Social Class: Conceptual and Operational Significance for Education

Lenn, Theodore I.

doi:10.2307/2263485

Cited by 2 publications

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“…The study points up a problem needing further attention: it is necessary to clear up the con ceptual meaning of "class" for education by (a) clarifying the different dimensions of stratification (economic, prestige, power) in relation to cultural patterns, and (b) clarifying the difference in the meaning of stratification as a community phenomenon in contrast to its meaning as a national phenomenon. Lenn (32) pointed out that social-class investiga tions of the last 25 years do not answer questions of school policy regarding social class.…”

Section: Social Stratificationmentioning

confidence: 99%

Chapter VI: The Wider Social Context of Education

Lang¹,

Smith²

1955

Review of Educational Research

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DURING the period covered by this REVIEW there has been an increase in the number of careful studies that relate social forces to school life. Many of these were conducted by educators and appeared in the literature of professional education. As has been true in the past, studies of economic and social forces made during this period have added to our understanding of the wider social context of education. Data on technological and eco nomic changes, population changes, and the types of social stratification found in the United States provide important leads to both the guidance and the curriculum worker. Studies that provide such data and studies that attempt to relate social forces to education have been reviewed in this chapter.

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Section: Social Stratificationmentioning

confidence: 99%