Exploring Unequal Achievement in the Schools: The Social Construction of Failure [NOOK Book]

Overview

One of the most disturbing problems in American education today is the unequal achievement of children in schools. Few problems have sparked greater concern than the issue of why students from different social origins differ so significantly in their academic performance. This book explores the role played by families and schools in this troubling problem. It employs a social constructionist approach in considering how ascribed characteristics (race, gender, and class) intersect with the daily interactions of ...
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Exploring Unequal Achievement in the Schools: The Social Construction of Failure

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Overview

One of the most disturbing problems in American education today is the unequal achievement of children in schools. Few problems have sparked greater concern than the issue of why students from different social origins differ so significantly in their academic performance. This book explores the role played by families and schools in this troubling problem. It employs a social constructionist approach in considering how ascribed characteristics (race, gender, and class) intersect with the daily interactions of teachers and students in classrooms and with the educational practices and structures within schools (tracking, testing, and teacher expectations) to play an exacting role in the construction of success or failure. It suggests that the new student identity that begins to emerge as a result of these processes provides a self-fulfilling prophesy of expectation and belief, which defines how students see themselves as learners and achievers. Through these practices, schooling becomes a crucial factor in the social construction of academic success. The author's final conclusion is inescapable: unequal achievement in school is largely a social construction. But it is a social construction facilitated both by student attributes including gender, race, and class and by the educational structures and policies some schools employ. Because of this undeniable fact, parents, educational practitioners, and policy makers must continue to investigate social policies and practices relative to student abilities and make every effort to understand how they may be related to achievement. Informed by research, they must endeavor to see this power inherent in schooling and the need to effect change.
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Editorial Reviews

September 2009 CHOICE
Recommended.
Diane B. Scricca
This work brings new clarity to the problem of underachievement in our schools. Unlike other books in the field, it explores the important issue through the eyes of a social constructionist, enabling us to appreciate more fully the power inherent in schools to impact student achievement. This multidisciplinary work is informative, thought provoking, and, most importantly, well researched. I recommend it to all parents, teachers, school administrators, and students of sociology and education.
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Product Details

  • ISBN-13: 9780739135150
  • Publisher: Lexington Books
  • Publication date: 3/16/2009
  • Sold by: Barnes & Noble
  • Format: eBook
  • Pages: 256
  • File size: 403 KB

Meet the Author

George Ansalone is professor of sociology at St. John's University in New York.
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Table of Contents

Part 1 Part 1. Introduction
Chapter 2 Chapter 1. Perplexing Problems in American Schooling
Part 3 Part 2. Previous Explanations for Unequal Achievement
Chapter 4 Chapter 2. Explaining Unequal Achievement
Part 5 Part 3. The Role of Family
Chapter 6 Chapter 3. Explaining Unequal Achievement: The Family
Part 7 Part 4. The Role of the School
Chapter 8 Chapter 4. Explaining Unequal Achievement: Between-School Differences
Chapter 9 Chapter 5. Explaining Unequal Achievement: Within-School Differences
Part 10 Part 5. A Theoretical Synthesis
Chapter 11 Chapter 6. Explaining Unequal Achievement: A Theoretical Synthesis
Part 12 Part 6. Conclusions and Discussion
Chapter 13 Chapter 7. Where Do We Go From Here? Discussion and Policy Implications
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