chapter8 week6

chapter8 week6 - Stephanie Marino Professor Weiner...

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Stephanie Marino Professor Weiner Introduction to Sociology Reading Questions Week 6: Text Chapter 8 You May Ask Yourself, Chapter 8, Question 4 The hidden curriculum of education is for students to be socialized by learning the values, beliefs, and attitudes that are important in today’s society. The curriculum is a nonacademic way of training students to better fit within society. Schools instill American ethics in students in this hidden way, which works towards putting everyone on the right track to assimilating into the values of society. For example, “Bells ring to ensure that we learn how to get to places on time” (Conley 282). Marxist theorists, Samuel Bowles and Herbert Gintis interpret this unique role of school’s by maintaining that the hidden curriculum teaches the skills that “are conducive to maintain dominant and subordinate positions in the workforce, such as self discipline, obedience, punctuality, and dependability” (Conley 284). The hidden curriculum of school systems is universal, for all students are learning the same values and beliefs, which gives them a collective background that “is useful when they enter the workforce or other institutions where they must function collectively” (Conley 282). ___________________________________________________________________________ The Contexts Reader, Chapter 12, Question 1 The Children of Immigrants Longitudinal Study or the CILS, surveyed a large sample of children of immigrants attending public schools in Miami/Fort Lauderdale and San Diego. This study was done in 1992-92 and surveyed students from 77 different nationalities within grades eighth and nine, ultimately
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collecting data on over 5,200 students. Three years later they re-interviewed 82 percent of these students, as they were about to graduate high school. During the first survey 94 percent of the student-interviewees spoke fluent English by the age of 14. Three years later, this figure rose to 98 percent. The majority of students (72 percent) both knew and preferred speaking English in comparison to their native language in middle school and 88 percent preferred it by their senior year of high school. “Remarkably, more than 95 percent of Cuban-American children attending private bilingual schools in the heart of Cuban enclave in
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This note was uploaded on 10/20/2010 for the course SO 115 taught by Professor Dr.gennert during the Fall '07 term at New Haven.

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chapter8 week6 - Stephanie Marino Professor Weiner...

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