Class Reproduction by Four Year Olds

Streib, Jessi

doi:10.1007/s11133-011-9193-1

Cited by 81 publications

(75 citation statements)

References 22 publications

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“…Lareau (2003) observes that middle-class parents teach their children to be assertive, take initiative, and negotiate with authority, whereas working-class parents teach their children to hold back their opinions and defer to authority (see also Kohn 1969). As a result, middle-class children are better able than working-class children to customize interactions to their benefit, for example, by gaining additional assistance from teachers (Calarco 2011, 2014; Streib 2011) or by getting a doctor to attend to their concerns (Lareau 2003). “In a historical moment when the dominant society privileges active, informed, assertive clients of health and educational services,” Lareau (2002:794) argues, “the strategies employed by children and parents are not equally effective across classes.” For Lareau, these interactional skills are symbolic; they are evaluated favorably in a particular time and place.…”

Section: Cultural Skills and Inequalitymentioning

confidence: 99%

“…Researchers, however, argue that part of classroom competence is the ability to interpret different contexts and activate skills and behaviors at appropriate times (Mehan 1980). Instead of always raising their hands, middle-class students learn when to raise their hands, when to call out, and when to approach their teachers for help based on their interpretation of the situation (Calarco 2011; Streib 2011). …”

Section: Producing Worker-learnersmentioning

confidence: 99%

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The Paradox of Success at a No-Excuses School

2015

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No recent reform has had so profound an effect as no-excuses schools in increasing the achievement of low-income, black and Hispanic students. In the past decade, no-excuses schools—whose practices include extended instructional time, data-driven instruction, ongoing professional development, and a highly structured disciplinary system—have emerged as one of the most influential urban school-reform models. Yet almost no research has been conducted on the everyday experiences of students and teachers inside these schools. Drawing from 18 months of ethnographic fieldwork inside one no-excuses school and interviews with 92 school administrators, teachers, and students, I argue that even in a school promoting social mobility, teachers still reinforce class-based skills and behaviors. Because of these schools’ emphasis on order as a prerequisite to raising test scores, teachers stress behaviors that undermine success for middle-class children. As a consequence, these schools develop worker-learners—children who monitor themselves, hold back their opinions, and defer to authority—rather than lifelong learners.i I discuss the implications of these findings for market-based educational reform, inequality, and research on noncognitive skills.

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Section: Cultural Skills and Inequalitymentioning

confidence: 99%

Section: Producing Worker-learnersmentioning

confidence: 99%

The Paradox of Success at a No-Excuses School

2015

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“…Consider the practical knowledge required to speak for oneself in the classroom: audibility is critical to getting attention in loud and populated public school classrooms, yet the skills for making oneself heard are unevenly distributed across class lines (Calarco 2011;Streib 2011;also Condron 2009). …”

Section: Discussionmentioning

confidence: 99%

Variations in Music Education Curriculum and the Organization of Listening

Klett¹

2018

Preprint

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Sociologists argue that we learn evaluative skills, such as those to distinguish qualities of music, through practical knowledge. Yet sociologists have not asked how we understand those sonic events as musical in the first place. Through nine months of semi-structured observations in six elementary school music classrooms, I examine how music education draws symbolic boundaries around musical sound. I find that variations in curriculum produce different organizational practices in the classroom. These practices develop what is a basic sensory skill -listening -in very different ways. I identify four dimensions of teacher performance that support these differences: authorized sound-makers, constrained movement, enforced perspectives, and selected attention. These variations in music education produce contrasting performances for recognizing musical sound.

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“…Previous research has shown that preschoolers readily make social class distinctions and articulate differences between rich and poor (Ramsey, 1991). Four-year-olds also perform social class in preschool settings, primarily through distinct linguistic styles resulting in greater opportunities to develop language skills for higher-SES children (Streib, 2011). These findings have implications for both the cognitive and behavioral domains.…”

Section: Discussionmentioning

confidence: 99%

When do socioeconomic resources matter most in early childhood?

Mollborn

Lawrence

James‐Hawkins

et al. 2014

Advances in Life Course Research

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Research has established the importance of early socioeconomic advantage and disadvantage for understanding later life outcomes, but less is known about change in the relationship between socioeconomic status (SES) and child development within the period of early childhood. Competing hypotheses drawn from the literature posited: (1) a stable SES-development relationship, (2) a stronger relationship in infancy than at older ages, and (3) a stronger relationship at school entry than at younger ages. Using the nationally representative Early Childhood Longitudinal Study-Birth Cohort (2001–2007), we followed 8600 children from infancy through kindergarten entry to model change over time in the relationship between socioeconomic status and cognitive and behavioral development. The unexpected main finding was that the relationships between three socioeconomic measures (household income, assets, and maternal educational attainment) strengthened from infancy through age 4 or 4½, then weakened slightly until the start of kindergarten. Indirect evidence suggested preschool education as one possible explanation. We argue for researchers to expand the school transition concept to include the now widespread prekindergarten year, as well as for attention to psychological and physiological developmental factors that may shape the relationship between SES and cognitive and behavioral development throughout early childhood.

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Class Reproduction by Four Year Olds

Cited by 81 publications

References 22 publications

The Paradox of Success at a No-Excuses School

The Paradox of Success at a No-Excuses School

Variations in Music Education Curriculum and the Organization of Listening

When do socioeconomic resources matter most in early childhood?

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