Missing in Interaction

1
Missing in Interaction

• Classroom interactions support male dominance
• Unequal enforcement of classroom rules
• Male dominance commands teacher attention
• Focusing on difficult-to-manage boys
• Restlessness and raising hands

2
Teacher Responses to Student Work

• Four Types of Responses
• Praises Good Job
• Remediates Check your addition
• Criticizes No, youve missed number 4
• Accepts Okay.
• Gender gap in valuable feedback
• Boys are more likely to receive all 4 types of
  feedback
• Girls are more likely to receive the last form of
  feedback
• Intelligence vs. Neatness and Presentation
• The Bombing Rate

3
Gender Inequalities on the Playground

• Gender segregation on the playground
• Children tend to self segregate by gender during
  play
• This self-segregation is largely controlled by
  the boys
• Boys control ten times the playground area in
  comparison to girls
• Actors vs. Spectators
• Girls are not good enough to play with boys
• Pollution Rituals (Cooties)

4
Jay MacLeod and Social Reproduction

• Conflict Constructivist draws from Bourdieu
• Focuses on social inequalities as products of
  complex interactions
• Purpose of education social reproduction
• Students from backgrounds rich in the three forms
  of capital have the preferred cultural capital
  that enables them to function in school
• Students that possess the appropriate cultural
  capital will be recognized as advanced leaving
  those that do not possess the same cultural
  capital left to reproduce their habitus
• Masked through the ideology of meritocracy
  individuals who do not have the desired cultural
  capital are labeled as lacking in intelligence
  and the drive to succeed
• Lack of agency conflict constructivists leave
  very little room for social mobility, leading to
  a somewhat bleak and determinist view of
  schooling and the reproduction of inequalities

5
Aint No Makin It

• Offers tangible evidence of social reproduction
  within school
• Jay MacLeod researches the intersection of
  structure, agency, and culture within social
  reproduction in a lower class neighborhood termed
  Claredon Heights
• Claredon Heights classified as what we know as
  the projects- government funded, lower class,
  urban residential areas.

6
Teenagers in Claredon Heights

• The Hallway Hangers a group of predominantly
  white high school boys that reject notions of
  meritocracy and engage in self destructive acts
  such as drinking, consuming drugs, dealing drugs,
  and ditching school.
• The Brothers a group of black high school boys
  who embrace notions of meritocracy, envision
  bright futures for themselves, and generally stay
  away from activities characteristic of the
  hallway hangers.

7
Ambitions and Desires

• Family members, friends, and school officials
  such as teachers all influence these students
  ambitions and desires.
• Hallway Hangers Like their families, they reject
  meritocracy and the notion that education
  provides a vehicle toward success
• The Brothers Like their families, embrace the
  ideology of meritocracy and base their selfworth
  on its accomplishment whereby education is a
  crucial component.

8
Conclusions

• Though it appears that the brothers ambitions
  will lead them to a path out of Claredon Heights,
  McLeod reveals that both the hallway hangers and
  the brothers remain in the lower class from which
  they came thus reproducing inequalities

9
Annette LareauFamily-School Relationships

• Argument Class related cultural factors shape
  parents compliance with teachers requests for
  parental participation in schooling
• What do schools ask of parents in the educational
  experience of young children? (Variations in
  teacher expectations?)
• How do parents respond to schools requests?

10
Studied first grade classrooms in 2 different
schools

• Colton School
• Located in a working class community
• Parents employed in semiskilled and unskilled
  occupations
• Most parents are high school graduates but many
  are dropouts
• Students 1/2 white, 1/3 Latino, rest are African
  American or Asian
• 1/2 students qualify for free lunch (measure of
  SES)

• Prescott School
• Located in a upper-middle class suburban
  community
• Parents employed as professionals, executives,
  and managers
• Most parents are college educated with fathers
  holding advanced degrees
• Students Predominantly white
• No free lunch program (measure of SES)

11
Parental Involvement

• Defined A partnership between parents and
  schools that include
• attending school events
• reading to their children
• communicating concerns about their children to
  the schools
• reviewing and reinforcing material learned in
  class
• volunteering in the classroom
• partnerships with deference to teachers and
  principals as the experts

12
Conclusions

• Parents who agreed with the teachers and
  administrators definition of partnership offered
  an educational advantage to their children
• Parents who turned over responsibility of
  education to the professional could negatively
  affect their childs schooling
• Responses to involvement were much higher at
  Prescott in comparison to Colton indicating class
  differences in parental involvement.

13
Differences in Parental Involvement

• Colton
• Parent-teacher conferences 60
• Open House 35
• Volunteering in Classroom 3
• Rarely initiated contact with teachers
• Raised nonacademic issues
• Awkward interactions
• Little reinforcement of schoolwork

• Prescott
• Parent-teacher conferences 100
• Open House 96
• Volunteering in Classroom 43
• Frequently initiated contact with teachers
• Raised academic issues and concerns
• Comfortable interactions
• Consistent reinforcement of schoolwork

14
Factors Structuring Parental Participation

• Educational Capabilities
• Colton Parents struggled in school, doubts about
  their capabilities to help their children, viewed
  teachers as professionals responsible for the
  education of their children
• Prescott Parents college graduates and advanced
  degrees, confident about their abilities to help
  their children, viewed teachers as partners in
  educating their children
• Income and Work Schedules
• Colton Parents Less disposable income and
  inflexible work schedules
• Prescott Parents More disposable income and
  flexible work schedules
• Information About Schooling
• Colton Parents socialize more with extended
  family networks
• Prescott Parents socialize more with other
  parents from the school

15
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