EQUAL RIGHT TO EDUCATION…RIGHT?
SOC 3300 – Social Inequality
Dr. Mary Cay Sengstock, Ph.D., C.C.S.
Professor of Sociology
Wayne State University
m.sengstock@wayne.edu
http://users.wowway.com/~marycay910
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EDUCATION: PRESUMED SOURCE
OF AMERICAN EQUALITY
• For Decades, Education Was Seen as Key to
Opportunity
• Horatio Alger Myth: Anyone Can Start at the
Bottom – & Make His Way to the Top
• That Goes for Everyone:
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Rich or Poor
Black or White
Immigrant or Native-Born
It Just Depends on Their Own Hard Work
RIGHT?
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RETURN OF SEPARATE BUT EQUAL
Kahlenberg, #21
• 1930s-1940s: NAACP Strategy re School Segregation
• Brown v Board of Educ (1954):
– Racially Separate Education Inherently Unequal
– Required Public Schools to Desegregate
• George Wallace: Segregation Today … Tomorrow …
Forever!” (Alabama Gov, 1963)
• BUT: 1990 Supreme Court Decisions re Schools:
– Declared Desegregation Plans Temporary …
– In Spite of Continued De Factor Segregation
– Released Schools from Desegregation Plans
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WHAT RESULTED?
• In Absence of Legal Requirements …
• Geography Takes Precedence …
• “Housing Policy is School Policy”
– (Albuquerque Mayor David Rusk)
• To 1980: Many School Achievement Gains
• Since 1980: Most Lost
– Middle Class Families With Children  Suburbs
– Middle Class – No Children  Central Cities
– Segregated Schools Have Returned
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CURRENT SEGREGATION DATA
Black Students in Segregated Schools:
1980
63%
2005
70%
Hispanics in Segregated Schools:
2005
76%
2/3 of Public School Students “Middle Class”
3/4 of Schools Have Majority “Low Income”
Children of Color More Likely in These Schools
Segregation Increased in Schools & Housing
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SEGREGATION: WHAT KIND COUNTS?
• 1990s: Poorly Funded Districts in 40 States …
• Lawyers Attempt to Prove That Property Tax
Based Funding  Poor Schools in Poor Areas:
– Larger Class Sizes – Less Qualified Teachers –
Lower Salaries – Less Equipment & Supplies
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Affluent Districts:
Aver $7,731/Pupil
High Poverty Districts: Aver: $6,383/Pupil
Aver. $1,348; Some as Much as $2,000 More
Goal: Move Resources – Not Children!
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BUT RESOURCES ARE NOT ENOUGH!
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Racial/Ethnic Integration Not Sufficient!
Classmates Are a Resource Too!
More Crucial Than Books, Computers, Supplies
Pupils Learn From One Another
Affluent Students Bring:
4x As Large a Vocabulary
– More General Cultural Knowledge – Wider
Experience – Less Disruptive
• Kids of All Races, Classes Do Better in Middle
Class Schools
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NO CHILD LEFT BEHIND?
• Stresses Testing & Accountability
• Ignores Impact of Child’s Background on Learning
• Poor Districts Continue to Get Worse  Get
Penalized  Less Resources  Do Even Worse
• American Schools Are Becoming More
Segregated: Racially, Ethnically, Economically
• Theoretically, Parents Could Move Their Kids
• Actually, Poor Families Were Unable to Do It
• Charter Schools NOT Req’d to Take All Students!
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CONSEQUENCES?
• Dropout Rate: Plummeted Nationally
– Exceeds 2/3 in High Poverty Areas
– Dropout Rate in Lowest 20% of Income …
– 6x That of Highest 20% of Income
• 78% of High Income Students Go to College
• 49% of Low Income Students Go to College
• 15% of Inner City High Schools Go to College
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CONCLUSION RE
EQUAL EDUCATIONAL RIGHTS?
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Separate But Equal Did Not Work
Racial Integration Did Not Work
Education Is Not Equal for All – Or Even Most
For Equal Educational Opportunity …
America Needs to Invest in ALL Students …
Of ALL Social Classes … In ALL School Districts
District-Based Property Taxes Are Not Working for
the Benefit of All Children
• Penalizing Ineffective Schools Makes It Worse!
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OTHER END OF THE SCHOOL
SPECTRUM: PREPARING FOR POWER
(Cooksen & Persell, #22)
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Study of America’s Elite Boarding Schools
What Are the Goals of These Schools?
What Is Taught There?
Who Studies There?
What Do They Learn?
What Are the “Added” Advantages?
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HISTORICAL BACKGROUND
• British Upper Class Tradition
• Need to Learn “Culture”
– Greek & Latin – Mental Acuity – More Readings –
Longer School Hours – More Discipline
– NOT for Girls – Unnecessary for Wives, Mothers
– Clearly Not for Ethnic Minorities!
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ELITE BOARDING SCHOOLS TODAY
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EX: GROTON SCHOOL
Quality of Mind
Precise & Articulate Communication
Accurate Computation
Reason Quantitatively
Scientific Problem-Solving
Reason Logically & Carefully
Think Imaginatively & Sensitively
Social, Political, Culture of Western Civilization
Emphasis on Language, Mathematics, Science,
History, and Arts
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WHAT CURRICULUM LOOKS LIKE
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Far More Electives, Independent Study
Far More Readings, More Intense Analysis
Analysis of Original Sources, Not Texts
Chaucer’s Canterbury Tales in Original English
Extra Assistance With English for SAT Taking
Emphasis on the Arts, Music, “Well-Rounded”
Opportunity to Study, Work Off Campus
Opportunities to Travel
Even Opportunities to Help Less Fortunate
(Native Reservations)
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EXTRACURRICULAR ACTIVITIES:
ATHLETICS
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Elite Schools Have Athletics
May or May Not Be Competitive
Often a Wide Variety of Options
ALL Students Must Participate
Not Public School Focus on “THE TEAM”
Athletic Resources Are Exceptional
Some Include Off Campus Ties to Elite Clubs
Preparation for a Gentleman/Gentlewoman
(Preparation for the Country Club Later?)
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EXTRACURRICULAR ACTIVITIES:
OTHER PREPARATION FOR LIFE
• Wide Variety of Other Activities: Yearbook,
Newspaper, Fund Drives, Student Government
• 1 in 3 Private School Students in Student Govt
• 1 in 5 Public School Students in Student Govt
• Roles in Off Campus Political, Cultural Groups
• Many Opportunities to Make Contacts Which
May Be Continued After Graduation
• Best Positions Go to Boys; Girls Get 2nd Place
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LEARNING BY EXAMPLE –
FROM THE BEST!
• Elite Schools Can Afford Elite Guest Speakers!
• Often They Donate Their Time!
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Politicians & Successful CEOs
Professional Musicians, Astronauts
Often Alumni Invited Back to Speak
Provide Students With Models of Success
Not to Mention Later Business & Social Contacts!
Awards for Students – Gold Cups, Trophies ...
Not Just a Public School Certificate!
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NATIVE AMERICANS
GET THE STICK!
(Crow Dog & Erdoes, 1990, #23)
• Native Americans Generally Treated Brutally
• Transferred, Killed, Died of European Diseases
(Mich Dutch Settlers: “God Helping Us – They Die of Plague!”)
• Children Were Treated “More Humanely”:
– Taken From Their Homes & Families Most of Year
– Placed in Boarding Schools/Orphanages
– Very Impersonal (v. Native Family/Tribe Closeness)
– Often Brutally Beaten – By Religious Teachers
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NATIVE AMERICANS (ctd)
Totally Different Child-Rearing Cultural Patterns
(Contrast Similar to Other Ethnic Communities Also)
Anglo-American
Native American
“Artificial” Time Orientation
“Natural” Time Focus
Demeaning of Nature
Respect for Nature
Rigid Physical Punishment
Loving, Supportive Discipline
Forced Religious Conversion
Tribal Religion Supported
Boarding School Focused
Socialization
Family/Tribe Focused
Socialization
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NATIVE AMERICANS (ctd)
• Any Good Examples?
• The “Good Priest”:
– Mary Ellen’s EX: Young Priest/English Teacher
– Student Who Had Trouble Expressing Himself
– Confrontation With Him for Embarrassing Student
– His Eventual Acceptance of Native American Life
– Support for Native Americans in Face of Conflicts
– Eventually Became a Friend of Hers & Others
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NATIVE AMERICANS (ctd)
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Pattern Continued for Generations:
Forced Cultural Change
Demeaning of Culture
Forced Religious Conversion
Deprival of Contact With Family, Tribe
Demeaning of Individual Dignity
“Western” (i.e., English) Culture Forced on
Natives – the Ones Not Killed Outright
• Any Similarities to Other Ethnic Communities?
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PHYSICAL PUNISHMENT/ABUSE
& EDUCATION
• Much Disagreement About Whether Schools
Should Use Physical Punishment
• Widespread Belief in Biblical Warning:
– “Spare the Rod, Spoil the Child.”
• Especially Among Conservative Religious
Leaders
• In Contrast, Most States Require School
Personnel to Report Suspected Abuse Cases
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VIEWS RE REPORTING ABUSE
• Administrators Do Not Like the Publicity
• They Prefer Internal Reports – i.e., Teachers
Report to Administrators; They Decide
• Oct., 2011: Penn State Athletic Dept:
– Asst Football Coach Jerry Sandusky …
– Sexually Abused Several Young Boys
– Reports Sent to Coach Paterno & Administration
– State Police Frank Noonen: Never Heard of This!
– He’s a Dreamer! It Happens A Lot!
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RELATION TO OTHER
INSTITUTIONS – COURTS
• Many System Personnel Condone Abuse!
• Nov., 2011: Texas Video Goes Viral!
– Judge William Adams – Texas Family Court
– Beat Disabled 16 Year Old Daughter, Hilary (2004)
– Daughter’s Video Posted On-Line in 2011
• Judge Presides in Family Court – Which
Handles Child Abuse Cases
• How Can He Be Objective?
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GENDER COMPLIANCE IN
EDUCATION
Boys in Action – Girls in Inaction
Boys
Girls
Called on More Often
Asked & Answer More Questions
More Praise for Good Responses
Allowed/Encouraged to Shout Out
Get More Challenges, Help
Raise Hands Vigorously
“Smart” Boys Get Lots of Attention
Called on Less
Corrected If They Break Rules
Get Better Grades
Fewer Punishments Than Boys
Rewarded for Passivity
Get Less Help, Few Challenges
Raise Hands Politely
“Smart” Girls Really Ignored!
Leave Teacher More Time for Boys
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TYPICAL TEACHER BEHAVIORS
• Praise: “Good Job!” “Nice Analysis!” “Great
Paper!” (10% of Time)
• Remediation: “Check Your Answers.” “Think
About It & Try Again.”
• Criticism: “#4 is Wrong. “Terrible Paper!” (5%
of Time)
• Acceptance: “Uh-huh.” “OK.”
(Most Common –
More Than Half the Time)
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TYPICAL TEACHER BEHAVIORS:
GENDER ORIENTED
• Boys Received More of All 4 Reactions:
– Praise – Remediation – Criticism – Acceptance
• Boys More Like to Get Useful Responses:
– Praise – Correction – Help – Criticism
• Girls Received More Acceptance – “OK.”
• Especially True of African American Girls!
• Girls Not Criticized – Esp. by Male Teachers:
“Don’t Want to Upset Her. She Might Cry.”
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TYPICAL TEACHER BEHAVIORS:
GENDER ORIENTED (ctd)
• When Girls Are Rewarded – It is Most Likely
For Appearance! (EX: Ashley Reiter – Math Award –
Complimented on Her Appearance)
• Boys’ Looks Used to Teach (EX: Cowboy Belt History)
• Bombing Rate: Teacher Questions: 9/10
Second for Response – Little Time to Think
• Boys Get More Time Than Girls
– EX: Math Q: Girl – 1/2 Second; Boy – 4 Seconds
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SUMMATION:
GENDER IN CLASSROOM
• Boys Get Much More Attention, Better
Training Than Girls
• Girls Are Largely Ignored – Not Given Time to
Think About Answers
• Girls Are Taught to Be Non-Assertive
• Has Long-Term Impact on Female
Achievement & Self-Esteem
• Conclusion: The “OK” Classroom is NOT OK!
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GENDER ON THE PLAYGROUND
• Boys Get More of the Playground (Middle – 10
Times the Size – For Their Games)
• Girls Pushed to Outside – Leftovers
• Boys Got Balls, Girls Got Jump Ropes
• Girls Who Want to Play – Pushed Out By Boys
• Teachers Do Not Intervene – Even Correct
Girls Who Are in “Wrong Place”
• Girls Reminded That Boys Will Like Them Later
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GENDER IN OTHER
NON-OFFICIAL ENVIRONMENTS
• Lunchroom Segregation – Boys: “Ooh! Too
Many Girls!
• Boys More Likely to Taunt Girls – “Different
Species” – Polluting Cooties
• Sex Segregation Often Child Imposed – More
Rigid Than Ethnic/Racial
• Many Teachers Use the Antagonism: “If You
Don’t Behave, I’ll Make You Sit With the Girls!”
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CURRICULAR GENDERISM
• Boys Are Doctors – Girls Are Nurses
• Boys Are Eating – Girls Are Cooking
• Boys & Girls in “Wrong” Roles Are Ridiculed
– Tough-Looking Policewomen
• Boys DO Things – Girls Need Things Fixed
• Eli Whitney’s Patented Cotton Gin – Catherine
Littlefield Green’s “Brush” Contribution
• Kids Can’t Develop “Famous Woman” List
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CURRICULAR GENDERISM (ctd)
• Textbooks Used in MD, VA, DC:
• 1989: 2,3 or 4x as Many Pictures of Boys, Men
• 1992 6th Grade History Text: Only 11 Females,
No American Women
• 631 pages of History: Only 7 Pages for Women
– 2/7 Pages: 5th Grade Girl’s Mission to Soviet Union
– No Mention of Susan B. Anthony
• Most Boys Say: “Of Course! Why Have Any!”
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CONTROLLING SEXUALITY
THROUGH SCHOOLS
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School Legitimizes the Dominant Culture
Appear to Be “Neutral” Transmitters of Culture
Really Promote Male Heterosexual Hegemony
Enforced By Culture of the Schools
“Natural” School Environment:
– Interactions of Boys, Girls Interacting
– School Dances, Parties – Heterosexuality Assumed
– Harassment of Gays, Lesbians Accepted
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EX: “THE PROM”
• Assumes Boy-Girl Attendance
• Highly Valued By Everyone – Kids, Parents,
Teachers – Entire Community – Media
• “Hetero-Romantic” Role Educates Adolescents
Re “Proper” Behavior – All Others Left Out
• “Proper” Male Assertiveness, Masculinity
• “Proper” Female Submissiveness, Weak, Soft
• Demeans GLBT
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PROM CONFLICTS IN SOME
COMMUNITIES
• Prom Confrontations Re Same Sex Couples
• Itawanba County, MS:
– Constance McMillan Wanted to Come With
Girlfriend
– School Cancelled Prom
– Parents Sponsored Prom Off Campus
– Better That Way – “We Concentrate on Learning”
– (They Can Also Avoid “Equal Opportunity” Rules)
• Exclude Gays, Blacks, Muslims, Whoever!
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BEING GLBT IN U.S. HIGH SCHOOLS
• GLBT Youth Complaints About High School:
– Everything is Boys, Girls: Flirting, Holding Hands
– Continuous Discussion of Heterosexual Acts, Ideas
– “Flaunting” of Heterosexual Activity Allowed
– Message to GLBT Youth: Heterosexuality Is Normal
– YOU Are NOT!
– Pressures GLBT Youth to Conform
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SCHOOL TREATMENT
OF LGBT TEENS
• 2003 Survey of 887 GLBT Youth Across U.S.:
– 84% Had Been Verbally Harassed
– 82.9% Said Teachers/Administrators Rarely Stop
Homophobic Actions
– 55% of Transgender Kids Physically Harassed Re
Gender Orientation
– 41% of Lesbian, Gay, Bisexuals Were Harassed
– 64.3% of LGBT Felt Unsafe at School
– 42 States Graded Failing to Protect GLBT Youth
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GLBT IN CURRICULUM
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GLBT People Rarely Mentioned In Curriculum
GLBT People Are Invisible
While Heterosexuality Is Presented As Norm
NO Treatment of GLBT Views is Allowed
EX: Gay-Straight Alliance (GSA) Clubs in School
Feared, Criticized, Outlawed By School District
Pressure from Parents, Churches, Politicians
Seen as “Neutral” Stance by the Schools
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WESTERN SEX EDUCATION &
SOCIAL CONTROL OF SEXUALITY
Obsession vs. Repression (Michel Foucault)
• Intense Discussion of “Approved” Sex
– Male Dominant – Female Submissive
• Comprehensive Sex Education Forbidden:
– Abstinence – Contraception – Abortion – Anatomy
– Physiology – Homosexuality – Masturbation –
Sexually Transmitted Diseases
• Abstinence Only Sex Education Classes OK
• Encourage Ignorance, Shame, Teen Pregnancy
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EUROPEAN vs. U.S. MODELS
U.S. Model
ADLA (Adolescent Family Life Act)
Suppress Discussing Female Desire
European Model
More Open Discussion
Sex Education in Early Grades
Discuss Female Sexual Victimization
Open, Accepting Discussion of Sex
Privilege Married Heterosexuality
Open Discussion Forbidden
Less Teen Pregnancy, Abortion
Aver. Age 1st Sex = to U.S.
Sex Viewed as “Dirty”
Sex Education Late, if at All
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U.S. PUBLIC OPINION
• Population Supports Comprehensive Model
• 1998 Survey:
– 87% Favor Sex Education
– 89%: Include Abstinence, Contraception, STDs
• U.S. Policy (Federal & Local) Very Traditional
Congress (Politicians) – Religious Leaders –
School Administrators
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CONCLUSION
• Do U.S. Schools Support Diversity?
– RACIAL, ETHNIC, ECONOMIC, GENDER GROUPS?
– ANYONE?
• Or Do They Reinforce the Pre-Determined
Social Categories Preferred by the White,
Male, Heterosexual Hegemony?
• What Do Our Institutions Have to Do With It?
YOU DECIDE!
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