Literaturnachweis - Detailanzeige
| Autor/inn/en | Serna, Gabriel R.; Woulfe, Rebecca |
|---|---|
| Titel | Social Reproduction and College Access: Current Evidence, Context, and Potential Alternatives |
| Quelle | In: Critical Questions in Education, 8 (2017) 1, S.1-16 (16 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2327-3607 |
| Schlagwörter | Access to Education; Social Theories; Social Stratification; Higher Education; Social Class; College Choice; Socioeconomic Status; Minority Group Students; Educational Practices; High Stakes Tests; Expectation; Disadvantaged; Barriers |
| Abstract | Social reproduction theory identifies schooling as a primary means for the perpetuation of the dominant class's ideologies, values, and power. The ability to access college is so closely tied to these constructs that it contributes to this dominance and marginalization. Social stratification is not only mirrored in higher education, but the exclusion of individuals from lower income families and people of color fosters oppression within educational environments. Through a review of recent research and evidence, we highlight the factors contributing to the attainment gap, the question of how social class and stratification influence college access and choice, and resultant associated personal and social costs. We find that current pedagogical practices, high-stakes testing, student and family expectations, and historical oppression all contribute to a lower level of college access and limited choices for lower socioeconomically situated students and students of color. We also find that the costs to society remain numerous and substantial and can manifest themselves as limited inclusion of non-dominant groups in higher education. (As Provided). |
| Anmerkungen | Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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