1. Chapter 4: Broken Promises Bowles and Gintis

2. Current Approaches Liberal Reformers: integrative function
egalitarian function
developmental function
Functionalist (underlying assumption: meritocracy):
most qualified fill occupational positions
equal opportunity independent of race,class/gender
inequality  human differences

3. Education  the Great Equalizer
Solutions  change people, not the system
Data consistently demonstrate major predictor of level and type of education  parental SES
Parents w/ HS education  children attend community college
Equal test scores  High SES parents  children achieve higher levels of education
Top 25% of high ability students  high SES 2X as likely to attend college
Cause  differentiation of resources in school/home  roots of inequality outside of the education system

4. Student Assessment
Student performance based on conformity independent of ability:
Natl Merit Scholarship Finalist Study (top 10%)
Personality variables significant difference 
teacher ratings: “citizenship/desire to achieve”
School reward docility/obedience penalizes creativity/
spontaneity
Not conducive to personal growth

5. Education a Capitalist Enterprise
Education dictated by business (corporate) interests  notions of “efficient management”
Teacher becomes a “simple” worker vs. Professional  student as object (tests)
Function of capitalist privilege and authority 
i.e. business values and social relationships

6. Conclusion Schools  hostile to needs of personal development
Historical trajectory counter to notions equality of opportunity
Schools reproduce economic inequality via an alienated and stratified labor force
Capitalist system shaped Educational system