Race - report, school facilities, funding, and curriculum...

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Race, ethnicity, and equality The first major examination of race, ethnicity, and equality in education came as part of  the civil rights movement. Ordered by Congress, the Commissioner of Education  appointed sociologist  James Coleman  to assess educational opportunities for people  with diverse backgrounds. His team amassed information from 4,000 schools, 60,000  teachers, and about 570,000 students. The subsequent  Coleman Report  produced  unexpected—and controversial—results, unforeseen even by researchers. The report  concluded that the key predictors of student performance were social class, family  background and education, and family attitudes toward education. The Coleman Report  pointed out that children coming from poor, predominantly non-white communities  began school with serious deficits and many could not overcome them. According to the 
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Unformatted text preview: report, school facilities, funding, and curriculum played only minimal roles. Some studies supported the Coleman Report's findings, while others disputed them. Studies by Rist and Rosenthal-Jacobson demonstrated that specific classroom practices, such as teacher attention, did affect student performance. Sociologists reconcile the opposite findings by pointing out that Coleman's large-scale study reveals broad cultural patterns, while classroom studies are more sensitive to specific interactions. Sociologists conclude, then, that all of the factors named by the divergent studies do play a role in student success. No matter how different the study results, all researchers agree that a measurable difference exists between the performance of affluent white students and their poorer, non-white counterparts....
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This note was uploaded on 11/21/2011 for the course SOCI 101 taught by Professor Staff during the Fall '09 term at Texas State.

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