The Social and Cultural Contexts of Schooling and their Inf - PowerPoint Presentation

Slide1

The Social and Cultural Contexts of Schooling and their Influence and Consequence

Juliette

Heddad

-Miller

EDU: 505

Professor: Lauren LarsenSlide2

Objectives

Explain the relationship between school and society

Understand how the school, family, peer group and mass media socialize children and youth.

Compare the achievement of social class groups, and ethnic and racial groups.Slide3

Question

What is the relationship between school and society?

Totalitarian Society

School

Democratic So

ciety SchoolsSlide4

What is the role of schools?Slide5

Socializing Agents That Transmit CultureSlide6

The three theories of education that influence how we view the teaching and learning Process

Functionalist Perspective

- Believes

s

chools play an important role in developing moral character.

- Believes in preserving common values that foster unity and common order.

- Believes the school should teach economic, political and cultural values.

- Believes in the importance of education in terms of our nations global standing.

- Believes in up grading the skills of the

labor force. Conflict Perspective

This theory is concerned with social classes and compared to Marxism!

Schools should serve the rich at the expense of the poor.

The hidden curriculum is used to teach the goals and ideology of the capitalist system

.

Integrationist Perspective

The integrationist perspective views the Functionalist and the Conflict perspectives as being too abstract and not in tuned with everyday interactions including interactions between students as they address each other and between student and teacher.

Questions the process by which students are

labeled gifted or learning disabled.Eradicating class barriers and perpetuates equality and citizenship. Slide7

The Diverse Student Population

FIVE Social

C

lassesUpper ClassUpper Middle Class

Lower Middle Class

Upper Working Class

Lower Working Class

Which social class are you?Slide8

Socioeconomic status (SES)

Determined by the following

Wealth

Salaries

Education

Occupation

Power

Prestige

Are you a white collar or blue collar worker?

Members of the upper middle class are usually leading professionals , high level or corporate managers. Only 22% of society falls into this bracket they are well educated and financially well off! 34% of people fall into the lower middle class and includes white collar clerical workers, skilled workers, sales persons etc.Slide9

WHY are Socioeconomic Distinctions important?

Socio economic status affects:

-

Poverty

Lifestyle

Friendships

School Achievement

Between the years 2000 – 2006, thirteen million children were living in poverty an increase of

1 million during these times. Slide10

The Social Achievement and

Attainment gaps

Nutrition plays an important role for the unborn child and developing child and can impact on achievement.

Nutrition

Exercise

Children need to spend less time in front of the T.V. and computer screen and transfer some of that time to physical activity Slide11

POVERTY AND STUDENT Achievement

Student

achievement is highly correlated with school readiness. Kindergarteners from low-income homes typically start school at least one full year behind their counterparts who come from wealthier back grounds. There is a significant difference in their reading and vocabulary skills which is estimated at 5,000 words compared to their middle-class counterparts who have at least 20,000 words

.

(Evans, 2005)Slide12

POVERTY

Poverty’s adverse effects on achieveme

n

t are visible as early as the first grade and the differences appear to increase as the child progresses through school.

Children from low income are

:

1.4 times likely to

have a disability

.

3.1 times likely to

experience teen

pregnancy.

6.8 times more likely

t

o be victims of child abuseSlide13

Social Class Achievement and Attainment Gaps

The National Assessment of Educational Progress (NAEP)report that achievement is generally related to parental education and student eligibility to free or reduced lunch. Those students

receiving free or reduced lunch were

consistently lower than non eligible students’

Web.E

,

etal

2010Slide14

Achievement Gaps

Asian American Students – Stereotyped as being the model student.

Cultural factors are among the most important variables that have contributed to their success.

High expectations

Supportive Home

High Level of parental Supervision

Valuing Education

Self Control

Loyalty and obedience Slide15

Achievement gap Native Americans

Achievement gaps perpetuated by:

High absenteeism

Second highest expulsion and suspension rateHomes of low income and low socioeconomic status.

Limited English proficiency of parents

Schools taught in English

Lack of well trained administrators

Higher rates of school violence and substance abuse

Test bias and inadequate preparation for testing and test anxiety. In adequate funding of schools.Slide16

Trends in NAEP Gap Scores in

REading

1990

1992

1994

1996

1998

2000

2002

200320052007

Reading

White-Black Gap

Grade 4

-

32

38

-32343031

2927Reading White-Black GapGrade 8

-

30

30

-

26

-

27

28

28

27

Reading

White-Black Gap

Grade 12

-

24

28

-

28

-

25

-

26

-

Reading

White-Hispanic

Gap

Grade 4

-

27

35

-

35

35

28

28

26

26

White-Hispanic

Gap

Grade 8

-

26

24

-

27

-

26

27

25

25

Reading

White-Hispanic

Gap

Grade 12

-

10

14

16

16

-

16

13

13

-Slide17

Trends in NAEP Gap Scores in

Mathematics

1990

1992

1994

1996

1998

2000

2002

200320052007

Mathematics

Black Gap

Grade 4

32

35

-

34

-33-2726

26MathematicsWhite-Black GapGrade 833

40

-

41

-

40

-

35

34

32

Mathematics

White-Black Gap

Grade 12

20

26

-

27

-

31

-

28

30

-

Mathematics

White-Hispanic

Gap

Grade 4

20

25

-

25

-

27

-

22

20

21

Mathematics

White-Hispanic

Gap

Grade 8

26

20

-

21

-

31

-

29

27

-26

Mathematics

White-Hispanic

Gap

Grade 12

26

20

-

21

-

22

-

24

24

-Slide18

Summary

1. Equal opportunities in education for all social classes is a myth.

2. Functions of the home transferred to the school. Many parents need to resume their role in preparing their children for life and the global market.

3.Poor nutrition and inactivity influences school achievement and

behavior

.Slide19

Waiting for Superman

‘Every Kid has a dream but our schools are failing them’

http://www.youtube.com/watch?v=ZKTfaro96dg&feature=player_detailpageSlide20

To assume that the school is an institution can rectify the problems and concerns of the poor is either naive or sheer ignorance. The truth of the matter is that schools not only reflect the classes within the society, but they also do the reinforcement through divisions. Until we recognize that the basic concept of society must be reconceptualised and that social classes must be determined , the goal of equal education opportunity will continue to be at best a fantasy myth.

David MarshallSlide21

CLOSING THE GAP - What Next?

In still in students morality,

honor

, and respect for themselves and others.Teachers, Parents, and Students need to have higher expectations of education and the achievement of their children and anticipate success.

Parents need to take a key role and interest in their child’s education.

The curriculum needs to reflect the cultural needs and interest of the society and global market.

Please share additional ideas – Let’s look for solutions!