SOC 103 Lecture notes 2 - setting same subject diff class w...

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“setting” – same subject diff class w/ vary speeds –ex honors enjoy aggressive situations, little empathy/remorse for hurt ppl “tracking” “streaming” –assigned blocks attend same classes shown aggression to others: parents, teachers o Streaming advantages: o Victims: usually anxieties = tension, fears, worry, low self-esteem, allow pupil advance according w/ own abilities depression, sadness, withdrawal from activities education challenge/enrich level matched w/ student traits common w/ both victimized genders adapt instructional technique w/ group needs older = less likely bullied; may continue subtle adult victimized teaching easier b/c small groups, specific ability range o Most childhood bullying in front peers; reduce failures, preserve interests & incentive 5/6 students uncomfortable seeing bullying, brighter pupils not bored, slower not eclipsed bystanders watch/participate by joining/cheering bully o Streaming Negatives: often support bully’s power & aid own social status wrong assessment trap pupils, unnecessary, stop advancement bullying by friend hard recognize by victim, teacher, parent student strength/weakness diff. w/ subject o Bully embedded in common community social norms & values slow pupil req. excelling students = motivation; regulars stigma Coleman: society distinguishes winners/losers clearly in teen life reproduce existing social inequalities: minorities & lower-class bully propel culturally support stereotypes & prejudices student more likely w/ low steams b/c low school readiness ex. disabled, homophobia, socially isolated, obese minorities not socialized ambitious, resource imbalance Hyper-masculine activities esp. encourage bullying low streams = less quality breath/depth education b/c hardiness, solidarity, stoic values, attitudes circulated graduate unprepared for employment w/i male-only (homo-social) context Segregation/Distance schooling & Parental influence hyper-masculine sporting identity schools create tension, o unconventional school, usually isolated, private anxiety around masculinity less class, ethnic, religious variety than secular schools Integrating Power of Schools increases suspicion & distrust btwn diff. ppl o increases familiarity w/ others, less parental/home dependence o parental reasons: possible better education, university prep, taught child’s culture, society = home; hope, self-esteem benchmark suitable values & religious dogma schooling introduce larger world w/ diff culture, values o ex. N.A Cities (Toronto, Boston) special racial schools, “black schools” cause moral doubt b/c diff. rules btwn home & school alt. to mixed-race public system w/ academic/emotional needs i.e. home vs. school rules, inevitable, natural, just? goal: halt high black dropout/failure rates adolescence: peer acceptance needs, seek own identity/goals problem: minimize students w/ diff. demographics contact; less older, reintegrate into family b/c adulthood passage familiarity w/ diff. groups segregation teens rate success & comfort higher importance

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