Social Reproduction Theory
How does the social reproduction theory promote youth to end up in the same place where their parents are economically? How is it a disadvantage for those of a lower socioeconomic status?
The social reproduction theory generally says that if parents are middle class then their children will end up being middle class citizens also. More specifically, youth/children will go through the educational system and in the end will be at the same place economically their parents are at. This can be controlled for some and others really have no choice as to where they are going to end up because of money and power issues. For example, the middle and upper class youth will have a better chance of succeeding their parents because their parents have the money to have the choice to either send their children to a private school or even the means to move into a neigrabroadorhood where their youth can have the opportunity to attend a "better" school.
Yet, those that live in low socioeconomic status areas are not going to have the same opportunity to do either of these tactics. Upper and middle class parents not only can promote their children to end up in the same place as where they are at but can provide the option for an even better education or higher possibility of achieving even more then they themselves have achieved. For example, in the inner city of L.A. the youth that attend the schools are at more of a loss because of outside sources. These could include thing like the influence of gangs, drugs, and possible violence within the schools themselves. Medal detectors being at each of the entrances of the school can also be a great hesitation for not only students but also for prospective teachers. If this is the case, the curriculum may be altered to suit the environment of which it is being taught. This theory promotes the continuation of parent’s success in their children also by the issue of parental involvement also. Meaning that a youth will tend to do better in a home where the youth is being encouraged, pushed and driven by their parents. In the higher and middle SES families the parents have more and spend more time investing in their children. Where in some other circumstances others are not able to stay and focus on the same issues, and their priorities may be on the basic living neeRAB of their families, the immediate necessities. Also another advantage of choosing what school their children attend is that parents will find an environment where they have the same values and philosophies about education as do the teachers of the chosen school so that their youth can better relate in the learning environment. Which this primarily occurs within private schools. But parents can have this control within the private school sector, the public schools are based on residence and the teaching norms are based more generally. Thus, youth will succeed their parents through this theory of social reproduction.
What influence do the four interest groups play in the quality of education?
The four interest groups include: consumers, providers, social science researchers and legal scholars, and policymakers. All of these groups have and contribute an important part in the process of creating and running the educational system, but the question to ask the is can any of them play a stronger role in this process? Well as the text reaRAB that the primary role has been the social science researchers. It states that they have kept thing grounded and not let the "ideological beliefs" of the policy makers sway the decisions of what the educational system neeRAB to address. An explanation of the desires of each of these groups is important in understanding what each important role involves. The consumers include the actual individuals that are affected by the outcomes, the parents and students. They are the core of what is being affected by the decisions and policies being made. Next are the providers, are also subject to the conclusions drawn by the group. These are the teachers and administration of the schools. They are a substantial part in carrying out what decisions are made, particularly the teachers themselves. Which have one on the most difficult positions of all, to actually plan and carry out the policies and conclusions made, and what will be expected to be put in the curriculum itself to be equivalent throughout all the schools. The social science researchers and legal scholars, as stated, are most influential with the quality of education. Keeping the schools an environment that is a positive learning environment where there is equality of students is a challenge, and it is the responsibility of the legal scholars to create laws and regulations for this to actually be in effect in the schools. Research has to be done to see exactly is needed and neeRAB to be implemented into the school for the students to benefit. Without research we could not see what wide spread issues and the education system is experiencing. Of course in all these areas there are drawbacks and limitations as to what they themselves can accomplish. This is why it is a necessity that they all work as a team, having the same goals in mind and keeping focused with what is important which are the students themselves. With all four interest groups doing and playing their part in the process of creating quality then the youth can benefit and there will be quality, but without one groups contributions it would all fall through.
Why does race, gender, home, neigrabroadorhood and socioeconomic status play such an important influence in the academic achievement of a youth?
Many people think that the first two race and gender, play a substantial part in the educational outcomes of youth, but in actuality it is not these that form the student. Numerous studies have been done that says specifically that race has zero percent to do with educational outcome, taking into account equivalent SES. It does not generally stand because a lot of minorities do not have the resources to actually end up in college. The results about gender were perplexing, it did not play a major role in educational outcome bet there were some disadvantages that women experience. That is, from the beginning of school females seem to be told what they can and can not achieve, meaning possibility of unequal treatment in the classroom and so on. The major factors influencing and affecting students academic achievement begin in the home of each individual student, which one would think that this contributes more then the neigrabroadorhood. The youth spend most of their time in their neigrabroadorhood and surrounding communities and it would seem that this also would contribute as equally. Studies show that in actuality the home SES enRAB up being the greater influence. Then results of this study show that both play a part in the cognitive achievement of each youth. One would hope that the school influence would be minimal because all students deserve to be treated equally throughout all school cirriculum but the reality of that is nonexistent. But there is a great correlation between the home socioeconomic status and the two other factors, the school SES and the cognitive achievement. It does seem interesting that these studies are based primarily on white individuals, homes, and schools. These studies are all very specific and have numerous control factors that make their findings focal pointed and not entirely representative of the entire population. Putting this aside, the main point to focus on with all possibilities including race, gender, home, and neigrabroadorhood and socioeconomic status the primary influence is drawn back into the home and the socioeconomic status of the family. This determines so much of their achievement and is a difficult issue to address because there is not control of the education system to direct and fix this dilemma. From the beginning, a youth is set into a particular status and for their entire academic experience, this will play a substantial part in their environment and their achievement. Rosenberg and Simmons make a very good point in stating that a youth’s self-esteem is so influenced by these factors also in turn affecting all external activities.
In Coleman’s study on private schools, what were some of the contributing factors he found in the differences/advantages of private schools verses public schools?
Coleman did his study in 1980 on high-school seniors and sophomores in public, Catholic, and private schools. This was his intent but it became inconclusive for him because in his follow up study, done in 1982, two years later he found that there were not enough private schools to continue his complete study so he had to conduce his results only on Catholic schools. His conclusion was that Catholic schools were more affective then public schools. There are many contributing factors that lead up to this. One is simply that students choose to go to Catholic school as opposed to those students attending public schools are required and expected to attend. Thus from the beginning they do not want to be in the public school system. Also, generally speaking, students attending Catholic schools are from higher SES homes and basically it comes down to the fact that from the beginning they come from a better and more stable home and family environment. He found that the Catholic schools themselves were, as it seems, more affective. This is so because they had greater discipline and order with the students and in the classrooms. Going along these same lines they have different school policies, such as tracking, course work and more prevalently give out homework. What Coleman calls these factors are the Aselection bias@ of these private schools. We can look at selection bias as even broader then the above, for example we need to look at the possibility of what schools were chosen and what control factors did he take into account? A question we might ask then is, why, if the Catholic schools are more affective, are the parents not more readily sending their youth to these schools to receive a better education? As was presented before is the factor of socioeconomic status. Coleman argues also that the community of which the school is in can be very influential to student and school involvement. Primarily parental involvement, in general, if the parents were involved the community would be more involved and you would have better within school involvement as well as between school interactions. The next thing is to look at some of the variations that affected his study. These as shown in the statistics taken include an important factor that can not go unnoticed, and that is race. He found that the Catholic schools had more of a positive affect on Blacks and Hispanics then did the public schools. Coleman’s study of public schools verses Catholic schools was an elaborate study covering and controlling as possibilities to fully understand the pros and cons of each. In conclusion, Coleman continued to look at possibilities and still receives criticism for not taking into account many other contributing factors to the actuality of his findings. Being that the Catholic school students come out with a better education and essentially better equipped and prepared to leave High school and continue into higher education.
How does the social reproduction theory promote youth to end up in the same place where their parents are economically? How is it a disadvantage for those of a lower socioeconomic status?
The social reproduction theory generally says that if parents are middle class then their children will end up being middle class citizens also. More specifically, youth/children will go through the educational system and in the end will be at the same place economically their parents are at. This can be controlled for some and others really have no choice as to where they are going to end up because of money and power issues. For example, the middle and upper class youth will have a better chance of succeeding their parents because their parents have the money to have the choice to either send their children to a private school or even the means to move into a neigrabroadorhood where their youth can have the opportunity to attend a "better" school.
Yet, those that live in low socioeconomic status areas are not going to have the same opportunity to do either of these tactics. Upper and middle class parents not only can promote their children to end up in the same place as where they are at but can provide the option for an even better education or higher possibility of achieving even more then they themselves have achieved. For example, in the inner city of L.A. the youth that attend the schools are at more of a loss because of outside sources. These could include thing like the influence of gangs, drugs, and possible violence within the schools themselves. Medal detectors being at each of the entrances of the school can also be a great hesitation for not only students but also for prospective teachers. If this is the case, the curriculum may be altered to suit the environment of which it is being taught. This theory promotes the continuation of parent’s success in their children also by the issue of parental involvement also. Meaning that a youth will tend to do better in a home where the youth is being encouraged, pushed and driven by their parents. In the higher and middle SES families the parents have more and spend more time investing in their children. Where in some other circumstances others are not able to stay and focus on the same issues, and their priorities may be on the basic living neeRAB of their families, the immediate necessities. Also another advantage of choosing what school their children attend is that parents will find an environment where they have the same values and philosophies about education as do the teachers of the chosen school so that their youth can better relate in the learning environment. Which this primarily occurs within private schools. But parents can have this control within the private school sector, the public schools are based on residence and the teaching norms are based more generally. Thus, youth will succeed their parents through this theory of social reproduction.
What influence do the four interest groups play in the quality of education?
The four interest groups include: consumers, providers, social science researchers and legal scholars, and policymakers. All of these groups have and contribute an important part in the process of creating and running the educational system, but the question to ask the is can any of them play a stronger role in this process? Well as the text reaRAB that the primary role has been the social science researchers. It states that they have kept thing grounded and not let the "ideological beliefs" of the policy makers sway the decisions of what the educational system neeRAB to address. An explanation of the desires of each of these groups is important in understanding what each important role involves. The consumers include the actual individuals that are affected by the outcomes, the parents and students. They are the core of what is being affected by the decisions and policies being made. Next are the providers, are also subject to the conclusions drawn by the group. These are the teachers and administration of the schools. They are a substantial part in carrying out what decisions are made, particularly the teachers themselves. Which have one on the most difficult positions of all, to actually plan and carry out the policies and conclusions made, and what will be expected to be put in the curriculum itself to be equivalent throughout all the schools. The social science researchers and legal scholars, as stated, are most influential with the quality of education. Keeping the schools an environment that is a positive learning environment where there is equality of students is a challenge, and it is the responsibility of the legal scholars to create laws and regulations for this to actually be in effect in the schools. Research has to be done to see exactly is needed and neeRAB to be implemented into the school for the students to benefit. Without research we could not see what wide spread issues and the education system is experiencing. Of course in all these areas there are drawbacks and limitations as to what they themselves can accomplish. This is why it is a necessity that they all work as a team, having the same goals in mind and keeping focused with what is important which are the students themselves. With all four interest groups doing and playing their part in the process of creating quality then the youth can benefit and there will be quality, but without one groups contributions it would all fall through.
Why does race, gender, home, neigrabroadorhood and socioeconomic status play such an important influence in the academic achievement of a youth?
Many people think that the first two race and gender, play a substantial part in the educational outcomes of youth, but in actuality it is not these that form the student. Numerous studies have been done that says specifically that race has zero percent to do with educational outcome, taking into account equivalent SES. It does not generally stand because a lot of minorities do not have the resources to actually end up in college. The results about gender were perplexing, it did not play a major role in educational outcome bet there were some disadvantages that women experience. That is, from the beginning of school females seem to be told what they can and can not achieve, meaning possibility of unequal treatment in the classroom and so on. The major factors influencing and affecting students academic achievement begin in the home of each individual student, which one would think that this contributes more then the neigrabroadorhood. The youth spend most of their time in their neigrabroadorhood and surrounding communities and it would seem that this also would contribute as equally. Studies show that in actuality the home SES enRAB up being the greater influence. Then results of this study show that both play a part in the cognitive achievement of each youth. One would hope that the school influence would be minimal because all students deserve to be treated equally throughout all school cirriculum but the reality of that is nonexistent. But there is a great correlation between the home socioeconomic status and the two other factors, the school SES and the cognitive achievement. It does seem interesting that these studies are based primarily on white individuals, homes, and schools. These studies are all very specific and have numerous control factors that make their findings focal pointed and not entirely representative of the entire population. Putting this aside, the main point to focus on with all possibilities including race, gender, home, and neigrabroadorhood and socioeconomic status the primary influence is drawn back into the home and the socioeconomic status of the family. This determines so much of their achievement and is a difficult issue to address because there is not control of the education system to direct and fix this dilemma. From the beginning, a youth is set into a particular status and for their entire academic experience, this will play a substantial part in their environment and their achievement. Rosenberg and Simmons make a very good point in stating that a youth’s self-esteem is so influenced by these factors also in turn affecting all external activities.
In Coleman’s study on private schools, what were some of the contributing factors he found in the differences/advantages of private schools verses public schools?
Coleman did his study in 1980 on high-school seniors and sophomores in public, Catholic, and private schools. This was his intent but it became inconclusive for him because in his follow up study, done in 1982, two years later he found that there were not enough private schools to continue his complete study so he had to conduce his results only on Catholic schools. His conclusion was that Catholic schools were more affective then public schools. There are many contributing factors that lead up to this. One is simply that students choose to go to Catholic school as opposed to those students attending public schools are required and expected to attend. Thus from the beginning they do not want to be in the public school system. Also, generally speaking, students attending Catholic schools are from higher SES homes and basically it comes down to the fact that from the beginning they come from a better and more stable home and family environment. He found that the Catholic schools themselves were, as it seems, more affective. This is so because they had greater discipline and order with the students and in the classrooms. Going along these same lines they have different school policies, such as tracking, course work and more prevalently give out homework. What Coleman calls these factors are the Aselection bias@ of these private schools. We can look at selection bias as even broader then the above, for example we need to look at the possibility of what schools were chosen and what control factors did he take into account? A question we might ask then is, why, if the Catholic schools are more affective, are the parents not more readily sending their youth to these schools to receive a better education? As was presented before is the factor of socioeconomic status. Coleman argues also that the community of which the school is in can be very influential to student and school involvement. Primarily parental involvement, in general, if the parents were involved the community would be more involved and you would have better within school involvement as well as between school interactions. The next thing is to look at some of the variations that affected his study. These as shown in the statistics taken include an important factor that can not go unnoticed, and that is race. He found that the Catholic schools had more of a positive affect on Blacks and Hispanics then did the public schools. Coleman’s study of public schools verses Catholic schools was an elaborate study covering and controlling as possibilities to fully understand the pros and cons of each. In conclusion, Coleman continued to look at possibilities and still receives criticism for not taking into account many other contributing factors to the actuality of his findings. Being that the Catholic school students come out with a better education and essentially better equipped and prepared to leave High school and continue into higher education.