduates as
  first-time freshmen at all campuses of the CSU
  System. There was an overall participation rate
  decline that began in 1991 when CSU fees rose
  dramatically. The rate went from 10.6 percent in
  fall 1990 to 9.7 percent in fall 1991. It
  bottomed out at 7.5 percent in fall 1993, and
  rose to 8.4 percent in fall 1994.
• The various ethnic groups show different
  patterns. The rates for white students began to
  decrease earliest (in fall 1988). Between 1987
  and 1990, the decrease in the white rate was
  counterbalanced by increases in minority
  participation rates. Asian and Filipino rates
  began to decrease in fall 1990, the year before
  CSU fees rose. The rates for African Americans
  and Latinos began dropping in fall 1991,
  coinciding with the fee increases.
• The participation rates of all ethnic groups were
  affected by the CSU's fee increases. However,
  the rates for whites, Asians, and Filipinos began
  to fall before the fee increases occurred.

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CSU System College-Going Rates
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Kern County to CSUB College-Going Rates

• Since 1992, there has been a slow but steady
  increase in the rate at which Kern County public
  high school graduates come to CSUB as first-time
  freshmen. The rate has gone from 3.8 percent in
  1993 to 4.4 percent in 1995.
• The overall increase is due to increases in
  minority college-going rates. The college-going
  rate for Kern County white high school graduates
  coming to CSUB has been relatively constant.

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Kern County to CSUB College-Going Rates
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Kern County Public High School a to f Graduates

• The graphs on the next page shows the percentages
  of Kern County public high school graduates who
  were counted as having competed the University of
  California's college preparatory subject pattern
  (a to f pattern). While there was a small
  decrease between 1993 and 1994, the percentages
  do not show a decreasing trend over the past few
  years.

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Kern County Public High School a to f Graduates
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College-Going Rates of Kern County a to f
Graduates

• Since fall 1992, there has been a steady increase
  in the rate at which Kern County a to f graduates
  come to CSUB as first-time freshmen. Except for
  a small decrease for whites in fall 1995, the
  increases since 1992 have occurred for all ethnic
  groups.
• Whites however, have the lowest rates and are
  significantly below the minority and overall
  rates. This, with the high proportions of CSUB
  undergraduate transfers who are white, suggests
  that baccalaureate seeking white high school
  graduates are more likely to take the community
  college route than are minority high school
  graduates.

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College-Going Rates of Kern County a to f
Graduates graph
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EDUCATION STUDY QUESTIONS CHAPTER 12
Considerations Values broad abstract shared
standards of what is right, desirable, and
worthy of respect Two US values -Open class
system, a social structural system that allows
each person to rise to the highest level
relative to their knowledge, skills and personal
effort -Education a broad based formal and
informal socialization system. The formal k-6,
JR. High, JR. College and College is considered
open to all. With hard work and deferred
gratification formal education is considered the
major method by which one improves themselves
and prepares for climbing the class ladder.
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Study Questions for Chapter 12 Education
Wrong page

• 0. How is education in the US related to the
  value system? (Pg. 404, also see above and refer
  to chapter 3)
• 1. What caused the schooling revolution --the
  expansion and lengthening of formal education in
  the US (Pg. 404-412)
• 2. Do schools provide a fair and open environment
  for social mobility (climbing the class ladder).
  If the answer is no how and why is it not.
  (Pg.412-423)
• 3. Has the overall quality of education in the US
  declined. If yes how and why. (Pg. 423-435)
• 4. How does the US system of education compare to
  the system of education other countries
  (Pg.435-439)

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Question 1

• 1. What is the schooling revolution and what
  are the positions on what caused it to
  occur(explain)?--the expansion and lengthening of
  formal education in the US (Pg. 444-453)
• Topics The Schooling Revolution Three
  Interpretations Schooling for industrial
  Society, Schooling for Capitalism, Status
  Competition for Credentials.
• Terms Structural functionalism perspective,
  Conflict perspective, Status Competition,
  Credentials

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Question 2

• 2. Schooling and inequality do schools provide a
  fair and open environment for social mobility
  (climbing the class ladder). If the answer is no
  how and why is it not. (Pg.453-463)
• Topics Schooling and Equality Academic
  Achievement and Social Class (unequal colleges
  bottom left page 454), Race Gender and Academic
  achievement, Unequal Schools (School Funding,
  School Choice, The Coleman Report, Private verses
  Public Schools (School Choice-vouchers, Home
  Schooling), School Resegregation, Tracking,
  Pygmalion in the Classroom, Race Gender and
  Academic Achievement
• Terms School Choice (voucher, home schooling),
  magnet schools, de facto segregation, de jure
  segregation, tracking, Pygmalion effect -
  self-fulfilling prophecy

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Question 3

• 3. The Quality of schools has the overall
  quality of education in the US declined. If yes
  how and why. (Pg. 423-435)
• Topics Student Achievement, Academic standards,
  Learning Environments, Illiterate? Who, Us?
  School reform (National Standards, magnet schools
  and Vouchers, Teacher Credentials, Minority
  Students and Teachers, affirmative action, beyond
  schools (disengaged students)
• Terms Standardized tests, good teaching (page
  429, 430), cooperative learning,

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Question 4

• 4. Education in Global Perspective how does the
  US system of education compare to the system of
  education other countries (Pg.473-479)
• Topics Education in a Global Perspective China,
  Western Europe, Japan,
• Terms British grammar schools and secondary
  modern, German hauptschule and gymnasium,
  contest mobility, status mobility, Japanese
  garambu,

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Thought Questions

• 1. What do you believe is the best sociological
  explanation of education in the US. Support your
  position with text as well as current data
• 2. What do you see as the major problems of
  schools in the US (your school?) and what would
  you with your vast sociological knowledge propose
  to solve these problems?
• 3. If US education is so bad why are our
  economics so good?

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Vocabulary

• 1. Authoritative parents (473)
• Authoritarian parents (473)
• 2. Charter schools (468)
• Chinese schools system (473)
• 3. Conflict perspective (449)
• 4. Cooperative learning (471)
• Comer-influenced schools (471)
• Disengaged students (472)
• 5. Education (444)
• European schools system (476)
• 6. Functionalist perspective (445)
• Head start (471)
• Ideal Culture (473)
• Japanese school system 9477)
• Illiterate (466)
• Magnet schools (468)
• National Standards (468)

• Permissive parents (473)
• Private schools (457)
• 7. Real Culture (473)
• School choice (468)
• School accountability
• Schooling (444)
• School resegregration (459)
• 9. Schooling revolution (444)
• 10. Self-fulfilling prophecies (461)
• 11. Status competition and credentials(452)
• Standardized tests (463)
• Teacher Credentials (469)
• Tracking (459)
• Vouchers (469)

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Quiz
Dont Print
1. Formal socialization is called
______________ 2. Name 1 of
the three theories discussed in the text that
specifically explaining US education?
__________________ 3. Give one unique function
of schools in industrial society
______________ 4. What of Japanese high school
students know as much as the typical US
college grad ______________ 5. How much will a
typical C.S.U.B. graduate gain in income over
comparable people who did not go to college?
_______ 6. If you had a low achieving child and
it was recommended he/she be placed in a non
college track, what would be the "best" choice
according to the text? Yes or No 7. One text
recommendation to improve teacher quality?___
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Quiz
Dont Print
1. Formal socialization is called
"schooling" not "Education" 2. Name 1 of
three text theories specifically explaining U.S.
education ? Industrialism,
capitalism, status/credentials 3. Give one
unique function of schools in industrial
society (399)custody, social
control, status, credentials,
selection mine Health Welfare 4. What of
Japanese high school students know as much
as the typical US college grad. 50 5. How much
will C.S.U.B. students gain in income over
comparable people who did not go to college
(454). 0 6. If you had a low achieving child
and it was recommended he/she be placed in a
non college track Yes or No 7. One
recommendation to improve teacher quality, (432)
national standards, 4 year degree prior to
teach, autonomy
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Concept Quiz Chapter 12
Dont Print
Define and give an example of each of the
following concepts

1. education
2. Magnet schools
3. schooling
4. tracking
5. vouchers
6. Affirmative action

Omit any one term must write OMIT over the
question number
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