1. Explanations for Educational Success and Failure Chapter 13 Genetic Inferiority Theory Cultural Deficit Theory Critical Theory Resistance Theory

2. Genetic Inferiority Theory They appeal to the self-images of those judged to be superior The genetic or biological argument has been repeatedly used to rationalize the suppression of racial minorities, females, and people from lower socioeconomic classes Myth of the IQ score –Scientific appearance makes it seem even more convincing Jensen and Hernstein studies assumptions: IQ tests are valid measures of intelligence, intelligence is mainly inherited, lower IQ tests indicate that African-Americans are less intelligent and therefore less educable than whites. Poverty therefore results from inherited deficiencies in the poor, not from unequal school and employment opportunities Criticisms of Jensen and Hernstein study: IQ test scores measure cultural knowledge from middle to upper class families, not intelligence, no evidence linking intelligence with heredity and the database was an accumulation of old and flawed data—60 years old!!!!!

3. Cultural Deficit Theory Reasoning that children were not biologically inferior but came from inferior home environments Poor and minority children did not have the same social, cultural, and intellectual opportunities as middle-class white children Did not participate on a daily basis in sophisticated adult conversation as their (poorer and less educated) parents were unable to prepare them for school. Reasoned that these children were victims of linguistic or cultural deficiencies. Poorer and African-American children were not prepared for kindergarten as their white counterparts were—had attended preschools Ill prepared to enter school—could not count, read, and name colors. SUPPORT –Evidence supporting this theory Left existing social and cultural arrangements intact Located problem of low achievement in students’ home culture Pointed a way toward a solution-society needed to provide remedial education to older students and compensatory/preventative schooling for young children SOLUTION –Head Start Program

4. Criticism -Dominant culture is assumed to be legitimate. Does not call into question its privileged status as the norm. -Minority children are tested and evaluated using the language and social knowledge of the dominant culture. This is a disadvantage. -Standardized testing procedures do not test for the competencies developed in other cultures and linguistic systems. -Not a single American culture but numerous cultures intermingling, competing and informing one another.

5. CRITICAL THEORY Calls into question the whole social order and to use various viewpoints in discussing a given problem. Argues that inequalities in educational outcomes are a reflection of inequalities in larger society. Looks at the relationship between the child and the school as the primary unit of analysis. Looks at the relationship between the child’s culture and the culture of the school in an effort to assess conflicts. –When a conflict between child and school is identified, it is treated as a mismatch between the culture of the student and the culture of the school Cultural Difference Theory –Respects the variety of human cultures and assesses the relationships among various cultural groups. –Cultural Mismatches can occur with respect to subject matter, learning styles, ways of knowing and demonstrating knowledge, attitudes toward authority, modes of behavior, and socialization. –Cultural differences, not cultural deficits

6. –Cultural Mismatches can occur with respect to subject matter, learning styles, ways of knowing and demonstrating knowledge, attitudes toward authority, modes of behavior, and socialization. –Cultural differences, not cultural deficits Cultural Subordination Theory –Examines the social processes that lad to lower status for minority groups. –Examines the inequalities that appear to be structured in to the social system –Applied to relations between dominant and subordinate racial and ethnic groups as well as between gender relations and social class relations.

7. Jean Anyon Study-found a direct relationship between quality of schooling and social class. –5 modern elementary schools in New Jersey. Found: Working Class Schools-children found to be relatively indifferent to academic content beyond the basics. Teachers rated students as lazy and not knowing anything. Instruction was by rote learning and repetition. Teachers insisted students follow set ways of doing things. Students developed a very clear sense of how knowledge is created—”from books” Middle Class Schools-Teachers concentrated on helping students develop advanced intellectual skills (vs. only basics), learn from experience, think for themselves, make decisions, take risks, test hypothesis, individualism is emphasized. Executive Elite School-Teachers said these children would go to the best schools so we have to prepare them. High expectations, debates, conservative view of knowledge, competitive, confident, sophisticated in their mastery of the school environment.

8. Resistance Theory Students experiencing discriminatory practices often reject or resist the authority of schooling thereby contributing to their own failure (examples on p. 414) Rejection of schooling/academic work—school seen as irrelevant to their goals –Acting dumb –Peer sanctions –Failure is seen as a statement of the irrelevancy of schooling