1. Child, Family, School, and Community Socialization and Support 6 th ed. Chapter Six ECOLOGY OF THE SCHOOL

2. SCHOOL AS A SOCIALIZING AGENT School = society’s formal institution where learning takes placeSchool = society’s formal institution where learning takes place School socializes children by providing intellectual and social experiences that characterizes individuals and shapes their abilities for adulthood.School socializes children by providing intellectual and social experiences that characterizes individuals and shapes their abilities for adulthood. School = society’s formal institution where learning takes placeSchool = society’s formal institution where learning takes place School socializes children by providing intellectual and social experiences that characterizes individuals and shapes their abilities for adulthood.School socializes children by providing intellectual and social experiences that characterizes individuals and shapes their abilities for adulthood.

3. SCHOOL AS A SOCIALIZING AGENT SCHOOL AS A SOCIALIZING AGENT (Cont’d) Primary purpose of education = transmission of the society’s cultural heritagePrimary purpose of education = transmission of the society’s cultural heritage U.S. schools functions areU.S. schools functions are – universal – formal – prescriptive Primary purpose of education = transmission of the society’s cultural heritagePrimary purpose of education = transmission of the society’s cultural heritage U.S. schools functions areU.S. schools functions are – universal – formal – prescriptive

4. MACROSYSTEM INFLUENCES ON SCHOOLS FACTORS IN EDUCATIONAL DECISIONS DEMOCRACY the basic political ideology of the U. S. DEMOCRACY requires citizens be educated to discuss and compromise on issues pertaining to them

5. MACROSYSTEM INFLUENCES ON SCHOOLS FACTORS IN EDUCATIONAL DECISIONS MACROSYSTEM INFLUENCES ON SCHOOLS FACTORS IN EDUCATIONAL DECISIONS (Cont’d) How much society pays for education is based on: – equality of opportunity – concept of knowledge and skills required for the future – opinion of the affordability of programs and curricula How much society pays for education is based on: – equality of opportunity – concept of knowledge and skills required for the future – opinion of the affordability of programs and curricula

6. MACROSYSTEM INFLUENCES ON SCHOOLS School choice Macrosystem influences evident in society’s policies regarding school choice Many perceive private schools as more successful than public schools

7. MACROSYSTEM INFLUENCES ON SCHOOLS School choice (Cont’d) The voucher system constantly scrutinizedThe voucher system constantly scrutinized Some believe any public school mechanism WILL NOT benefit their child and chose home- based educationSome believe any public school mechanism WILL NOT benefit their child and chose home- based education The voucher system constantly scrutinizedThe voucher system constantly scrutinized Some believe any public school mechanism WILL NOT benefit their child and chose home- based educationSome believe any public school mechanism WILL NOT benefit their child and chose home- based education

8. DIVERSITY and EQUITY- GENDER AFTER 1972 (passage of Title IX) inequalities in schools based on gender AFTER 1972 (passage of Title IX) inequalities in schools based on gender

9. DIVERSITY and EQUITY- GENDER Every public school and most colleges and universities are governed by Title IX

10. DIVERSITY AND EQUITY: ETHNICITY Macrosystem ideology that school is responsible for socializing ethnically diverse groups Macrosystem ideology that school is responsible for socializing ethnically diverse groups American immigration policy correlates with

11. DIVERSITY AND EQUITY: ETHNICITY Ideological backgrounds for socialization: children from ethnically diverse or minority families are much more likely to be poor Ideological backgrounds for socialization: children from ethnically diverse or minority families are much more likely to be poor

12. DIVERSITY AND EQUITY ETHNICITY DIVERSITY AND EQUITY ETHNICITY (cont’d) Bilingual/Multicultural Education: more children from ethnically diverse groups with limited English proficiency are attending U.S. schools and are at risk for failure Bilingual/Multicultural Education: more children from ethnically diverse groups with limited English proficiency are attending U.S. schools and are at risk for failure

13. DIVERSITY AND EQUITY SPECIAL NEEDS Ideological background for socialization: –During the pre-Christian era, people with disabilities often banished, neglected, and/or mistreated –As Christianity spread, they were protected and pitied Ideological background for socialization: –During the pre-Christian era, people with disabilities often banished, neglected, and/or mistreated –As Christianity spread, they were protected and pitied

14. DIVERSITY AND EQUITY SPECIAL NEEDS (Cont’d) 18th & 19th Centuries Late 20 th Century institutions provide separate education people with disabilities more accepted and integrated into the mainstream

15. DIVERSITY AND EQUITY SPECIAL NEEDS (Cont’d) Individuals With Disabilities Act (IDEA): provides federal money to state and local agencies to educate children with disabilities age 3-21 Individuals With Disabilities Act (IDEA): provides federal money to state and local agencies to educate children with disabilities age 3-21 FEDERAL FOR STUDENTS WITH DISABILITIES

16. CHRONOSYSTEM INFLUENCES ON SCHOOLS ADAPTATIONS TO SOCIAL CHANGE –The political climate from the late 1950s to early 1970s was supportive of social change. –A Nation at Risk: The Imperative for Educational Reform (1993) created a public demand for social change in public schools –The Educational Excellence Act for All Children helped establish goals that are still goals today –The political climate from the late 1950s to early 1970s was supportive of social change. –A Nation at Risk: The Imperative for Educational Reform (1993) created a public demand for social change in public schools –The Educational Excellence Act for All Children helped establish goals that are still goals today

17. CHRONOSYSTEM INFLUENCES ON SCHOOLS TECHNOLOGY Computers can individualize instruction to accommodate different learning styles. Computers can individualize instruction to accommodate different learning styles.

18. CHRONOSYSTEM INFLUENCES ON SCHOOLS SUBSTANCE ABUSE Substance use and abuse is still a major problem among high schoolers and an increasing one among middle schoolers. Substance use and abuse is still a major problem among high schoolers and an increasing one among middle schoolers.

19. MESOSYSTEM INFLUENCES SCHOOL- CHILD LINKAGES Individual learning styles may determine which type of learning environment is optimal. Individual learning styles may determine which type of learning environment is optimal.

20. MESOSYSTEM INFLUENCES SCHOOL- FAMILY LINKAGES Children from low-SES and ethnically diverse families fare comparably to middle-class children when: –Home environment that encourage learning –Families have high expectations for their children’s achievement –Families become involved in their children’s lives Children from low-SES and ethnically diverse families fare comparably to middle-class children when: –Home environment that encourage learning –Families have high expectations for their children’s achievement –Families become involved in their children’s lives

21. MESOSYSTEM INFLUENCES FAMILY INVOLVEMENT There are three major ways of family involvement: – Decision making – Participation – Partnership There are three major ways of family involvement: – Decision making – Participation – Partnership

22. MESOSYSTEM INFLUENCES FAMILY- SCHOOL LINKAGES A Child’s Readiness to Learn – A healthy start – Empowered parents – Quality preschool – A responsible workplace – Television as teacher – Neighborhoods for learning – Connections across the generations A Child’s Readiness to Learn – A healthy start – Empowered parents – Quality preschool – A responsible workplace – Television as teacher – Neighborhoods for learning – Connections across the generations

23. MESOSYSTEM INFLUENCES FAMILY- SCHOOL LINKAGES School-peer group linkages – children’s attitudes about learning influenced by their peer groupSchool-peer group linkages – children’s attitudes about learning influenced by their peer group School-media linkages – schools are linked to media via use in the classroom and by media- related experiences students have outside the classroom that may influence their learning.School-media linkages – schools are linked to media via use in the classroom and by media- related experiences students have outside the classroom that may influence their learning. School-community linkages – communities allocate resources for schoolsSchool-community linkages – communities allocate resources for schools School-peer group linkages – children’s attitudes about learning influenced by their peer groupSchool-peer group linkages – children’s attitudes about learning influenced by their peer group School-media linkages – schools are linked to media via use in the classroom and by media- related experiences students have outside the classroom that may influence their learning.School-media linkages – schools are linked to media via use in the classroom and by media- related experiences students have outside the classroom that may influence their learning. School-community linkages – communities allocate resources for schoolsSchool-community linkages – communities allocate resources for schools