1. Education and Religion Copyright © Allyn & Bacon 20061  Credential Societies - Diplomas Determine Job Eligibility  Diplomas Serve as Sorting Devices  Education Related to Nation’s Economy Education in Global Perspective

2. Education and Religion Copyright © Allyn & Bacon 20062 Figure 13.1 - Educational Achievement in the United States. Page 344

3. Education and Religion Copyright © Allyn & Bacon 20063  Manifest vs. Latent Functions  Teaching Knowledge and Skills  Cultural Transmission of Values  Social Integration  Gatekeeping Functionalist Perspective Providing Social Benefits Microsoft Images

4. Education and Religion Copyright © Allyn & Bacon 20064  The Hidden Curriculum  Tilting the Tests: Discrimination by IQ  Stacking the Deck: Unequal Funding Conflict Perspective Perpetuating Social Inequality

5. Education and Religion Copyright © Allyn & Bacon 20065 Figure 13.2 - The Funneling Effects of Education: Race and Ethnicity. Page 349

6. Education and Religion Copyright © Allyn & Bacon 20066  The Rist Research  George Farkas and Teacher Expectations  How Do Teacher Expectations Work? Symbolic Interactionist Perspective Fulfilling Teacher Expectations Microsoft Images

7. Education and Religion Copyright © Allyn & Bacon 20067  Rising Tide of Mediocrity  Cheating on SATs  Grade Inflation, Social Promotion, Functional Illiteracy  The Influence of Peer Groups  Violence in Schools Problems in U.S. Education

8. Education and Religion Copyright © Allyn & Bacon 20068 SAT Scores Figure 13.3 - National Results of the Scholastic Assessment Tests (SAT). Page 352

9. Education and Religion Copyright © Allyn & Bacon 20069 Race Cultural Capital and Educational Resources Role of Socioeconomic Status  Type and quality of school a student attends  The academic track a given student ends up in  Amount of attention from teachers  Household educational resources (books, computers, etc.)

10. Education and Religion Copyright © Allyn & Bacon 200610 Cultural Capital “family tendencies that depress educational attainment (are) a manifestation, rather than a cause, of lower SES and poverty” A key point to remember here is that schools are not neutral institutions, but ones that have preferences, attitudes, and behaviors of the “dominant class”

11. Education and Religion Copyright © Allyn & Bacon 200611 “Although lower and working class children may certainly aquire the knowledge and skills necessary to succeed in school, they are less likely to achieve the same “natural familiarity” that middle and upper class students have and thuse are more likely to fail academically.  Education, as an institution, is exclusionary

12. Education and Religion Copyright © Allyn & Bacon 200612 Method 2 “waves” of data comprised of responses form students, parents, teachers, and school principals Nationally representative

13. Education and Religion Copyright © Allyn & Bacon 200613 Conclusions Cultural capital and educational resources only moderately explain racial and social class gaps in educational performance. Black and low-SES students receive less in return for cultural trips and educational resources than do their white and higher SES counterparts The sources of this disparity are located within the dynamic that occur in schools

14. Education and Religion Copyright © Allyn & Bacon 200614 Micropolitical mediation Definition: How the teachers and administrators evaluate their students and set them on particular tracks Poorly measured here  Impossible to separate ‘actual’ student performance from the teachers’ evaluations  Researchers call for qualitative inquiry to resolve this problem