| Term | Definition |
|
cultural transmission |
It imparts values, beliefs and knowledge considered essential to the social reproduction of individuals and entire cultures |
|
preliterate |
societies with informal education |
|
literate |
societies with formal education |
|
Japan |
unified, centralized, conformity, obedience, nationalism, high stress/success environment, very little gender equality |
|
Bosnia |
divided along ethnic lines; different curriculum, language, history, etc., very decentralized |
|
US |
varies greatly from region, state, city, and neighborhood |
|
Functionalist, Conflict, symbolic interaction |
Sociological Perspectives on Education |
|
Functionalist |
Education is a key component of society |
|
socialization, culture transmission, social control, social placement, change and innovation |
5 manifest functions in Functionalist perspective |
|
functionalist |
5 manifest and 3 latent functions of education |
|
Low academic demands |
Educational dysfunction (functionalist) |
|
Conflict |
School perpetuates class, gender and racial inequalities, as some groups seek to maintain their privileged positions at others expense |
|
Class reproduction |
school mirrors and reinforces class divisions (conflict) |
|
Cultural capital |
for success in school, kids need certain forms of this in order to succeed (values, beliefs, attitudes, culture, language skills); wealthier children have more of the right kind than poorer ones (conflict) |
|
Tracking |
assigning students at early ages into courses or programs based on test scores, academic “ability”, or behavior; this has a great impact on student academic achievement and career choice (conflict) |
|
Hidden curriculum |
the transmission of certain cultural values and attitudes, like obedience to authority figures, through implied demands found in rules, routines, and regulations (conflict) |
|
Credentialism |
process of social and educational selection in which class advantage and social status are “linked” to the possession of academic “qualification” (conflict) |
|
Symbolic Interaction |
Labeling and the self-fulfilling prophecy |
|
self-fulfilling prophecy |
an unsubstantiated belief or prediction that results in behavior that makes the original false belied come true |
|
Labeling |
testing as resulted in the “labeling” of students; a self-fulfilling prophecy can result (“I only scored a such and such on this test, so I must be dumb”); the opposite can be true as well |
|
hard work, ability |
reason for girls success, reason for boys success |
|
lack of ability, lack of effort |
reason for girls/boys failure failure |
|
90 |
% of students are in public schools |
|
9 |
% are in low-tuition private schools (ex. Catholic) |
|
1 |
% are in high-tuition private schools |
|
5000 |
over _____ teachers are assaulted a month in US |
|
Hispanic/Latino |
Highest dropout rate among ________ students |
|
lack of interest, personal/family issues, grades, substance abuse |
Most common reasons for dropping out |
|
general equivalent diploma |
GED |
|
Functional illiteracy |
inability to read and write at the skill level necessary for carrying out quality everyday tasks |
|
56 |
% of illiterate Hispanic students |
|
44 |
% of illiterate African Americans |
|
16 |
% of illiterate White |
|
Social promotion |
promoting a student to the next grade even though they have not passed the academic standards |
|
The Achievement Gap |
Differentiation between white and minority student academic achievement increases with every year of school |
|
1968 |
Not until ____ did Congress mandate that schools provide some sort of transitional bilingual instruction |
|
transitional bilingual instruction |
TBE |