Chapter 10: CAGE(s) and Education Flashcards

1
Q

What is streaming?

A

The educational practice of grouping and teaching children according to different levels of ability, either informally in a classroom or more formally within secondary educational programs (basic or advanced pathways)

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2
Q

Why is the obtainment of education important and what is it affected by?

A

The pursuit of higher education is often viewed as an accessible and practical avenue for obtaining upward mobility.

Usually, highly educated people are employed in well-paid jobs with relatively high degrees of autonomy and authority.

However, the chances of attaining higher education and of obtaining a degree that will result in substantial labour-market returns are significantly affected by one’s class, race or ethnicity, gender and age.

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3
Q

What was the first intention of schooling when it began?

A
To create agreeable and obedient workers and a contented working class that would benefit the colonizers
- structured by racist, sexist, and class-based ideologies
Children were not encouraged to strive beyond their social roots
School was not intended to achieve societal equity (or even equality on the basis of "merit")
Men were taught how to farm and women taught how to do "domestic duties"
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4
Q

How does class affect our educational achievement?

A

The effect of class on the educational attainment of Canadians has been described by Guppy and Davies as a particularly “enduring” feature of inequality.

The education achieved by our parents and the kind of work that they perform have an undeniable influence on our early school experiences and on our level of educational attainment

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5
Q

What are the effects of social class on streaming?

A

Children from lower-class and lower-middle-class backgrounds found to be much more likely to end up in special education or remedial programs at the elementary-school level

Children from the highest socio-economic backgrounds were significantly less likely to be receiving remedial education than those from the lowest socio-economic backgrounds.
Children from the highest socio-economic backgrounds were also significantly more likely to be enrolled in some form of a gifted educational program (9%) than children from the lowest socio-economic backgrounds (5%).
Students with the highest socio-economic status were “two to three times as likely” to be ranked among the best in the class by their teachers in reading, writing, and math.

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6
Q

What is cultural capital described by Bourdieu?

A

Collective dispositions, likes, dislikes, and typical recreational pursuits of the privileged classes in a given society.

These activities (reading the newspaper, going to museums, golfing, and so on) are transmitted from one generation to the next through family socialization in a middle- to upper-middle-class milieu.

Children from these families achieve higher levels of cultural capital and are therefore at an advantage in the educational process, where many of their activities and world views are taken for granted and are expected forms of knowledge.

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7
Q

What is social capital described by Bourdieu?

A

The social networks and informational resources from which individuals are able to draw upon in their daily lives.

The possession of large amounts of social capital presumes high reserves of economic and cultural capital, as it is through moneyed, educational, and prestige connections that valuable social networking is accomplished

ex. familiarity with the meaning of certain terms, such as special education, while navigating through the education system

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8
Q

What is special education?

A

A form of educational delivery designed to address educational deficiencies and/or difficulties (ex. social or behavioural problems, learning disabilities). This program may be offered directly in the classroom or it may involve separate classroom or teacher time for the student.

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9
Q

How does coming from a low SES family affect educational attainment?

A
  • Lower SES children are more likely to face academic setbacks in the long term, including an increased likelihood of dropping out of school
  • Lower likelihood of attending prestigious post-secondary institutions
  • Only a minority of high-achieving low-income students apply to colleges and universities
  • Social class is typically the strongest predictor of academic inequality in North America
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10
Q

What is summer setback? Who does this affect most often?

A

The loss of numeracy and literacy among students during the summer months. Children from low-SES suffer the most, while high-SES students continue to gain valuable academic skills during the summer
- the summer months result in a literacy gap of roughly three months between lower and higher SES children

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11
Q

How does education attainment affect unemployment rates?

A

Unemployment rate for those with a high-school diploma: 16.4%
Unemployment rate for those with a university degree: 5.8%
- most jobs require some form of post-secondary education

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12
Q

What are the dropout rates based on social class?

A

The high school drop out rate has decreased quite dramatically, from 17% to 7.8% by 2011-12, however
- 11.7% from the lowest-SES dropped out by age 19
- 3.6% from the highest-SES
Parent education is important for dropout rates:
- 25% of students whose parents did not high school also dropped out
- 7% of youth who had one parent who completed post-secondary
Location affects rates:
- students from cities less likely to drop out than students from small rural towns

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13
Q

How have the costs of education changed in recent decades?

A

Tuition has increased 44% from 1995 to 2005, this has far exceeded the annual inflation rate in Canada
- more than 1/3 of youth who have not yet attended post-secondary report that financial barriers have prevented them
50% of 19yo youth in top income quartile attended university, compared to 31% in bottom income quartile
- a clear relationship between family income levels and the chance or likelihood of continuing to post-secondary and particularly education

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14
Q

How does parental educational achievement affect child educational achievement?

A

Parent educational achievement is the biggest determinant in their children’s educational attainment.

Individuals whose parents had some post-secondary education were twice as likely to have a university degree compared to those whose parents have no university education, and this has changed little over time

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15
Q

How does social class affect returns (wages) in the labour-market?

A

Higher levels of education tends to lead to more authoritative and higher-paying jobs, but as education level increases so does tuition
Students who come from more highly educated families maintain their advantage throughout university and into the labour market, because they can afford higher levels of education

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16
Q

How does being a visible minority (an immigrant) affect educational attainment?

A

Visible minorities in Canada tend to be more highly educated than the general population, they are more likely to have a high school diploma and more likely to be university educated.

Higher levels of education among visible minorities are due in to the high levels of education required to gain entrance to Canada through immigration policy:
In 2011, Canadian immigrants between the ages of 25 and 64 represented just under one-quarter of Canada’s total population but over one-third (about 35%) of Canadian adults with a university degree.

However, those born in Canada are much more likely to obtain employment than university-educated immigrants

17
Q

How does race and ethnicity affect educational attainment?

A

Visible-minority youth are slightly more likely than other youth to have their post-secondary options open in Grade 10, and the aspirations of visible-minority immigrant youth for university are also higher than those of other youth.
Visible minority groups in Canada today are far more likely to hold a university degree than the average white native-born Canadian

In terms of educational attainment, visible minorities as a group are not collectively disadvantaged when compared to non-visible minorities. This is a testament to the power of individual agents.

18
Q

How does being a First Nation affect educational attainment?

A

The educational system has failed Aboriginal students; Aboriginal Canadians have much lower levels of educational attainment than the non-Aboriginal population, though their levels of educational attainment are growing.

Despite some improvement, from 1996 to 2011, the number of Aboriginal people graduating from post-secondary institutions rose by 183,170, there continue to be large gaps in the educational attainment of Aboriginal Canadians.

According to 2011 , 39.8% of First nations adults aged 25-64 had not completed high school, compared with 15% of same-aged adults in Canada.

Aboriginal students are increasingly engaged in post-secondary education, with 44% having some post-secondary certification in 2006, but for those Aboriginal students who do engage in post-secondary education, the attrition rate is extremely high.

19
Q

What are some reasons given for the low education attainment rate for First Nations?

A
  • inadequate funding
  • poor academic preparation
  • do not feel welcome on campus
  • consider post-secondary unnecessary
  • feel the need to care for their family instead
20
Q

How does race and ethnicity affect labour market return? Especially for Black individuals.

A

The true impact of racial and ethnic privilege are more starkly evident in the workings of the labour market, they are educated but they are making less.

Hum and Simpson found that black men in Canada, whether immigrant or native-born, experience a 22% wage penalty in the labour market.

The evidence is clear that economic disadvantage for blacks in Canada stems from unique structural features of Canadian society and economy, and it is hard to resist the suggestion that racial discrimination is an important factor.

21
Q

How does being an immigrant affect labour market return?

A

Higher educational credentials are not valued equally, visible minorities encounter systemic devaluation of their educational credentials especially more highly educated recent immigrants
- visible-minority professionals who emigrate to Canada have been found to experience downward mobility compared to their occupational positions in their country of origin.
There are significant levels of underemployment among highly educated visible minorities and that despite their higher educational attainment, they are less likely to obtain employment in professional or managerial occupations when compared to the non-visible-minority population.
- white immigrants do not face the same unemployment and underemployment rates as visible minority immigrants

22
Q

How has gender issues changed in relation to education?

A

The education level of women has surpassed men’s since the mid-1980’s, except at the doctoral level

The gender-equity issue that is gaining attention in the elementary- and secondary-school stems has been the relative “underperformance” of boys in comparison to girls.

  • however, lumping all boys together as “at risk” may confuse the issue, because it is more specifically boys from families with low socio-economic status, Aboriginal boys, boys from some visible minority groups, and boys for whom English is a second language who are systematically disadvantaged in the educational system
  • meaning gender is not the most important causal mechanism
23
Q

What explanation does Guppy and Davies give for the underachievement of boys?

A

Historically, men have not required educational credentials to obtain well-paying, stable jobs, so disparity in academic attainment may stem from lower educational aspirations on the part of boys and their as families as a result of mistaken believes about the current demands of the labour market

24
Q

How does gender affect educational attainment?

A

Young boys drop out of high school 4.2% more often than young girls

The academic “underperformance” of young men in high school and their higher rate of high school non-completion put them at a disadvantage in the pursuit of post-secondary education

Young men are underrepresented among post-secondary graduates and participants (with the exception of doctoral studies).
- 25- to 34-year old women make up 59.1% of master’s degrees
- in 1972-3 women made up 43% of university undergraduates, whereas in 1992-3 they constituted 53% of undergraduates
Women’s representation in higher educational levels continues to increase