Critique on Educational Systems and Social Inequality
Chapter 4:
Broken Promises
Bowles and Gintis
Current Approaches
•
Liberal Reformers:
integrative function
egalitarian function
developmental function
•
Functionalist (underlying assumption: meritocracy):
most qualified fill occupational positions
equal opportunity independent of race,class/gender
inequality
human differences
Education
the Great
Equalizer
•
Solutions
change people, not the system
•
Data consistently demonstrate major predictor of level and
type of education
parental SES
•
Parents w/ HS education
children attend community college
•
Equal test scores
High SES parents
children achieve
higher levels of education
•
Top 25% of high ability students
high SES 2X as likely to
attend college
•
Cause
differentiation of resources in school/home
roots
of inequality outside of the education system
Student Assessment
•
Student performance based on conformity independent of ability:
Natl Merit Scholarship Finalist Study (top 10%)
Personality variables significant difference
teacher ratings: “citizenship/desire to achieve”
•
School reward docility/obedience penalizes creativity/
spontaneity
•
Not conducive to personal growth
Education a Capitalist Enterprise
•
Education dictated by business (corporate) interests
notions of “efficient management”
Teacher becomes a “simple” worker vs.
Professional
student as object (tests)
•
Function of capitalist privilege and authority
i.e. business values and social relationships
Conclusion
•
Schools
hostile to needs of personal development
•
Historical trajectory counter to notions equality of
opportunity
•
Schools reproduce economic inequality via an
alienated and stratified labor force
•
Capitalist system shaped Educational system
The content explores how current educational approaches, student assessments, and the capitalist influence in education contribute to social inequality. It discusses the role of education as an equalizer, challenges the meritocracy assumption, and highlights how schools can perpetuate economic disparities. Emphasis is placed on the need for changes in the educational system to support personal development and combat inequality.
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Presentation Transcript
Chapter 4: Broken Promises Bowles and Gintis
Current Approaches Liberal Reformers: integrative function egalitarian function developmental function Functionalist (underlying assumption: meritocracy): most qualified fill occupational positions equal opportunity independent of race,class/gender inequality human differences
Education the Great Equalizer Solutions change people, not the system Data consistently demonstrate major predictor of level and type of education parental SES Parents w/ HS education children attend community college Equal test scores High SES parents children achieve higher levels of education Top 25% of high ability students high SES 2X as likely to attend college Cause differentiation of resources in school/home roots of inequality outside of the education system
Student Assessment Student performance based on conformity independent of ability: Natl Merit Scholarship Finalist Study (top 10%) Personality variables significant difference teacher ratings: citizenship/desire to achieve School reward docility/obedience penalizes creativity/ spontaneity Not conducive to personal growth
Education a Capitalist Enterprise Education dictated by business (corporate) interests notions of efficient management Teacher becomes a simple worker vs. Professional student as object (tests) Function of capitalist privilege and authority i.e. business values and social relationships
Conclusion Schools hostile to needs of personal development Historical trajectory counter to notions equality of opportunity Schools reproduce economic inequality via an alienated and stratified labor force Capitalist system shaped Educational system
