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One of the most disturbing problems in American education today is the unequal achievement of children in schools. Few problems have sparked greater concern than the issue of why students from different social origins differ so significantly in their academic performance. This book explores the role played by families and schools in this troubling problem. It employs a social constructionist approach in considering how ascribed characteristics (race, gender, and class) intersect with the daily interactions of teachers and students in classrooms and with the educational practices and structures within schools (tracking, testing, and teacher expectations) to play an exacting role in the construction of success or failure. It suggests that the new student identity that begins to emerge as a result of these processes provides a self-fulfilling prophesy of expectation and belief, which defines how students see themselves as learners and achievers. Through these practices, schooling becomes a crucial factor in the social construction of academic success. The author's final conclusion is inescapable: unequal achievement in school is largely a social construction. But it is a social construction facilitated both by student attributes including gender, race, and class and by the educational structures and policies some schools employ. Because of this undeniable fact, parents, educational practitioners, and policy makers must continue to investigate social policies and practices relative to student abilities and make every effort to understand how they may be related to achievement. Informed by research, they must endeavor to see this power inherent in schooling and the need to effect change.
- Sales Rank: #2098442 in Books
- Brand: Brand: Lexington Books
- Published on: 2010-09-14
- Original language: English
- Number of items: 1
- Dimensions: 9.21" h x .59" w x 6.09" l, .87 pounds
- Binding: Paperback
- 256 pages
- Used Book in Good Condition
Review
Recommended. (CHOICE, September 2009)
This work brings new clarity to the problem of underachievement in our schools. Unlike other books in the field, it explores the important issue through the eyes of a social constructionist, enabling us to appreciate more fully the power inherent in schools to impact student achievement. This multidisciplinary work is informative, thought provoking, and, most importantly, well researched. I recommend it to all parents, teachers, school administrators, and students of sociology and education. (Diane B. Scricca, superintendent of schools in Riverhead Central School District, New York)
About the Author
George Ansalone is professor of sociology at St. John's University in New York.
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0 of 0 people found the following review helpful.
GREAT CONDITION
By paige
THE BOOKS WERE IN GREAT CONDITION, BRAND NEW. I ORDERED IT FOR CLASS BUT RECIEVED TWO IN THE MAIL INSTEAD OF ONE? NOT SURE IF IT WAS A MISTAKE ON THEIR END OR IF I GOT 2 FOR THE PRICE OF ONE?
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