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A sociological approach to education: A revision of community backgrounds of education.Social class in the school.

A sociological approach to education: A revision of community backgrounds of education.: Social... For many years, education has been viewed in relation to its community backgrounds, and there is no doubt as to environmental effects in shaping all aspects of school work. What is new today is the caste-class point of view as developed in the Yankee City type of research, a viewpoint that shows as clear as crystal the need for fundamental changes in many phases of the school program. Admittedly, this statement is a bit sweeping, needing a vast amount of corroborating evidence, study after study of schools. Here we shall examine in detail one school system on the assumption that other schools will have much in common with the case under inspection. In respect to caste in education, there is no intellectual problem. This is not to say that practical problems do not exist; in fact they are in many places, north and south, very crucial. What is meant is that the issue appears quite clear. Segregated schools perpetuate color differences in our society, advantaging white children and disadvantaging others. If, therefore, caste lines are continued in the school, this is done in violation of democratic principles. No pronouncement in recent years on public education by educational leaders in the nation has supported the caste system in school or society; on the contrary, thoughtful people everywhere are trying to devise ways of eliminating caste or minimizing its effects. The real intellectual problem is social class. Over time, a number of studies have dealt with the class structure of public schooling, the make-up of teaching personnel, the class-typed control of learning. For all this work, we can only refer the reader to an extensive literature. In addition to such findings, we need to know how status lines actually function in the school, how children learn their class positions, what class does to school progress and child personality. These are the objectives of the present chapter, and as usual the approach is via a concrete case. (PsycInfo Database Record (c) 2022 APA, all rights reserved) http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A sociological approach to education: A revision of community backgrounds of education.Social class in the school.

23 pages

A sociological approach to education: A revision of community backgrounds of education.Social class in the school.

Abstract

For many years, education has been viewed in relation to its community backgrounds, and there is no doubt as to environmental effects in shaping all aspects of school work. What is new today is the caste-class point of view as developed in the Yankee City type of research, a viewpoint that shows as clear as crystal the need for fundamental changes in many phases of the school program. Admittedly, this statement is a bit sweeping, needing a vast amount of corroborating evidence, study after study of schools. Here we shall examine in detail one school system on the assumption that other schools will have much in common with the case under inspection. In respect to caste in education, there is no intellectual problem. This is not to say that practical problems do not exist; in fact they are in many places, north and south, very crucial. What is meant is that the issue appears quite clear. Segregated schools perpetuate color differences in our society, advantaging white children and disadvantaging others. If, therefore, caste lines are continued in the school, this is done in violation of democratic principles. No pronouncement in recent years on public education by educational leaders in the nation has supported the caste system in school or society; on the contrary, thoughtful people everywhere are trying to devise ways of eliminating caste or minimizing its effects. The real intellectual problem is social class. Over time, a number of studies have dealt with the class structure of public schooling, the make-up of teaching personnel, the class-typed control of learning. For all this work, we can only refer the reader to an extensive literature. In addition to such findings, we need to know how status lines actually function in the school, how children learn their class positions, what class does to school progress and child personality. These are the objectives of the present chapter, and as usual the approach is via a concrete case. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Publisher
McGraw-Hill Book Company
Copyright
Copyright © 1950 American Psychological Association
Pages
248 –271
DOI
10.1037/14612-011
Publisher site
See Chapter on Publisher Site

Abstract

For many years, education has been viewed in relation to its community backgrounds, and there is no doubt as to environmental effects in shaping all aspects of school work. What is new today is the caste-class point of view as developed in the Yankee City type of research, a viewpoint that shows as clear as crystal the need for fundamental changes in many phases of the school program. Admittedly, this statement is a bit sweeping, needing a vast amount of corroborating evidence, study after study of schools. Here we shall examine in detail one school system on the assumption that other schools will have much in common with the case under inspection. In respect to caste in education, there is no intellectual problem. This is not to say that practical problems do not exist; in fact they are in many places, north and south, very crucial. What is meant is that the issue appears quite clear. Segregated schools perpetuate color differences in our society, advantaging white children and disadvantaging others. If, therefore, caste lines are continued in the school, this is done in violation of democratic principles. No pronouncement in recent years on public education by educational leaders in the nation has supported the caste system in school or society; on the contrary, thoughtful people everywhere are trying to devise ways of eliminating caste or minimizing its effects. The real intellectual problem is social class. Over time, a number of studies have dealt with the class structure of public schooling, the make-up of teaching personnel, the class-typed control of learning. For all this work, we can only refer the reader to an extensive literature. In addition to such findings, we need to know how status lines actually function in the school, how children learn their class positions, what class does to school progress and child personality. These are the objectives of the present chapter, and as usual the approach is via a concrete case. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Published: Nov 10, 2014

Keywords: social class; schools; education; communities; segregation; advantaged; disadvantaged; sociology

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