Path Dependence and the Emergence of Common Schools: Ohio to 1853

Neem, Johann N.

doi:10.1017/s0898030615000378

Cited by 35 publications

(1 citation statement)

References 17 publications

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“…During the first half of the 19 th century, Horace Mann developed a reputation as an advocate for educational reform when students had to pay for a primary and secondary education (Neem, 2016). Mann attempted to address this financial problem by recommending state legislators to finance common schools or a public-school system for children whose families could not afford to pay for an education.…”

Section: Horace Mannmentioning

confidence: 99%

The intelligence concept and racial classification as sociological products of Western education

Cook

2021

Sociology Compass

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This article is a historical examination of how Western theorists created and utilized the intelligence concept and aligned it with racial classification to determine cognitive abilities. By the 1900s, Western theorists, without evidence, declared that intelligence exists as an inheritable, unchangeable mental condition. Influential Western theorists have exploited the intelligence concept to categorize the cognitive abilities of European descendants above that of non‐Whites, particularly African‐descended people as incessant deliberations emerged regarding the value of either cognitively superior or inferior racially defined groups. By interrelating geographical location with shared physical characteristics, Western theorists non‐scientifically divided the human family based on physical similarities among people and referred to them as races. These theorists incorporated the intelligence concept with racial classification as a sociological principle for educational development. According to the Theory of Multiple Intelligences, however, everyone has one or more forms of several intelligences. Although this theory appears to portray a different understanding from the original intelligence concept, it categorizes racial groups and individuals as having fixed levels of cognitive ability. Emphasizing intelligence as a descriptive factor to determine cognitive ability is an unscientific, unequitable characterization that has been employed to explain levels of social awareness and academic performance in Western education.

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Section: Horace Mannmentioning

confidence: 99%

The intelligence concept and racial classification as sociological products of Western education

Cook

2021

Sociology Compass

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Social Capital, Civic Labor, and State Capacity in the Early American Republic: Schools, Courts, and Law Enforcement

Neem

2019

J. Policy Hist.

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Abstract:This article examines the local roots of the American state to complicate existing historiography. It suggests that, for education and law, the state tapped into local social capital to develop capacity. State and local governments relied on the mobilization of citizens’ bodies—civic labor—to provide public goods. In doing so, it suggests that we need to offer a story that captures the myriad ways that Americans engaged in state-building, and how those different forms shaped Americans’ relations with state power.

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The Blair Education Bill: A Lost Opportunity in American Public Education

Jenkins

Peck

2020

Stud. Am. Pol. Dev.

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Through the 1880s, Senator Henry Blair (R-NH) spearheaded an effort to erode local control of education by turning Congress into a source of funds and oversight for state-level primary and secondary schools. The Blair Bill won support from an interregional, interracial, bipartisan coalition. It passed in the Senate on three separate occasions, was endorsed by presidents, and was a frequent topic of discussion among party elites. Yet in 1890 the bill failed for the last time, and local control would go largely unchanged until the 1965 Elementary and Secondary Education Act. In this article we explore the decade-long battle surrounding Blair's proposal. Our analysis focuses on this lost opportunity as a way of highlighting the coalitional and institutional dynamics that work to prevent reform in an otherwise favorable environment. In this way, we contribute to a large literature on the uneven course of American state development.

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Path Dependence and the Emergence of Common Schools: Ohio to 1853

Cited by 35 publications

References 17 publications

The intelligence concept and racial classification as sociological products of Western education

The intelligence concept and racial classification as sociological products of Western education

Social Capital, Civic Labor, and State Capacity in the Early American Republic: Schools, Courts, and Law Enforcement

The Blair Education Bill: A Lost Opportunity in American Public Education

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