The University as an Investment Strategy: Social Structuring or Managing Mobility?

Autor/in	Shaughnessy, Michael F.
Titel	The University as an Investment Strategy: Social Structuring or Managing Mobility?
Quelle	(1984), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; College Attendance; Cultural Influences; Culture Fair Tests; Educational Sociology; Educational Testing; Educationally Disadvantaged; Higher Education; Social Class; Social Mobility; Social Stratification; Sociocultural Patterns; Socioeconomic Status; Student Placement + Suchen Sie Ihr Suchwort? College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Cultural influence; Kultureinfluss; Bildungssoziologie; Erziehungssoziologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Social classes; Soziale Klasse; Soziale Mobilität; Soziale Zusammensetzung; Soziokulturelle Theorie; Socio-economic status; Sozioökonomischer Status; Schülerpraktikum
Abstract	The relationship between education, social class, and upward mobility is examined, along with mechanisms inherent in keeping the status quo in education. The relationship between the student and the university is also explored. Although college is often seen as a mechanism of upward mobility, particularly among the poor and minorities, colleges may serve to solidify social classes and social stratification. The process begins when schools assess students with group achievement tests, and place students in tracks (e.g., vocational, academic) and homogeneous groupings (e.g., educable mentally retarded). Attempts to offset culturally biased mechanisms in education include alternatives to traditional tests, such as the System of Multicultural Pluralistic Assessment. Typically, the lower social classes are seen to lack certain skills, such as auditory learning abilities, which are important to college level work. Lower socioeconomic classes lack the extensive vocabulary needed for success in the heavily verbally oriented college entrance examinations. Typically, in many lower class schools, the emphasis is on objective, rote learning, which does not prepare lower-class students for writing in college. Other barriers faced by the poor are identified. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01