Imagine that you are heading a task force to address inequities in schools related to race and social class. Based on everything we know about educational stratification within and between schools, where would you focus your efforts
Answer each of the questions below. Limit your responses to 2-3 pages (12 point font), double spaced for each question. That would be a range of 6-9 pages for each exam, not counting references. Please use APA style for citing and listing references.
Please submit your answers to the Moodle site. The exam is due Monday, October 21 at 5:00PM.
1. Imagine that you are heading a task force to address inequities in schools related to race and social class. Based on everything we know about educational stratification within and between schools, where would you focus your efforts? What features of the educational system would you concentrate on and why? What organizational aspects (teaching, curriculum, etc.) of the school would you place your strongest efforts to reform? In your plan, would you address cultural issues?
2. After publication of the Coleman report, school desegregation was used to address the inequality of opportunity for African Americans. Discuss the results of that policy and why that effort has not fully addressed the persistent achievement gap between African Americans and White students. What is it about attending predominantly African American schools that contributes to low academic achievement and why attending a desegregated schools would improve African American achievement?
3. Sociologists have long been interested in the relationship between social class and educational achievement. Identify a prominent social theorist (or more) who addressed this relationship and discuss their arguments. Delineate their ideas and choose a position you feel provides the strongest argument for explaining the difference in achievement between high and low SES groups.
Book to be used: Sociology of Education (3rd edition) A Critical Reader
Alan R. Sadovnik and Ryan W. Coughlan
Articles:
Theories of Reproduction and Resistance in the New Sociology of Education: A Critical Analysis HENRY A. GIROUX Miami University, Ohio)
Social Selection and Stratification Within Schools
Author(s): Barbara Heyns
Source: American Journal of Sociology, Vol. 79, No. 6 (May, 1974), pp. 1434-1451
Published by: The University of Chicago Press
Stable URL: https://www.jstor.org/stable/2777143
Accessed: 04-09-2019 22:57 UTC
Moments of social inclusion and exclusion race, class, and cultural capital i…
Annette Lareau; Erin McNamara Horvat
Sociology of
Orfield, GarySchools More Separate: Consequences of a Decade ofResegregation.Harvard Civil Rights Project, Cambridge, MA.2001-07-0055p.Civil Rights Project, Harvard University, 124 Mt. AuburnStreet, Suite 400 South, Cambridge, MA 02138. Tel:617-496-6367; Fax: 617-495-5210; e-mail: crp@harvard.edu.For full text:http://www.law.harvard.edu/groups/civilrights/publications/resegregation01/schoolsseparate.pdf.Numerical/Quantitative Data (110)ReportsResearch(143)
Equality of Educational Opportunity: A 40-Year Retrospective
Adam Gamoran
Department of Sociology and Educational Policy Studies
Director, Wisconsin Center for Education Research
University of Wisconsin–Madison
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