SOCIAL STRUCTURE AND AMERICAN EDUCATION EAF228 Dr. Mohamed Nur-Awaleh Equality of Opportunity: Common School Model Spring, American Education (Figure 4.1) HighIncome Jobs High-Income Families Middle-Income Families After Graduation Children from all All Students Have Social Classes an Equal Receive a Opportunity to Common Compete in the Education Labor Market Low-Income Families Social Starting Line Common School MiddleIncome Jobs LowIncome Jobs Equality of Opportunity: Sorting Machine Model Spring, American Education (Figure 4.2) High-Income Families Students Sorted by Teachers, Counselors, Standardized Tests into Tracks and Ability Groups Middle-Income Families Routine Production Services Inperson or Personal Services Government Workers Low-Income Families Farmers, Miners School Social Starting Line College SymbolicAnalytic Services Graduation School Quality, Educational Attainment, and Income Spring, American Education (Figure 4.3) Low-Wealth Community High-Wealth Community Low-Quality Schools High-Quality Schools Low Level of Educational Attainment High Level of Educational Attainment Low Lifetime Income High Lifetime Income Educational Practices That Can Reinforce Social-Class Differences Among Students Spring, American Education (Table 4.1) 1. Tracking 2. Ability grouping 3. Counseling methods 4. Teacher expectations 5. Unequal school expenditures Percentage of Children Under 18 Who Live in Families Below the Poverty Level, 1960-2000 Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 10.1) Source: National Center for Education Statistics, 1996, p. 143; National Center for Children in Poverty, 1998. Educational Attainment: Total Money Earnings in 1997 Spring, American Education (Table 4.5) Mean Earnings Male Female Associate Bachelor’s Master’s Professional Degree Degree Degree Degree Less than Ninth Grade High School Graduate $22,746 32,611 40,465 55,832 71,225 120,052 10,296 16,996 24,009 30,119 38,337 62,113 Source: U. S. Bureau of the Census, “Money Income in the United States: 1997,” http://www.census.gov/. The Way They Were in School Sadker/Sadker, Teachers, Schools, and Society All of these people were considered poor learners in school: Thomas Edison Paul Gauguin William Butler Yeats Benjamin Franklin Pablo Picasso Carl Jung Henry Ford Abraham Lincoln The following individuals were expelled from school: Albert Einstein Salvador Dali Edgar Allan Poe James Whistler Percy Bysshe Shelley George Bernard Shaw Percent of African American Students in Hyper-segregated Schools (90-100% students of color) Sadker/Sadker, Teachers, Schools, and Society (Figure 13.1) Source: “Deepening Segregation in America’s Public Schools,” April 1997, Harvard Project on School Desegregation. U. S. Hispanic Subgroups Sadker/Sadker, Teachers, Schools, and Society (Figure 13.2) Source: Our Nation on the Fault Line: Hispanic American Education President’s Advisory Commission on Educational Excellence for Hispanic Students, September 1996. Country of Origin and Year of Entry into the U.S. of the Foreign-Born, March 1998 Spring, American Education (Table 6.1) Country of Origin Mexico Cuba Dominican Republic El Salvador Great Britain China and Hong Kong India Korea Philippines Vietnam Elsewhere Foreign-Born Number (in thousands) Foreign-Born (%) 7,119 914 635 723 622 1,022 722 589 1,207 989 11,738 27.1 3.5 2.4 2.8 2.4 3.9 2.7 2.2 4.6 3.8 39.3 Came to the United States Before 1970 1970 to 1979 1980 to 1989 Since 1990 4,812 4,605 8,236 8,628 Source: U. S. Census Bureau, March 1998 Current Population Survey, http://www.census.gov/. 18.3 17.5 31.3 32.8 Advisory Board for the President’s Initiative on Race’s Report Spring, American Education (Table 6.2) In 1998, the changing racial/ethnic composition of the U.S. population and resulting educational issues were underscored by the Advisory Board for the President’s Initiative on Race in One America in the 21st Century: Forging a New Future. The Advisory Board’s report presented the following projections and facts: • By the year 2050, about 50 percent of the U.S. population will be composed of Asians, non-Hispanic blacks, Hispanics, and American Indians. • By the year 2005, Hispanics, who may be of any race, are projected to be the largest minority group in the United States. • As of 1997, 61 percent of the Asian population and 38 percent of the Hispanic population were foreign-born. In contrast, only 8 percent of whites, 6 percent of blacks, and 6 percent of American Indians were foreign-born. Source: From One America in the 21st Century: Forging a New Future 1998 SAT Scores by Racial and Ethnic Group Sadker/Sadker, Teachers, Schools, and Society (Figure 4.2) Source: College Board, 1998 Profile of SAT Program Test Takers, New York: College Board, 1998. Percentage of 25- to 29-year-olds Who Have Completed Selected Levels of Education, by Sex: March 1971 and 1996 Arends/Winitzky/Tannenbaum, Exploring Teaching: An Introduction to Education (Figure 5.4) Source: U. S. Department of Education, The Condition of Education 1997, Indicator 22. The Impact of Title IX Sadker/Sadker, Teachers, Schools, and Society Title IX of the 1972 Education Amendments Act specifically prohibits many forms of sex discrimination in education. The opening section of Title IX states No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance. A Brief Chronological List of Achievements in Providing Equality of Educational Opportunity for Women Spring, American Education 1972 Legal action against school systems with segregated courses in home economics and industrial arts 1974 With backing from NOW, more than 1,000 women’s studies departments are created on college campuses 1975 Federal regulations to end sex discrimination in athletics 1976 Lawsuits regarding female participation in athletics and genderbiased hiring in school administration 1976 Educational Equity Act authorizes Office of Education to prepare “non-sexist curricula and non-discriminatory vocational and career counseling, sports education, and other programs designed to achieve equity for all students regardless of sex” 1983 Last all-male school in Ivy League, Columbia University, becomes coeducational 1986 FairTest organized to counter sex bias in high-stakes tests 1996 Virginia Military Institute and the Citadel become coeducational Accomplishments of NOW and Other Women’s Organizations by 1996 Spring, American Education • The number of female medical school graduates increased from 8.4 percent in 1969 to 34.5 percent in 1990. • The percentage of doctoral and professional degrees awarded women increased from 14.4 percent in 1971 to 36.8 percent in 1991. • Most discrimination in vocational programs ended. • Female participation in high school athletics increased from 7 percent in 1972 to 37 percent in 1992 and in college athletics from 15.6 percent in 1972 to 34.8 percent in 1993. Student Sexual Diversity: Guidelines for Teachers Sadker/Sadker, Teachers, Schools, and Society 1. Confront directly school incidents of anti-lesbian and anti-gay prejudice—harassment, labels, jokes, putdowns, and graffiti. 2. Work to change personnel policies in order to protect students and staff from discrimination on the basis of sexual orientation. 3. Provide support groups and other resources for gay, lesbian, or bisexual students and their families. 4. Submit requests in order to improve both fiction and nonfiction library holdings on sexual diversity. 5. Include gay, lesbian, and bisexual concerns in prevention programs (pregnancy, dropout, suicide). Source: Adapted from “Affording Equal Opportunity to Gay and Lesbian Students Through Teaching and Counseling” (Washington, DC: National Education Association, 1992). Student Sexual Diversity: Guidelines for Teachers (continued) Sadker/Sadker, Teachers, Schools, and Society If a student comes to you to discuss gay, lesbian, or bisexual concerns: • Be aware that the student may be feeling grief and emotional pain. • Use the terms the student uses. Say “homosexual” if that is the term used, or “gay,” “lesbian,” or “bisexual” if the student chooses any of these terms. • Be aware of your own feelings. Avoid making negative judgments that may cause the student even more pain. • Respect confidentiality. • Let the student know you appreciate his or her trust. • Remember that gay and bisexual male students are particularly in need of information concerning protection from AIDS. Source: Adapted from “Affording Equal Opportunity to Gay and Lesbian Students Through Teaching and Counseling” (Washington, DC: National Education Association, 1992).