Child, Family, School, and Community Socialization and Support 6th ed.

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Child, Family, School, and CommunitySocializati
on and Support 6th ed.
Chapter SixECOLOGY OF THE SCHOOL
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SCHOOL AS A SOCIALIZING AGENT

• School societys formal institution where
  learning takes place
• School socializes children by providing
  intellectual and social experiences that
  characterizes individuals and shapes their
  abilities for adulthood.

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SCHOOL AS A SOCIALIZING AGENT (Contd)

• Primary purpose of education transmission of
  the societys cultural heritage
• U.S. schools functions are
• universal
• formal
• prescriptive

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MACROSYSTEM INFLUENCES ON SCHOOLS FACTORS IN
EDUCATIONAL DECISIONS

• DEMOCRACY
• the basic political ideology of the U. S.

requires citizens be educated to discuss and
compromise on issues pertaining to them
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MACROSYSTEM INFLUENCES ON SCHOOLS FACTORS IN
EDUCATIONAL DECISIONS (Contd)

• How much society pays for education is
• based on
• equality of opportunity
• concept of knowledge and skills required for the
  future
• opinion of the affordability of programs and
  curricula

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MACROSYSTEM INFLUENCES ON SCHOOLSSchool choice

• Macrosystem influences evident in societys
  policies regarding school choice

Many perceive private schools as more successful
than public schools
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MACROSYSTEM INFLUENCES ON SCHOOLSSchool
choice(Contd)

• The voucher system constantly scrutinized
• Some believe any public school mechanism WILL NOT
  benefit their child and chose home-based education

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DIVERSITY and EQUITY- GENDER

• AFTER 1972 (passage of Title IX)
• inequalities in schools
• based on gender

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DIVERSITY and EQUITY- GENDER

• Every public school and most colleges and
  universities are governed by Title IX

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DIVERSITY AND EQUITY ETHNICITY

• Macrosystem ideology that school is
• responsible for socializing ethnically diverse
  groups

correlates with
American immigration policy
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DIVERSITY AND EQUITY ETHNICITY

• Ideological backgrounds for socialization
• children from ethnically diverse or minority
  families are much more likely to be poor

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DIVERSITY AND EQUITY ETHNICITY(contd)

• Bilingual/Multicultural Education
• more children from ethnically diverse groups
  with limited English proficiency are attending
  U.S. schools and are at risk for failure

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DIVERSITY AND EQUITYSPECIAL NEEDS

• Ideological background for socialization
• During the pre-Christian era, people with
  disabilities often banished, neglected, and/or
  mistreated
• As Christianity spread, they were protected and
  pitied

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DIVERSITY AND EQUITYSPECIAL NEEDS(Contd)
Late 20th Century

• 18th 19th Centuries

institutions provide separate education
people with disabilities more accepted and
integrated into the mainstream
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DIVERSITY AND EQUITYSPECIAL NEEDS(Contd)

• Individuals With Disabilities Act (IDEA)
• provides federal money to state and local
  agencies to educate children with disabilities
  age 3-21

FEDERAL
FOR STUDENTS WITH DISABILITIES
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CHRONOSYSTEM INFLUENCES ON SCHOOLS ADAPTATIONS
TO SOCIAL CHANGE

• The political climate from the late 1950s to
  early 1970s was supportive of social change.
• A Nation at Risk The Imperative for Educational
  Reform (1993) created a public demand for social
  change in public schools
• The Educational Excellence Act for All Children
  helped establish goals that are still goals today

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CHRONOSYSTEM INFLUENCES ON SCHOOLS TECHNOLOGY

• Computers can
• individualize instruction
• to accommodate
• different learning styles.

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CHRONOSYSTEM INFLUENCES ON SCHOOLS SUBSTANCE
ABUSE

• Substance use and
• abuse is still a major
• problem among high
• schoolers and an
• increasing one among
• middle schoolers.

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MESOSYSTEM INFLUENCESSCHOOL- CHILD LINKAGES

• Individual learning styles may
• determine which type of learning
• environment is optimal.

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MESOSYSTEM INFLUENCESSCHOOL- FAMILY LINKAGES

• Children from low-SES and ethnically diverse
  families
• fare comparably to middle-class children when
• Home environment that encourage learning
• Families have high expectations for their
• childrens achievement
• Families become involved in their childrens
• lives

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MESOSYSTEM INFLUENCESFAMILY INVOLVEMENT

• There are three major ways of family involvement
• Decision making
• Participation
• Partnership

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MESOSYSTEM INFLUENCESFAMILY- SCHOOL LINKAGES

• A Childs Readiness to Learn
• A healthy start
• Empowered parents
• Quality preschool
• A responsible workplace
• Television as teacher
• Neighborhoods for learning
• Connections across the generations

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MESOSYSTEM INFLUENCESFAMILY- SCHOOL LINKAGES

• School-peer group linkages childrens attitudes
  about learning influenced by their peer group
• School-media linkages schools are linked to
  media via use in the classroom and by
  media-related experiences students have outside
  the classroom that may influence their learning.
• School-community linkages communities allocate
  resources for schools