In this essay, Mediha Din describes three roles of schooling in our society and their effectiveness.
There is joy in their eyes and lightness in their hearts. There’s a skip in their steps, and the elation is undeniable. Who are they? Newlyweds? First-time parents? Parents of college graduates? No. They are the parents of school-aged children who are headed back to school after the long summer vacation. Back to school excitement among parents is undeniable. As a former 2nd grade teacher, I would get a kick out of watching parents at the drop-off area on the first day of school. You could not wipe the grins of relief off their faces if you wanted to. As sociologists, we often examine the role of people and institutions in our society. The role of schools from the point of view of parents is of course to educate, but also to occupy their children. Once those children go off to college, parents expect them to graduate ready for the workforce.
Analyzing schooling from the point of view of structural functionalism includes looking at the functions of education. These include supervision, instruction, and training of students.
1. Supervising Children While Many Parents Work.
Public schools offer a place for parents to send their kids for 7 or more hours a day. This saves parents about $1,000 a month, per child, as the average cost of center-based daycare in the United States is $11,666 per year ($972 a month) according to the National Association of Child Care Resource & Referral Agencies (NACCRRA). Schools also provide a safe space for children. Although the tragic school shootings we have seen over the years may lead us to believe that schools have become very unsafe, reports from the National Center for Education Statistics and the Bureau of Justice Statistics show that schools are safer today than two decades ago. Rates of theft and violent crimes at schools are lower today than they were in the past. This means parents can go to work while their children are being watched free of cost (outside of taxes contributing to public school education) and know they are in a relatively safe environment.
2. Instruction: Providing Students General Knowledge:
Another function of public schools is to provide students with basic general knowledge. Students learn to read, write, do basic mathematics, and how to think scientifically. However, Mother Nature Network’s article, 9 skills They Don’t Teach In School But Should, brings to light some of the gaps in this goal. Real world math skills are emphasized in the article: “Wouldn’t it be nice if word problems focused on real-life skills such as balancing a checkbook or creating a budget rather than whether or not a train leaving Point A ever meets up with a train from Point B?” Some other important life skills often missed by traditional schooling, cited in the article, include basic First Aid, how to cook a nutritious meal, swim, fix a dripping sink faucet, file your taxes, check the air pressure in your tires, and defend yourself in a dangerous situation….
In this piece, Nathan Palmer tells us how TRIO programs changed the course of his life and asks us to think about how systematic inequalities require systematic solutions.
Walking into the conference room, I knew I was in trouble. It was the summer of 1997 and I was taking summer school classes to make up for a bad semester my junior year of high school. Everything in the room reeked of the 1970s, from the shaggy orange carpet to the earth tone curtains and the giant square conference table made of real hardwood. At the far end of that table sat my math teacher and the director of the Upward Bound program that was paying for my summer school classes.
“Do you know why we’ve called you in today, Nate?” The director asked. I remember she had stringy brown hair and how her presence alone intimidated me. All summer I had dodged her eye contact. “My grades,” I said to the floor.
“No. We brought you in to talk about college.” Surprise snapped my head up from the floor. “Mr. Jones and I have been talking, and we think the only thing standing between you and a college education is… well, you.” At that moment, I was failing Mr. Jones remedial math class, so I was more than a bit taken aback. “You’re too smart, Nate, to be earning grades like this,” she said sliding my math test across the table towards me. The circled cherry red D+ next to my name made me feel like Hester Prynne.
“You’re not studying. You’re not doing your homework until 10 minutes before class starts.” The exasperation in Mr. Jones voice felt familiar. “You’re not trying in the slightest, and it pisses me off.” My hands clenched into fists reflexively. At 17, after spending a decade in the special education program, I was more than prepared me for situations like this. I knew how to appear dutiful without actually listening. I had a stock pile of snappy comebacks cocked and ready for classmates who called me retarded.
Last week, the Supreme Court ruled that it is legal for university admissions offices to consider an applicant’s race when making enrollment decisions. In this piece, Nathan Palmer discusses why racial educational inequality remains a problem and the role affirmative action plays in addressing it.
On Thursday, the Supreme Court ruled that the University of Texas may continue to consider a student’s race when it decides who to admit. After her application was denied in 2008, Abigail Fisher sued the University of Texas arguing that as a White woman, her race was an unfair and unconstitutional impediment to her pursuit of a college degree.
Last year outside the courthouse, Fisher said, “Like most Americans, I don’t believe that students should be treated differently based on their race.” While on the surface, this argument may seem straightforward and sensible, it ignores the fact that race affects how students are treated from kindergarten through college.
Racial Inequality in Education
In the United States educational inequality is produced on two fronts: within the schools students attend and within the homes they return to after the final bell. White students are more likely to attend schools that are better funded and offer more educational resources opportunities than their peers of color (Kozol 1991; 2005, Lafortune, Rothstein, and Schanzenbach 2016; Reardon, Kalogrides, Shores 2016; Roscigno, Tomaskovic-Deveym, Crowley 2006). Schools with higher funding can afford to provide their students with state-of-the-art resources, more advanced placement (AP) courses, and a wider array of extracurricular activities. All of which give their disproportionately white graduates an advantage over students from less well funded schools in the competition for admission to the most prestigious universities. This is a form of inequality that is created by the public policy choices of state and local leaders. We could choose to fund all schools and students equally, but we don’t.
In this piece Nathan Palmer discusses how students having their names mispronounced by their teachers can affect their learning and academic success.
What makes Key and Peele so funny is how they turn racial privilege inside out. Middle-class white students rarely have to endure the indignity of having their names mispronounced. With 81.9% of all teachers identifying as white, these students can walk in on the first day of class and expect to be educated by someone who shares a similar cultural background. The pronunciation of a students name may, at first glance, seem trivial, but a growing body of research suggests that it is anything but.
Names Matter, So Get Them Right
Names are important. Your name is one of the first words you learn as a baby. Parents name their children to pass on their family’s culture, to honor loved ones, or to carry on family traditions. Our name is a central part of our identity and naming customs are a central part of any culture.
Schools are one place where names matter a lot. As Kohli and Solórzano (2012) found in their research many students with uncommon or non-anglo names are forced to suffer the indignity of having their names butchered by teachers over and over again. Worse yet, teachers often laugh off their inability to pronounce their students’ names, or they ask the student if they have a nickname that is easier for the teacher to pronounce….
Matt Amaral, a teacher in the San Francisco Bay area and life long Warriors fan, wrote an open letter to Steph Curry where he asked the NBA MVP not to come visit his high school. In this piece Nathan Palmer uses Mr. Amaral’s letter to examine social inequality and the Weber’s concept of life chances.
Just days after Steph Curry was named the 2015 NBA MVP, Matt Amaral, a high school english teacher and lifelong Golden State Warriors fan, wrote an open letter on his blog titled “Dear Steph Curry, Now That You Are MVP Please Don’t Come Visit My High School”. And you can’t dismiss Mr. Amaral as merely a hater; in his letter he makes it clear that he loves Curry as a player and as a person.
Yet despite his admiration, Amaral argues that, “Coming to poor high schools like mine isn’t going to help any of these kids out, in fact, it might make things worse.” Amaral explains that he isn’t afraid of what Curry will say to his students, but rather he fears what the MVP won’t say.
You see, Steph (I hope you don’t mind if I call you Steph), if you come to my school you will be your usual inspiring, humble, hilarious, kind self and you will say all the right things. But the reason I don’t want you to come has to do with what you won’t say.
You won’t say that since the day you were born you had a professional one-on-one tutor who helped you hone your skills on a daily basis. Your father Dell Curry was an NBA great just like you are after him, but you will not remind the poor kids at my school that they have never had such a wonderful instructor and they never will.…
The push for students to pursue careers in Science, Technology, Engineering, and Mathematics is growing rapidly. In this piece, Mediha Din describes what this nation-wide educational focus means for our society and students.
If you are a student or teacher, you have undoubtedly come across the acronym STEM during your educational experience. Over the past four years, President Obama has been discussing an academic emphasis on Science, Technology, Engineering, and Mathematics for our nation’s students. High schools and even elementary schools with a STEM focus are developing in neighborhoods throughout the country at a quick pace. Funding for these programs is receiving strong government support at all academic levels.
When I was in college, one of my close friends majored in English. His parents worked tirelessly to persuade him to major in Computer Science instead. They were worried about spending money on an education that would not result in a high-paying career. It’s a common dilemma for students majoring in the Liberal Arts. In today’s world, students may find that it’s not just their parents that want to sway their educational pursuits, their state officials and governing bodies may also have a desire to influence their paths.
The emphasis on STEM education is based on the desire to guide students towards degrees that have plenty of job opportunities and train American students for jobs that will earn the highest incomes. According to the Bureau of Labor Statistics Occupational Employment Projections for 2018, the current demand for STEM-capable workers greatly surpasses the supply of American applicants trained for those careers. Earlier this year, Kentucky governor Matt Bevin suggested promoting STEM education and cutting Liberal Arts funding in colleges “There will be more incentives for electrical engineers than French literature majors, there just will. All the people in the world who want to study French literature can do so; they’re just not going to be subsidized by the taxpayers like engineers will.” Currently 15 states offer a financial bonus or incentive for “high-demand” degrees in the science, math, engineering, and technology fields, according to the National Conference of State Legislatures.
“All the people in the world who want to study French literature can do so; they’re just not going to be subsidized by the taxpayers like engineers will.”
– Kentucky governor Matt Bevin
The National Association of Colleges and Employers found that STEM graduates are expected to command the highest overall average salaries in 2016. Anthony Carnevale, Georgetown University professor and director of the Center on Education and the Workforce, explains that most of the top earners in liberal arts will make only as much money as the bottom earners in science, technology, engineering, and mathematics. Some will even earn less than high school graduates with technical skills in vocations such as welding and mechanics….
In this piece, April Schueths challenges the stereotype of spring break debauchery and asks us to consider how our spring break plans reflect the social stratification/inequality in the United States.
“What are you doing for spring break?” We all know the spring break stereotype of unruly beachfront debauchery; watch Jon Stewart break down Fox News’s “Exposing Spring Break” to see the stereotype in action. A stereotype is “a simplified and often negative generalization about a group (i.e., college students) that is often false or exaggerated” (Manza, Arum, and Haney 2013: A–11). Clearly, some students will head to the beach, and some will even engage in high-risk behaviors such as binge drinking, unprotected sex, law violations, etc. Yet, it’s simply not true that all college students will do so.
It turns out that many students spend their time productively, volunteering or visiting family while others will take the time to work or catch up on coursework. It is interesting that students’ perception of what their peers are doing on spring break do not match their own self-reported plans.
Spring Break & Social Stratification
We also have to acknowledge that for many students, spending a crazy week at Daytona beach isn’t something they can afford. Some students have fewer spring break options than others. Low-income and working-class students often have difficulty even paying for the basic costs of higher education (i.e., books, housing, food, etc.) and thus work more than their higher income counterparts. Soria, Weiner, and Lu (2014: 14) point out:
“Low-income and working-class students face continued financial challenges while enrolled in college and are more likely to make decisions based on financial needs, rather than educational ones.” In addition, he majority of college students raising children and caring for family members work full-time while attending school.
The point is that the spring break stereotype is built on top of another stereotype; the false idea that all college students are 18–24 year olds without jobs or kids who have family money and student loans to pay for everything. If you fit that stereotype, then cheers to you, but there are many of your peers who don’t. Research from the National Center for Education Statistics found that in 2013 over a third of all full-time students aged 16–24 were employed and for part-time students the percentage jumped to over two-thirds (See chart below)….
Have you ever been unsure of how to address your professors when you email them? Are you unsure of what to call them? You are not alone. In this post, Sarah Nell provides a few stories and some advice for how to avoid awkward communication so you can get this important communication right.
When my nephew started college, he told me he overheard a peer say, “The professor insists that we call her doctor, but she doesn’t even wear a white coat. I don’t get it.” While I didn’t have the chance to help this student get it, I do have the chance to help you. It may seem like a small, insignificant detail, but trust me: it is worth getting this right.
I have received too many inappropriate emails from students. I don’t think most students mean any disrespect, but not knowing proper greetings has made for some uncomfortable electronic communication. I have gotten emails from students, that begin with “Hey Sarah” or even worse, have no greeting at all. Hopefully this explanation will help you develop a positive professional relationship with your college professors by avoiding some common communication blunders.
I understand that, probably, most of the teachers you’ve had throughout your pre-college education have been women that you called Mrs. Last Name. Because that was her name. You likely also called male teachers Mr. Last Name. However, the people who teach you in college hold, more often than not, doctorates in their fields of study. I will give you the benefit of the doubt here. Maybe you don’t know how people become college professors or that you are expected to call them something different. I think it is worth explaining, and important for you to know who is teaching you….
Recently The Nobel Prizing winning scientist Tim Hunt made some controversial and sexist remarks about “the trouble with girls” in science. In this essay, Stephanie Medley-Rath uses her daughter’s STEM camp experience to argue that the real trouble in STEM fields is not with girls, but with sexism.
This summer my daughter attended a STEM-themed day camp. While STEM stands for Science, Technology, Engineering, and Math, I really think the S could stand for sociology, but nobody asked me. The day camp was open to any child, but really it was mostly the children of middle class parents who were able to attend. The camp cost a fair amount of money and required parents to drop kids off at 9am and pick them back up at 3:30pm. There aren’t too many working class families that could both afford the tuition costs and have work schedules flexible enough to handle the drop off/pick up times. While I could go on about the social class implications of this STEM camp, I want to focus on gender.
In sociology 101 classes we often talk about social class, gender, and race individually, but in reality each of us lives at the intersection of our class, gender, and race. To this end, sociologists emphasize a concept called intersectionality. What this means is that there are many characteristics that influence our life chances. You are probably most familiar with race, class, and gender stratification. But these things do not exist in isolation. For example, I know what the world is like for white middle-class women because I am one and have been one my entire life. Race, class, and gender work together. People perceive others on the basis of all of these things. As you have also learned in sociology, however, sometimes one of these characteristics becomes the most salient or trumps the other characteristics….
Just over a year ago, a group of African American students at Harvard University initiated the “I, Too, Am Harvard” campaign, exposing the racialized microaggressions black students at Harvard face. According to Columbia University Professor Derald Sue and colleagues, microaggressions are a contemporary form of racism, which can be defined as “brief, everyday exchanges that send denigrating messages to people of color because they belong to a racial minority group” (p. 273). In this post, David Mayeda overviews the “I, Too, Am Auckland” movement, where Māori and ethnically diverse Pacific students describe the lexicon of microaggressions they face, how they and their peers cope with racially disparaging actions, and how we as a society can overcome racial inequalities.
For the last seven months, six University of Auckland students and I worked diligently on a projected titled, “I, Too, Am Auckland.” Building off the widely successful “I, Too, Am Harvard” project and the university campaigns that followed at Oxford, Cambridge, and Sydney, our project speaks to the seemingly subtle, covert but still very damaging racism directed towards Māori and Pacific university students in Aotearoa New Zealand.
To provide some context, in New Zealand, Māori are the indigenous population who have undergone waves of colonialism and face marginalization in society that is similar to indigenous peoples in the United States, Canada and Australia. Pacific peoples have ancestries tied to Samoa, American Samoa, Tonga, the Cook Islands, Fiji, Tokelau, Vanuatu, Hawai’i, French Polynesia/Tahiti, and many other Pacific islands/nations. Most Pacific nations also underwent European colonization, and notably in New Zealand, Pacific people were recruited to work in factories during the 1950s, 60s and 70s, valued predominantly for their unskilled labor….