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To meet 31 the educational paradox in our complex

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Unformatted text preview: n !  Formal education is ever more important in shaping people s life chances At the same time, there is a more and more independent society of adolescents !  It focuses attention on cars, dates, sports, popular music, and other non-school interests 32 - varied in size and social classes Coleman s sample !  !  !  A two-year study of the climate of values in nine public high schools in the Midwest US including those from small towns, suburbs, and cities varied in size and social classes represented: a broad sample of American schools 33 Most adolescents hate learning !  !  !  !  Students didn t care much about scholastic things Cared more for good looks and being an athlete than they did for good grades and being smart Scholastic achievement was unimportant for gaining status in the eyes of other students Perhaps, parents themselves placed little emphasis on 34 education? Even students from better-off families felt the same way !  !  !  students were no more oriented to scholastic success in the well-to-do suburban school than those in the small-town school or the working-class school BOYS: In every school, more boys wanted to be remembered as a star athlete than as a brilliant student GIRLS: In six of the nine schools, good looks was a main criterion for being in the leading crowd of girls - youth subculture 35 In school, students behave like prisoners or alienated workers Like prisoners or factory workers, students develop a collective response to demands by people in authority !  They hold down their effort to a level everyone can achieve !  Like workers, students enforce work-restricting norms using ridicule, kidding, and exclusion from the group - total institution - e.g., prison 36 - social pressure There is pressure NOT to excel in academics Work norms held down the achievements of aboveaverage students, so the rest could meet the school s demands !  This generated social pressure NOT to excel in academics Yet, interscholastic competition in sports had the opposite effect !  In athletics, there was no punishment for intense effort or outstanding achievement 37 At the other end of the continuum, Crestwood Heights (1956) - examine the culture of the child under presseure for conformity By John R. Seeley (1913 – 2007) !  Crestwood Heights "  Undertaken in Forest Hill, an affluent community in Toronto - forest hill = "  The goal was to study the culture of the child porosity place under pressure for in toronto conformity "  The students and teachers were under high pressure from parents to generate high achievement !  i.e., the opposite of adolescent society "  Concern with mental health !  38 The culture of the child under pressures for achievement and conformity Seeley’s Goal: !  to understand the culture of the child, his values, his goals in life, and his problems !  Studied the strains and conflicts at home and school !  To parents in CH, the child is a problem to be solved,...
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