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junguli
lecturenote2.pptxEDS/SOC 126
Week 4, Wednesday
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Reminders/Announcements
Investigative Assignment #2 due next Wednesday. Bring a copy to class (electronic or hard copy)
I’ll post and discuss instructions for the midterm next week; you’ll have to compare functionalist theory and conflict theory.
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Economic Approach to Explain Inequality
FUNCTIONALIST THEORISTS
Necessary for society to fill economic positions with qualified individuals.
Serves the “greater good;” natural part of the world.
Schools socialize students to aspire to unequal positions through a selective reward system (moral & cognitive achievement).
Unequal reward system is justified because ability is innate, so schools must gear children toward economic positions that “fit” their ability.
Schools help reproduce economic and class inequality across generations.
CONFLICT THEORISTS
Serves the interests of those who benefit the most (those w/ status and power)
Reward system in schools is justified by the façade of the meritocratic ideology
Non-cognitive aspect of achievement and rewards are often more important than the cognitive.
Intelligence, knowledge, and skills alone don’t determine how teachers reward students; beliefs about students’ futures based on their economic background.
Schools socialize students by mirroring hierarchical workplace relationships.
Schools help reproduce economic and class inequality across generations.
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Wilcox reading, Differential Socialization in the Classroom: Implications for Equal Opportunity
Wilcox, like Lareau, is a researcher who acknowledges inequality exists in society and that education plays an important role
Detailed research on what classroom socialization looks like using two elementary school classrooms – upper-middle class and lower-middle class neighborhoods
Challenges the idea of teacher neutrality in the functionalists’ arguments – that teachers objectively and fairly assess students’ capabilities and learning; teachers are cultural beings shaped by their social context (their upbringing, education, and the school, school district, state contexts)
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Wilcox reading, Differential Socialization in the Classroom: Implications for Equal Opportunity
Tests out some of Bowles and Gintis’s ideas that schools socialize children from different class groups to be prepared to take jobs similar to their parents.
Focuses on classroom socialization in terms of the cognitive skills students are exposed to and skills in self-presentation.
Classroom observations looked at: 1) the discipline and values taught in the way the teacher controlled the classroom (external vs. internal motivation), 2) the role of the student in the classroom in terms of participation and self-presentation, and 3) how the teacher presented academic material.
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Wilcox reading, Differential Socialization in the Classroom: Implications for Equal Opportunity
Smith Elementary (lower-middle class) and Huntington Elementary (upper-middle class)
Smith: the classroom was largely “freeform” – children moving all over the room, doing different activities fun and academic. There was a high level of noise. Class time varied between group work and individual work at tables. Children had lots of free time to play in class.
Huntington: the classroom was quiet and orderly with traditional rows of individual desks. Students mostly worked individually on academic work. Student-to-student interaction was rare. The teacher stated interaction prevents students from producing high-quality work.
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Wilcox reading, Differential Socialization in the Classroom: Implications for Equal Opportunity
Smith: external mode of control was most dominant. The teacher is the sole authority. Students follow rules on what to do and how to behave set by the teacher.
One common teacher strategy was using commands: “I want that done now” or “You have an assignment; sit down and get busy.”
Second common strategy was using statements of praise or blame: “That’s good” or “No, that’s not right.”
The teacher only used internal control to encourage students to work out conflicts among peers: “You two will have to decide that by yourselves.”
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Wilcox reading, Differential Socialization in the Classroom: Implications for Equal Opportunity
Huntington: internal mode of control was most dominant. The teacher emphasizes students’ responsibility for their academic work and learning.
One common teacher strategy was to point out the academic implications of behavior. The teacher offered reasons for why their behavior was inappropriate or appropriate leading children to reflect on what they were doing:
“If you’re talking to your neighbor, you’re probably not looking at the clues and remembering what the answers are.”
Other internal control commands: “use your time wisely,” “use good judgment”
Rules for external control were academically oriented (e.g., think for yourself, listen to directions) and the teacher gave reasons why the rules were important to their education
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What’s significant about the differences in the control schemes of Smith and Huntington?
Smith: external mode of control was most dominant. The teacher is the sole authority
Huntington: internal mode of control was most dominant. The teacher emphasizes students’ responsibility for themselves
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Wilcox reading, Differential Socialization in the Classroom: Implications for Equal Opportunity
Self-presentation skills through the “show and tell” activity
Smith: Teacher decided when to have the activity. She saw the activity as fun for the kids, not academic. She rarely made comments or gave instructions on how to present. The activity did not help develop students’ verbal skills.
Huntington: Every day began with the activity. The teacher saw the activity as purely academic and an opportunity to review academic material in the follow up questions she asked students. She also provided feedback about how to give a presentation.
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Wilcox reading, Differential Socialization in the Classroom: Implications for Equal Opportunity
Future vs. present orientation –
Smith: Children were socialized to focus on the present. The teacher had a “let kids be kids” attitude and focused on letting them be first graders. References to second grade were negative: “We’re not getting ready for second grade. This was homework.” “In second grade they don’t teach you printing. That’s why you have to know it now.”
Huntington: Children were socialized to look to the future in positive and hopeful ways.: “You’re thinking like a mathematician. You’ll be a good scientist.” “By Friday you’ll get it without looking.” “Say to yourself, ‘I’m a good reader, because this is a second-grade book.’” The teacher often made references to what will be expected of them the following year in second grade. Students learned to think about future consequences of present actions, and they learned to think of themselves as professional adults.
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What messages are students learning in Smith and Huntington about their self-image?
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| Lareau, Unequal Childhoods | Concerted Cultivation | Accomplishment of Natural Growth |
| Key Elements | Parent actively fosters and assesses child’s talents, opinions, and skills | Parent cares for child and allows child to grow |
| Organization of Daily Life | Multiple child leisure activities orchestrated by adults | Free time, “hanging out,” particularly with family and extended family |
| Language Use | Reasoning/directives Child contestations of adult statements Extended negotiations between parents and child | Directives Rare questioning or challenging of adults by child General acceptance by child of adult directives |
| Interventions in Institutions | Criticisms and interventions on behalf of child Training of child to take on this role | Dependence on institutions Sense of powerlessness and frustration Conflict between child-rearing practices at home and at school |
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Organization of Daily Life
Middle class kids (Garrett, Alexander)
Mentally tough
Self-confidence
Team player
Comfortable interacting with different adults
Maturity, poise
Discipline
Performing in public
How to win and lose
Working class & poor kids (Tyrec, Harold)
Negotiating relationships with other peers, younger and older
Conflict mediation among peers
Personal responsibility
Independence
Freedom to be creative
Resourcefulness
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Language Use
Middle class kids (Alexander)
Mom’s everyday conversations develop Alexander’s verbal skills – summarizing, highlight important details, clarify information
Using reasoning to negotiate parents’ rules or requests
Working class & poor kids (Harold)
Conversations among the family are not as frequent and are typically shorter than in middle class homes
No “word play” with parents or negotiating
Language is free-flowing with peers
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