This document discusses developing a taxonomy to examine the differential socialization of school-aged children based on their experiences in four socialization spheres (schools, families, peers, communities) and the influence of three socialization factors (life conditions, identities, and cultures). It proposes that reforms aimed at improving school performance often fail because they do not consider how these spheres and factors interact in locally specific ways. Examining case studies reveals how identities like ethnicity and gender interact with life conditions and are socialized differently, sometimes in ways that cause tensions between home and school. Developing a taxonomy that analyzes these local socialization patterns could help reforms better address the needs of diverse students.
Culture Shock Revisited The Social and CulturalContingenc.docxdorishigh
Culture Shock Revisited: The Social and Cultural
Contingencies to Class Marginality
1
Anthony Abraham Jack
2
Existing explanations of class marginality predict similar social experiences for all lower-income undergrad-
uates. This article extends this literature by presenting data highlighting the cultural and social contingencies
that account for differences in experiences of class marginality. The degree of cultural and social dissimilar-
ity between one’s life before and during college helps explain variation in experiences. I contrast the experi-
ences of two groups of lower-income, black undergraduates—the Doubly Disadvantaged and Privileged
Poor. Although from comparable disadvantaged households and neighborhoods, they travel along divergent
paths to college. Unlike the Doubly Disadvantaged, whose precollege experiences are localized, the Privi-
leged Poor cross social boundaries for school. In college, the Doubly Disadvantaged report negative interac-
tions with peers and professors and adopt isolationist strategies, while the Privileged Poor generally report
positive interactions and adopt integrationist strategies. In addition to extending present conceptualizations
of class marginality, this study advances our understanding of how and when class and culture matter in
stratification processes in college.
KEY WORDS: cultural capital; education; marginality; race; sense of belonging; social class.
INTRODUCTION
Discussing how well she fits in at her elite college, Sarah extols her sense of
belonging: “I am infected by privilege. . . . I fit in based on my qualifications.”3 In con-
trast, Nicole paints a portrait of deep isolation: “Can’t relate. No identification with
these people.”
Elite undergraduate institutions have recently implemented measures to
become more economically diverse by recruiting students from disadvantaged back-
grounds (Rimer 2007), making socioeconomic diversity a priority for admissions
(Karabel 2005; Marx 2004; Stevens 2007; Summers 2004). Existing research shows,
however, that disadvantaged undergraduates’ low stocks of capital—economic and
cultural—hamper their ability to integrate into, and successfully navigate, their
universities (Aries and Seider 2005; Benediktsson 2012; Stuber 2011; Torres 2009).
Yet, Sarah and Nicole both come from disadvantaged backgrounds. They both
1
I thank William Julius Wilson, Jocelyn Viterna, Mich�ele Lamont, Mary Waters, Christopher Winship,
James Quane, Caitlin Daniel, Christopher Muller, Bart Bonikowski, Queenie Zhu, Jenny Stuber, Cath-
erine Turco, Ann Li, and Sandra Susan Smith for their helpful suggestions. I thank the anonymous
reviewers for their insightful comments. Funding was made available by a grant from the Center for
American Political Studies at Harvard University and the Ford Foundation Diversity Predoctoral Fel-
lowship. This research has been supported by the NSF-IGERT program, Multidisciplinary Program in
Inequality & Social Policy at Harvard .
English Composition II Research Paper Draft 3 .docxYASHU40
English Composition II: Research Paper Draft 3 1
Research Paper Draft 3
Daniel L. Gray #224648
English Composition II
Professor Aucther
December 2, 2014
English Composition II: Research Paper Draft 3 2
Daniel L. Gray #224648
Professor Aucther
English Composition II
December 2, 2014
Social Inequality
Social inequality is generally defined as uneven distribution of resources in a society.
There are a number of ways that can portray social inequality, for example through allocation
norms which tampers with particular patterns along the lines of categories of people that have
been defined by people (Wilkinson, 2009). Social inequality can also be categorized into
economic inequality. This type of social inequality is majorly studied and basically features
unequal distribution of money, income and wealth.
Besides the economic social inequality and the norms inequality, there are natural and
social resources that are also unevenly shared in very many societies worldwide hence creating
social status. Education social inequality is an example of such inequalities that greatly affect
people globally. Though this inequality is defined differently and viewed differently in every
society, education social inequality always results to uneven distribution of education. Whatever
the definition, educational social inequality is bringing worse consequences within society
besides there being educational gaps. For example, young people lacking good educational
privileges are resulting to negative behaviors, abusing of drugs, theft, and prostitution at a young
age among other bad behaviors.
English Composition II: Research Paper Draft 3 3
Educational social inequality is a global problem, affecting many families around the
world (Abel, 2008). Without equal educational opportunities, then there will never be equal
economic distribution or equal opportunity distribution. The good news is that educational social
inequality can be eradicated and totally avoided. This paper explains not only the definition, and
causes of education social inequality; this paper also outlines means in which the problem can be
resolved totally.
Social inequality in education differs from one country to another. Social inequality, as it
pertains to education also differs from time to time. The author of “Key ideas in Sociology”
(2003), Martin Slattery, describes educational social inequality as the relationship between
highly attained level of education of an individual with that of the parents. Thomas Abel, who is
the author of “cultural capital and social inequality in health” ...
i m Poverty Race, o f L o w - S k i l l e d gers at the.docxsheronlewthwaite
i m Poverty? Race,
o f L o w - S k i l l e d
gers at the Gates:
irica, edited by R.
;rsity of California
ichter. 2003. How
ion and the Social
y, C A : University
Society. Berkeley,
:ess.
eroskedasticity-
Estimator and a
ry." Econometrica
ihood Estimation
metrica 50:1-25.
i Disadvantaged:
md Public Policy.
ago Press.
pears: The World
York: Alfred A .
M . Neckerman.
Structure: The
and Public Policy
? Poverty: What
1S. Danziger and
irvard University
md Moral Order.
fornia Press,
inants of Recent
;." International
innarelli. 2001.
'are Programs:
deralism: Issues
igton, DC: The
Loprest. 2001.
Disadvantaged
New World of
i d R. Haskins.
Institution.
98. Growing up
•en Adapt to Life
: Russell Sage
Violence, Older Peers, and the
Socialization of Adolescent Boys in
Disadvantaged Neighborhoods
David J. Harding
University of Michigan
Most theoretical perspectives on neighborhood effects on youth assume that
neighborhood context serves as a source of socialization. The exact sources and
processes underlying adolescent socialization in disadvantaged neighborhoods, however,
are largely unspecified and unelaborated. This article proposes that cross-cohort
socialization by older neighborhood peers is one source of socialization for adolescent
boys. Data from the National Educational Longitudinal Survey suggest that adolescents
in disadvantaged neighborhoods are more likely to spend time with older individuals. I
analyze qualitative interview data from 60 adolescent boys in three neighborhoods in
Boston to understand the causes and consequences of these interactions and
relationships. Some of the strategies these adolescents employ to cope with violence in
disadvantaged neighborhoods promote interaction with older peers, particularly those
who are most disadvantaged. Furthermore, such interactions can expose adolescents to
local, unconventional, or alternative cultural models.
Most theoretical perspectives on neighbor-hood effects on youth assume that the
neighborhood serves as a source of socialization,
particularly for adolescents. Through differen-
tial exposure to behavioral models or cultural
ideas, disadvantaged neighborhoods are thought
to influence how young people make decisions
in domains such as schooling and romantic rela-
tionships. For example, Wilson's (1996) social
isolation theory argues that residents o f poor
neighborhoods are isolated from middle class or
mainstream social groups, organizations, and
institutions as a result of joblessness. Social
isolation creates cultural isolation, which—
when combined with diminished educational
and labor market opportunities—leads to the
Direct correspondence to David J. Harding at
Department of Sociology, University of Michigan, ~
500 S. State St., A n n A r b o r , M I 48109-1382
([email protected]). Funding for this research
was provided by the National Science Foundation
(SES-0326727), The William T. Grant F ...
AUTHORGerald V. Mohatt Joseph Trimble Ryan A. DicksonTITLE.docxrock73
AUTHOR: Gerald V. Mohatt Joseph Trimble Ryan A. Dickson
TITLE: Psychosocial Foundations of Academic Performance in Culture-Based Education Programs for American Indian and Alaska Native Youth: Reflections on a Multidisciplinary Perspective
SOURCE: Journal of American Indian Education 45 no3 Special Issue 38-59 2006
COPYRIGHT: The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. To contact the publisher: http://coe.asu.edu/cie/
Since the Oglalas settled at Pine Ridge, it has been the contention of many policy makers that education is the panacea for the socio-economic ills besetting the society and the means for bringing Indians into the mainstream of American life. Education has been available to the Oglalas for 89 years and the problems remain almost as unresolved as they were that day in 1879 when Red Cloud helped to lay the cornerstone for the first school. For this (and other reasons), the educational system has often become the scapegoat among those impatient for greater progress. Blame has been placed on the schools for many of the social evils, personality disorders and general cultural malaise. But is it fair to expect the schools to counteract all of the negative aspects of the total socio-economic milieu? Is it realistic to expect the educational system alone to achieve a better life for the Oglalas when the environment offers few alternative economic goals and little opportunity to control one's destiny, when many children come from poverty-stricken and unstable family situations? True, the schools have failed in some respects, but the blame is not entirely theirs (Maynard & Twiss, 1970, p. 94).
Can we say the same thing today that was said by Maynard and Twiss and others 34 years ago? What accounts for American Indian/Alaska Native children dropping out at higher rates and having significantly lower academic performances than Euro-Americans? Is lower academic achievement due primarily to schooling or to community and familial factors? Are we following a path towards academic improvement for indigenous children? In this article, we argue that variables outside of the school environment and in-school variables must be carefully and concurrently considered in order to understand and improve the school performance and achievement of American Indian/Alaska Native children. Furthermore, for a culture-based education approach (CBE) to succeed it must chart a course toward a set of ideals and principles that are consistent with the dynamic nature of the lifeways and thoughtways of tribal or village cultures.
Culture-Based Educational Approach
The guiding assumption of CBE is that a discontinuity between home and school environments serves to confuse and alienate indigenous children, fostering a sense of inadequacy and lack of self-efficacy. Factors implicated in this discontinuity include value dif ...
UNIT 5 AGENCIES AND TYPES OF SOCIALIZATION.pptxSanskritiRazdan
agents of socialization, or institutions that can impress social norms upon an individual, include the family, religion, peer groups, economic systems, legal systems, penal systems, language, and the media.
WILLIAM ALLAN KRITSONIS was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. He was honored by the Texas National Association for Multicultural Education as Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was held at Texas A&M University-College Station. He was inducted into the prestigious William H. Parker Leadership Academy Hall of Honor. He was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, United Kingdom. Dr. Kritsonis was a Visiting Scholar at Columbia University’s Teacher College in New York, and Visiting Scholar in the School of Education at Stanford University, Palo Alto, California.
Paulina Kuforiji, Columbus State University
Florence Wakoko-Studstill, Columbus State University
Bonita Williams, Columbus State University
Harriet Nabushawo, Makerere University
The Social Construction and Normalization of Serial HomicideNationalSocialScienc
Gary Wilson, Pittsburg State University
Brad Cameron, Pittsburg State University
Danielle Rakestraw, Pittsburg State University
Jeremey Wolfe, Pittsburg State University
Marjorie Donovan, Pittsburg State University
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
3. Four Primary Socialization Settings
And Three Socialization Factors
o Four Socialization Spheres:
Schools Families PeersCommunities
o Three Socialization Factors:
Life
Conditions
Identities Cultures
4. Central Concept:
DIFFERENTIAL SOCIALIZATION
School-aged children and youth spend most of their waking hours in a
year outside school. They are moving from childhood to adulthood
profoundly influenced by school and non-school environments.
School reformers in the last half of the 20th Century assumed that gaps in
school performance could be “fixed” by changing things in school.
5. Timmerman et al. 2016
There is a growing recognition among social scientists that for a better
understanding of how youth achieves competencies, it is necessary to take into
account the multiple and interrelated social contexts that young people inhabit
and navigate. Schools, family, peers, and neighborhoods represent important
contextual settings where youth learn to master the tasks necessary to make a
successful transition to adulthood. These different spheres of influences can
encompass either congruent or a contrasting set of values. So, the classroom
may become a contested space in which these different contexts interact.
6. Three Factors:
1. Conditions:
Home, School, Neighborhood, Peer Stability, and
Security
Household Income
Non-judgement Disabilities (such as orthopedic
disabilities, visual and auditory challenges, and severe
developmental challenges)
7. 2. Identities (socially constructed
identities, ascribed characteristics):
o A. Macro Social Identities
1. Gender
2. Ethnicity
3. Sexuality
4. SES (as socially constructed)
8. o B. School-generated Identities:
1. Judgement disabilities (such as LD,
Emotional/Behavior “disorders”)
2. English Language Learners (EL, ELL)
3. Immigrant communities
9. Culture (Patterns of learned behavior acquired in a community):
o A. Communication Systems
1. Language: Vocabulary, grammar, syntax
2. Sociolinguistic Pragmatic Strategies, norms including:
a) Rules of formal/informal usage
b) Nonverbal systems including:
Kinesics
Proxemics
Chronemics
Prosodics
“Costumics”
3. Behavioral Norms
4. Beliefs
10. The need for local focus:
These three factors interact
Conditions
(poverty-related
instability)
Identities
(gender,
ethnicity)
Culture
(different
sociolinguistic
patterns)
11. They interact in ways that profoundly affect school outcomes
They interact in locally specific ways
They are dynamic, vary even within one family
School reforms that fail to consider each of these and the relationships
between them usually result in frustration for all
Reforms with efforts to standardize curriculum exacerbated the already
diminished connections between schools and the students’ non-school
socialization environments
Taxonomy that examines local socialization can develop strategies that target
specific local patterns and address them
12. Case Study Slides: The Interaction of Ethnicity, Gender, and Schools
Demonstrates the rift between home and school.
Gibson & Haight (2013) Minnesota study with 30 African American care givers
with boys who had been suspended from school. Noting that 1 in 5 African
American male students are suspended from school before high school.
In this study:
65% of the boys were suspended for fighting
21% for disobeying rules
8% of outbursts in the classroom
13. Suspensions lead to children feeling disconnected
from school;
Suspensions increase likelihood for involvement in
criminal justice system;
Suspensions hurt families by forcing caregivers to
miss work to supervise children and/or met with
school authorities and risked loss of income or
employment; and
When suspended children left home alone, they face
additional risks.
Suspensions lead to further strains between home
and school.
14. Brown & Linver (2010).
Study of socialization in African American
households.
Ethnic socialization and racial socialization:
Ethnic socialization: nurturing ethnic pride, ties
to community, support for ethnic history,
heroes.
Racial socialization: warnings that society is
racist and racism is manifested in criminal justice
system, in commerce, stores, and in schools.
15. Study found that families primarily used
ethnic socialization with daughters and
racial socialization with sons.
Consider the potential positive and negative
educational outcomes of these findings:
Ethnic socialization can be nurtured in
school
Racial socialization might lead to conflicts
that could have been anticipated
16. NSSA PANEL, APRIL 2020
DR. PAUL CARLSON
UNIVERSITY OF HOUSTON
VICTORIA
