Tag Archives: Class

Arizona State University study: In race stereotypes, issues are not so black and white

1 Jan

Moi wrote about the intersection of race and class in Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids. It is worth reviewing that post. https://drwilda.com/tag/class-segregation/

Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.

A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class http://www.nytimes.com/pages/national/class/https://drwilda.com/2011/11/07/race-class-and-education-in-america/

U.S. News reported in the article, Study Finds Students Underperform in Schools With Large Black Populations:

As concerns mount over the resegregation of the nation’s public schools, a new federal study shows that black and white students at schools with a high density of black students perform worse than those at schools with a lower density of black students.

The report, released Thursday by the National Center for Education Statistics, the research arm of the U.S. Department of Education, sheds new light on the achievement gap between white and black students and bolsters policymakers’ fears about the ramifications of increasingly segregated schools….http://www.usnews.com/news/articles/2015/09/24/study-finds-students-underperform-in-schools-with-large-black-populations

Perceptions about race are often rooted in perceptions about class with many viewing Blacks no matter their economic status as lower class.

Science Daily reported in In race stereotypes, issues are not so black and white:

Recent race-related events in Ferguson, Mo., St. Louis, Baltimore, Chicago, Charleston, S.C., and New York City — all point to the continuing need to study and understand race relations in modern America. These events show how race and stereotypes are intertwined and can lead to explosive situations and protests.

Now, three Arizona State University researchers have approached this problem by asking, why do white Americans’ stereotypes of black Americans take the particular forms they do? The answer, surprisingly, may have little to do with race, per se. Instead, many predominant race stereotypes reflect beliefs about how people from different environments, or ‘ecologies,’ are likely to think and behave.

In “Ecology-driven stereotypes override race stereotypes,” published in the early online edition of Proceedings of the National Academy of Sciences, ASU doctoral students Keelah Williams and Oliver Sng, together with Steven Neuberg, an ASU Foundation Professor of Psychology, conducted a series of five studies examining the stereotypes people hold about individuals who live in resource-poor and unpredictable (‘desperate’) environments as compared to those who live in resource-sufficient and predictable (‘hopeful’) environments.

Research shows that desperate and hopeful environments tend to shape the behavior of those living within them by altering the costs and benefits of different behavioral strategies. Desperate ecologies tend to reward ‘faster,’ present-focused behaviors whereas hopeful ecologies tend to reward ‘slower,’ future-oriented behaviors.

Because ecology shapes behavior, the authors argue, social perceivers are likely to use cues to another’s ecology, or environment they come from, to make predictions about how that person is likely to think and behave. Indeed, research participants stereotyped those from desperate environments as relatively faster — as more impulsive, sexually promiscuous, likely to engage in opportunistic behavior and as less invested in their education and children, than individuals from hopeful ecologies….

“In America, race and ecology are somewhat confounded — whites are more likely to live in relatively hopeful ecologies, and blacks are more likely to live in relatively desperate ecologies,” said Williams. “We wanted to examine whether Americans were actually using race as a cue to ecology, and if so, whether providing ecology information independently from race information would lead people to decrease their use of race stereotypes.”

To assess the relationship between ecology and race stereotypes, the researchers first examined participants’ stereotypes of individuals from desperate and hopeful ecologies (with no race information provided) and compared these responses to participants’ stereotypes of blacks and whites (with no ecology information provided). The patterns were identical — stereotypes of blacks mirrored stereotypes of individuals from desperate environments, and stereotypes of whites mirrored stereotypes of individuals from hopeful environments….                                                 http://www.sciencedaily.com/releases/2015/12/151229204648.htm

Citation:

In race stereotypes, issues are not so black and white

Date:           December 29, 2015

Source:         Arizona State University

Summary:

Recent race-related events in Ferguson, Mo., St. Louis, Baltimore, Chicago, Charleston, S.C., and New York City — all point to the continuing need to study and understand race relations in modern America. These events show how race and stereotypes are intertwined and can lead to explosive situations and protests. Now, three researchers have approached this problem by asking, why do white Americans’ stereotypes of black Americans take the particular forms they do?

Journal Reference:

  1. Keelah E. G. Williams, Oliver Sng, Steven L. Neuberg. Ecology-driven stereotypes override race stereotypes. Proceedings of the National Academy of Sciences, 2015; 201519401 DOI: 10.1073/pnas.1519401113

Here is the press release from Arizona State University:

Researchers find that in race stereotypes, issues are not so black and white

Department of Psychology College of Liberal Arts and Sciences

December 28, 2015

Recent race-related events — in Ferguson, Missouri; St. Louis; Baltimore; Chicago; Charleston, South Carolina; and New York City — all point to the continuing need to study and understand race relations in modern America. These events show how race and stereotypes are intertwined and can lead to explosive situations and protests.

Now, three Arizona State University researchers have approached this problem by asking, why do white Americans’ stereotypes of black Americans take the particular forms they do? The answer, surprisingly, may have little to do with race, per se. Instead, many predominant race stereotypes reflect beliefs about how people from different environments, or “ecologies,” are likely to think and behave.

In “Ecology-driven stereotypes override race stereotypes,” published in the early online edition of Proceedings of the National Academy of Sciences, ASU doctoral students Keelah Williams and Oliver Sng, together with Steven Neuberg, an ASU Foundation Professor of psychology in the College of Liberal Arts and Sciences, conducted a series of five studies examining the stereotypes people hold about individuals who live in resource-poor and unpredictable (“desperate”) environments as compared with those who live in resource-sufficient and predictable (“hopeful”) environments.

Research shows that desperate and hopeful environments tend to shape the behavior of those living within them by altering the costs and benefits of different behavioral strategies. Desperate ecologies tend to reward “faster,” present-focused behaviors whereas hopeful ecologies tend to reward “slower,” future-oriented behaviors.

Because ecology shapes behavior, the authors argue, social perceivers are likely to use cues to another’s ecology, or environment they come from, to make predictions about how that person is likely to think and behave. Indeed, research participants stereotyped those from desperate environments as relatively faster — as more impulsive, sexually promiscuous, likely to engage in opportunistic behavior and as less invested in their education and children, than individuals from hopeful ecologies.

But why are these ecology-driven stereotypes relevant for understanding the content of race stereotypes?

“In America, race and ecology are somewhat confounded — whites are more likely to live in relatively hopeful ecologies, and blacks are more likely to live in relatively desperate ecologies,” said Williams. “We wanted to examine whether Americans were actually using race as a cue to ecology, and if so, whether providing ecology information independently from race information would lead people to decrease their use of race stereotypes.”

To assess the relationship between ecology and race stereotypes, the researchers first examined participants’ stereotypes of individuals from desperate and hopeful ecologies (with no race information provided) and compared these responses to participants’ stereotypes of blacks and whites (with no ecology information provided). The patterns were identical — stereotypes of blacks mirrored stereotypes of individuals from desperate environments, and stereotypes of whites mirrored stereotypes of individuals from hopeful environments.

“However, when provided with information about both the race and ecology of others, individuals’ inferences about others reflect their ecology rather than their race,” Williams said. Black and white targets from desperate ecologies were stereotyped similarly, and black and white targets from hopeful ecologies were stereotyped similarly.

“In thinking about black and white individuals from hopeful and desperate ecologies, information about the individuals’ home ecology trumped information about their race,” Williams said.

The researchers stress that these findings shouldn’t be taken to imply that race is unimportant, or that stereotypes about people from desperate ecologies are the only source of racial prejudices. Moreover, the researchers note several important caveats for interpreting their findings.

First, said Neuberg, “although in present-day America blacks are more likely than whites to be from desperate ecologies, and whites are more likely than blacks to be from hopeful ecologies, this association between race and ecology is far from perfect, meaning that race is an imperfect cue to ecology. Second, even stereotypes that do possess meaningful kernels of truth are rarely perfect representations of any particular individual. Third, because people are biased to exaggerate perceived threats, stereotypes of those from desperate ecologies are likely to be more extreme than is warranted by the actual behaviors of people living within those ecologies.”

Findings of this study have potentially important implications for understanding the content of race stereotypes in America.

“Race stereotypes have far-reaching consequences,” said Williams. “Stereotypes about groups can lead to negative prejudices and discrimination directed towards members of those groups. If we can understand why American race stereotypes take the particular forms they do, we may be able to find new ways of reducing racial prejudices and discrimination.”

The research was funded by the U.S. National Science Foundation and the Arizona State University Foundation for a New American University.

Discoveries Department of Psychology College of Liberal Arts and Sciences Psychology Research Social Science

Skip Derra

Associate Director , Media Relations & Strategic Communications

480-965-4823 skip.derra@asu.edu

The best way to eliminate poverty is job creation, job growth, and job retention. The Asian Development Bank has the best concise synopsis of the link between Education and Poverty http://www.adb.org/documents/assessing-development-impact-breaking-cycle-poverty-through-education  For a good article about education and poverty which has a good bibliography, go to Poverty and Education, Overview http://education.stateuniversity.com/pages/2330/Poverty-Education.html  There will not be a good quality of life for most citizens without a strong education system and an economic system which produces jobs. One of the major contributors to poverty in third world nations is limited access to education and job opportunities. Without continued sustained investment in education and job creation, we are the next third world country.

Related:

Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids

https://drwilda.com/2012/11/11/micheal-pettrillis-decision-an-ed-reformer-confronts-race-and-class-when-choosing-a-school-for-his-kids/

The role economic class plays in college success

https://drwilda.com/2012/12/22/the-role-economic-class-plays-in-college-success/

The ‘school-to-prison pipeline

https://drwilda.com/2012/11/27/the-school-to-prison-pipeline/

Trying not to raise a bumper crop of morons: Hong Kong’s ‘tutor kings and queens’
https://drwilda.com/2012/11/26/trying-not-to-raise-a-bumper-crop-of-morons-hong-kongs-tutor-kings-and-queens/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©

https://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©

http://drwildareviews.wordpress.com/

Dr. Wilda ©

https://drwilda.com/

University of Delaware study: Study Suggests Children’s Racial Stereotyping Can Be Reversed

10 Sep

Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity; one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.

A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class http://www.nytimes.com/2005/05/15/national/class/OVERVIEW-FINAL.html?pagewanted=all&_r=0 and http://www.nytimes.com/2005/05/15/national/class/OVERVIEW-FINAL.html

Sarah Garland wrote in the Atlantic article, When Class Became More Important to a Child’s Education Than Race:

On a weekday afternoon in July, Jessica Klaitman pulled her 16-month-old daughter Hannah out of a stroller in the lobby of the New York Kids Club, a “child-enrichment center” with four classrooms, a dance studio, and gym space in Brooklyn Heights, N.Y.
Hannah was sleepy after a nap, but her face lit up as she was let loose with several other toddlers and their nannies. She grabbed some blocks and then headed to a table stocked with piles of a pink, play-dough-like sculpting material. For 45 minutes, the children wandered around wielding dolls and blocks, grabbing at each others’ toys and taking turns on a miniature slide. When time was up, they sang along with the “Clean-Up Song” and helped put away the mess.

A drop-in class at the New York Kids Club costs about $47, according to an employee. Hannah’s playgroup that day was free, but only because Klaitman, 40, and her husband, Jordan Small, 39, have enrolled their three children in package deals for classes in karate and preschool–which run about $650 per child for 17 once-a-week sessions. Klaitman estimates she’s dropped thousands of dollars at the club over the years, not to mention what she spends on the private preschool her oldest son attends, additional classes in Spanish and music elsewhere, and the family’s museum memberships.

The Klaitman-Smalls’ considerable investment in their children is becoming the norm for families like theirs who are in the top tiers of the country’s income distribution. The resources the affluent are pouring into their children are also driving a growing divide between academic outcomes of the children of the well-to-do and those of everyone else’s kids. That widening academic divide means that kids who are born poor and kids who are born rich are increasingly likely to stay that way once they reach adulthood….
Researchers say the expanding class gap in education is likely a byproduct of the country’s widening income inequality. There’s been an explosion in spending by well-to-do parents on their children: The amount has more than doubled in the last 30 years, according to work by Columbia University School of Social Work researchers Neeraj Kaushal and Jane Waldfogel and Katherine Magnuson of the University of Wisconsin.
Parents in the top quintile of income in the U.S. (households earning at least $102,000 in 2011, according to census data compiled by the Tax Policy Institute, a nonprofit research group) now spend more than double what parents in the second quintile (earning at least $62,000) spend on trips for their children-about $2,000 per year compared with $800, the Kaushal study found. They also spend significantly more on childcare, computers, books, and private-school tuition than their non-wealthy peers…. http://www.theatlantic.com/national/archive/2013/08/when-class-became-more-important-to-a-childs-education-than-race/279064/
See, How do upper-class parents prepare their kids for success in the world? http://sandiegoeducationreport.org/talkingtokids.html

Moi wrote about the intersection of race and class in Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids. It is worth reviewing that post. https://drwilda.com/tag/class-segregation/ Lindsey Layton wrote in the Washington Post article, Schools dilemma for gentrifiers: Keep their kids urban, or move to suburbia?

When his oldest son reached school age, Michael Petrilli faced a dilemma known to many middle-class parents living in cities they helped gentrify: Should the family flee to the homogenous suburbs for excellent schools or stay urban for diverse but often struggling schools?

Petrilli, who lived in Takoma Park with his wife and two sons, was torn, but he knew more than most people about the choice before him. Petrilli is an education expert, a former official in the Education Department under George W. Bush and executive vice president at the Thomas B. Fordham Institute, a right-leaning education think tank.
He set out to learn as much as he could about the risks and benefits of socioeconomically diverse schools, where at least 20 percent of students are eligible for the federal free or reduced-price lunch program. And then he wrote about it….

Petrilli said he wanted his son to have friends from all backgrounds because he believes that cultural literacy will prepare him for success in a global society.
But he worried that his son might get lost in a classroom that has a high percentage of poor children, that teachers would be focused on the struggling children and have less time for their more privileged peers.

As Petrilli points out in the book, this dilemma doesn’t exist for most white, middle-class families. The vast majority — 87 percent — of white students attend majority white schools, Petrilli says, even though they make up just about 50 percent of the public school population.

And even in urban areas with significant African American and Latino populations, neighborhood schools still tend to be segregated by class, if not by race. In the Washington region, less than 3 percent of white public school students attend schools where poor children are the majority, according to Petrilli.
Gentrification poses new opportunities for policymakers to desegregate schools, Petrilli argues….

In the end, Petrilli moved from his Takoma Park neighborhood school — diverse Piney Branch Elementary, which is 33 percent low-income — to Wood Acres Elementary in Bethesda, where 1 percent of the children are low-income, 2 percent are black and 5 percent are Hispanic. http://www.washingtonpost.com/local/education/schools-dilemma-for-urban-gentrifiers-keep-their-kids-urban-or-move-to-suburbia/2012/10/14/02083b6c-131b-11e2-a16b-2c110031514a_story.html

A University of Delaware study examines race perception.

Education News reported in Study Suggests Children’s Racial Stereotyping Can Be Reversed:

New research out of the University of Delaware has found that infants can be trained to undo the unconscious racial biases they were previously found to hold.

The findings come as part of an ongoing multi-country collaboration that has been conducted by Paul Quinn, professor of psychological and brain sciences at the University, for the last 10 years through the help of a National Institutes of Health grant. Working with researchers from Canada, France and China, the team has been exploring the ability of infants to categorize faces by race and gender.

Noting the amount of time that infants spent looking at photos of faces, Quinn observed that beginning at 3 months of age, children tend to prefer photos of faces that they typically see more often in their daily lives. In particular, babies enjoyed looking at photos of females who were of the same race as themselves.

As the infants approached 9 months of age, they could not only determine different racial categories, but also were less able to distinguish between individuals of lesser-known races. One example found Caucasian infants being able to clearly identify Caucasian faces, but not as likely to see Asian or African faces, reports Ellie Zolfagharifard for The Daily Mail.

“Our original thinking about the 9-month-old findings was that this process that we call ‘narrowing’ is based on visual perception, not any social bias,” Quinn said. “But then the question we asked was: Might these perceptual biases we see in infants be related to the social biases that we see in older kids, beginning at 3 or 4 years of age, and adults?

“And if they are, can we use a technique to reduce bias? As we tried to answer this question, we hit on the idea that if the perceptual and social biases are linked, we might be able to reduce the social bias by perceptual means.”
For the new study, scientists in China combined photos of Asian faces with that of African faces to make one single race. Some of the photos showed smiling individuals while other faces looked angrier. The images were then showed to groups of 4 and 6 year olds who identified the smiling faces as Asian and the severe faces as African, a group of people they were not used to seeing….

Quinn added that further research is needed to determine how long the effects last.
– See more at: http://www.educationnews.org/parenting/study-suggests-childrens-racial-stereotyping-can-be-reversed/#sthash.gnsep0nC.dpuf

Citation:

Individuation training with other-race faces reduces preschoolers’ implicit racial bias: a link between perceptual and social representation of faces in children
1. Wen S. Xiao1,2,
2. Genyue Fu1,
3. Paul C. Quinn3,
4. Jinliang Qin1,
5. James W. Tanaka4,
6. Olivier Pascalis5 and
7. Kang Lee1,2,*
Article first published online: 5 OCT 2014
DOI: 10.1111/desc.12241
© 2014 John Wiley & Sons Ltd
Issue
Developmental Science
Volume 18, Issue 4, pages 655–663, July 2015

• Abstract
• Article
• References
• Cited By
View Full Article (HTML) Enhanced Article (HTML) Get PDF (399K)
Abstract
The present study examined whether perceptual individuation training with other-race faces could reduce preschool children’s implicit racial bias. We used an ‘angry = outgroup’ paradigm to measure Chinese children’s implicit racial bias against African individuals before and after training. In Experiment 1, children between 4 and 6 years were presented with angry or happy racially ambiguous faces that were morphed between Chinese and African faces. Initially, Chinese children demonstrated implicit racial bias: they categorized happy racially ambiguous faces as own-race (Chinese) and angry racially ambiguous faces as other-race (African). Then, the children participated in a training session where they learned to individuate African faces. Children’s implicit racial bias was significantly reduced after training relative to that before training. Experiment 2 used the same procedure as Experiment 1, except that Chinese children were trained with own-race Chinese faces. These children did not display a significant reduction in implicit racial bias. Our results demonstrate that early implicit racial bias can be reduced by presenting children with other-race face individuation training, and support a linkage between perceptual and social representations of face information in children.
View Full Article (HTML) Enhanced Article (HTML) Get PDF (399K)

Here is the press release from the University of Delaware:

New research finds a way to reverse children’s racial stereotyping

August 25, 2015 by Ann Manser

Lillian May Clark sits on the lap of her mother, Kimberly Clark, and looks at images of faces being shown to her by undergraduate research assistant Jennie Lowe. Credit: Evan Krape
New research by a University of Delaware psychological scientist and his collaborators across the globe has found a simple exercise that can undo the unconscious racial biases that young children have—biases that may begin to develop as early as infancy.

The findings are part of an ongoing, multi-country collaboration that has been conducted by Paul Quinn, professor of psychological and brain sciences at UD, for more than a decade. Funded by a National Institutes of Health (NIH) grant, Quinn works with researchers in Canada, France and China to explore how infants mentally classify faces by race and gender. This research has recently received attention in the New York Times and the Guardian.

Using an established technique of measuring how much time the babies spend looking at pictures of faces, Quinn has learned that 3-month-olds begin showing a visual preference for the categories—generally, female and the same race as themselves—that they see most often in their daily lives.
By 9 months of age, infants not only distinguish racial categories but also become less able to tell different individuals apart if they are members of a less-familiar race. For example, Caucasian infants can identify Caucasian faces as belonging to different individuals, but they are less likely to see Asian or African faces as distinct individuals.

“Our original thinking about the 9-month-old findings was that this process that we call ‘narrowing’ is based on visual perception, not any social bias,” Quinn said. “But then the question we asked was: Might these perceptual biases we see in infants be related to the social biases that we see in older kids, beginning at 3 or 4 years of age, and adults?

“And if they are, can we use a technique to reduce bias? As we tried to answer this question, we hit on the idea that if the perceptual and social biases are linked, we might be able to reduce the social bias by perceptual means.”

In this new study, published in July in the journal Developmental Science, Quinn and his collaborators in China used photos of African and Asian faces and morphed them together to create ambiguous images that looked equally African and Asian. Some of the faces had pleasant expressions, while others looked more severe.

When researchers showed the images to 4- to 6-year-olds in China, the children identified the happy faces as Asian—the category they were used to seeing—and the angry faces as African, a group they rarely saw in daily life.

The scientists’ next step was to see whether the children’s unconscious racial biases could be disrupted. They showed the youngsters five different African faces and gave each of the individuals a name, repeating the process until the children could identify each of the five faces by name.
When the children then looked at the happy and angry ambiguous-race photos again, their bias in favor of their own racial group had dropped significantly.

“This process of getting the kids to respond to the [five African] faces as individuals, not as a category, only takes 15-30 minutes, and it made a significant difference,” Quinn said. “It suggests that what is a social bias has [visual] perceptual components and that it can be disrupted.”

Many questions remain for further study, he said. Among them: After children go through the face-identification exercise and reduce their unconscious bias, how long does that effect last? Also, what aspect of the training is the critical ingredient? Is it mere exposure, or is it the act of individuation?
“This has caused us to rethink what’s going on” in the link between perception and social bias, Quinn said. “There are a number of avenues we want to explore.”

Research continues on infant perception

Another, related study that Quinn conducted in his lab at UD with babies from the Newark, Delaware, area has been published online by Developmental Science, with print publication expected in the future.
In this study, researchers worked with Caucasian babies to explore how and at what ages they began forming categories of people based on the racial characteristics of faces.
At 6 months, Quinn said, the infants were classifying faces into three groups—Caucasian, African and Asian. But just a few months later, they had grouped the African and Asian faces together into a single category.

“This was the surprise finding,” Quinn said. “At 9 months, they didn’t respond to the differences between the African and Asian categories, but instead they had two broad categories, ‘own race’ and ‘other race.’
“It doesn’t seem to matter to a Caucasian infant who has seen mostly Caucasian faces if a face is African or Asian. They only care that it’s not Caucasian. We think it might be a precursor to an initial ‘in group-out group’ differentiation of faces.
“This result suggests that perceptual and social proce ssing of faces may overlap even in infants.”
Again, the findings suggest other issues to explore. A current study is investigating whether infants have positive associations with faces of their own, familiar race and more negative associations with less familiar faces from other races.

All the research that Quinn and his collaborators have been conducting since their initial NIH grant in 2004 centers on category formation—a basic cognitive process in which very young babies begin mentally classifying objects and animals in a way that, for example, sets apart squares from triangles and cats from dogs. Extending that research to faces led to the findings that infants also categorize images of people by gender and race.

Explore further: Infants taught to maintain ability to distinguish between other-race groups

More information: “Individuation training with other-race faces reduces preschoolers’ implicit racial bias: a link between perceptual and social representation of faces in children.” Developmental Science, 18: 655–663. doi: 10.1111/desc.12241
Journal reference: Developmental Science

Often, schools are segregated by both race and class. Class identification is very important in education because of class and peer support for education achievement and the value placed on education by social class groups. Moi does not condemn Mr. Petrilli for doing what is best for his family because when the rubber meets the road that is what parents are supposed to do. His family’s situation is just an example of the intersection of race and class in education.

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©
https://drwilda.com/

Everyone is focused on race, social class may be as or more important

15 May

Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity; one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.
A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class http://www.nytimes.com/2005/05/15/national/class/OVERVIEW-FINAL.html?pagewanted=all&_r=0 and http://www.nytimes.com/2005/05/15/national/class/OVERVIEW-FINAL.html

Sarah Garland wrote in the Atlantic article, When Class Became More Important to a Child’s Education Than Race:

On a weekday afternoon in July, Jessica Klaitman pulled her 16-month-old daughter Hannah out of a stroller in the lobby of the New York Kids Club, a “child-enrichment center” with four classrooms, a dance studio, and gym space in Brooklyn Heights, N.Y.

Hannah was sleepy after a nap, but her face lit up as she was let loose with several other toddlers and their nannies. She grabbed some blocks and then headed to a table stocked with piles of a pink, play-dough-like sculpting material. For 45 minutes, the children wandered around wielding dolls and blocks, grabbing at each others’ toys and taking turns on a miniature slide. When time was up, they sang along with the “Clean-Up Song” and helped put away the mess.

A drop-in class at the New York Kids Club costs about $47, according to an employee. Hannah’s playgroup that day was free, but only because Klaitman, 40, and her husband, Jordan Small, 39, have enrolled their three children in package deals for classes in karate and preschool–which run about $650 per child for 17 once-a-week sessions. Klaitman estimates she’s dropped thousands of dollars at the club over the years, not to mention what she spends on the private preschool her oldest son attends, additional classes in Spanish and music elsewhere, and the family’s museum memberships.

The Klaitman-Smalls’ considerable investment in their children is becoming the norm for families like theirs who are in the top tiers of the country’s income distribution. The resources the affluent are pouring into their children are also driving a growing divide between academic outcomes of the children of the well-to-do and those of everyone else’s kids. That widening academic divide means that kids who are born poor and kids who are born rich are increasingly likely to stay that way once they reach adulthood….

Researchers say the expanding class gap in education is likely a byproduct of the country’s widening income inequality. There’s been an explosion in spending by well-to-do parents on their children: The amount has more than doubled in the last 30 years, according to work by Columbia University School of Social Work researchers Neeraj Kaushal and Jane Waldfogel and Katherine Magnuson of the University of Wisconsin.

Parents in the top quintile of income in the U.S. (households earning at least $102,000 in 2011, according to census data compiled by the Tax Policy Institute, a nonprofit research group) now spend more than double what parents in the second quintile (earning at least $62,000) spend on trips for their children-about $2,000 per year compared with $800, the Kaushal study found. They also spend significantly more on childcare, computers, books, and private-school tuition than their non-wealthy peers…. http://www.theatlantic.com/national/archive/2013/08/when-class-became-more-important-to-a-childs-education-than-race/279064/

See, How do upper-class parents prepare their kids for success in the world? http://sandiegoeducationreport.org/talkingtokids.html

Moi wrote about the intersection of race and class in Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids. It is worth reviewing that post. https://drwilda.com/tag/class-segregation/ Lindsey Layton wrote in the Washington Post article, Schools dilemma for gentrifiers: Keep their kids urban, or move to suburbia?
When his oldest son reached school age, Michael Petrilli faced a dilemma known to many middle-class parents living in cities they helped gentrify: Should the family flee to the homogenous suburbs for excellent schools or stay urban for diverse but often struggling schools?

Petrilli, who lived in Takoma Park with his wife and two sons, was torn, but he knew more than most people about the choice before him. Petrilli is an education expert, a former official in the Education Department under George W. Bush and executive vice president at the Thomas B. Fordham Institute, a right-leaning education think tank.
He set out to learn as much as he could about the risks and benefits of socioeconomically diverse schools, where at least 20 percent of students are eligible for the federal free or reduced-price lunch program. And then he wrote about it….

Petrilli said he wanted his son to have friends from all backgrounds because he believes that cultural literacy will prepare him for success in a global society.

But he worried that his son might get lost in a classroom that has a high percentage of poor children, that teachers would be focused on the struggling children and have less time for their more privileged peers.
As Petrilli points out in the book, this dilemma doesn’t exist for most white, middle-class families. The vast majority — 87 percent — of white students attend majority white schools, Petrilli says, even though they make up just about 50 percent of the public school population.

And even in urban areas with significant African American and Latino populations, neighborhood schools still tend to be segregated by class, if not by race. In the Washington region, less than 3 percent of white public school students attend schools where poor children are the majority, according to Petrilli.

Gentrification poses new opportunities for policymakers to desegregate schools, Petrilli argues….

In the end, Petrilli moved from his Takoma Park neighborhood school — diverse Piney Branch Elementary, which is 33 percent low-income — to Wood Acres Elementary in Bethesda, where 1 percent of the children are low-income, 2 percent are black and 5 percent are Hispanic. http://www.washingtonpost.com/local/education/schools-dilemma-for-urban-gentrifiers-keep-their-kids-urban-or-move-to-suburbia/2012/10/14/02083b6c-131b-11e2-a16b-2c110031514a_story.html

Often, schools are segregated by both race and class. Class identification is very important in education because of class and peer support for education achievement and the value placed on education by social class groups. Moi does not condemn Mr. Petrilli for doing what is best for his family because when the rubber meets the road that is what parents are supposed to do. His family’s situation is just an example of the intersection of race and class in education.

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Cornell University study: Women preferred for tenure-track STEM positions

22 Apr

Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.
A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class http://www.nytimes.com/2005/05/15/national/class/OVERVIEW-FINAL.html?pagewanted=all&_r=0 and http://www.nytimes.com/2005/05/15/national/class/OVERVIEW-FINAL.html   Jason DeParle reported in the New York Times article, For Poor Strivers, Leap to College Often Ends in a Hard Fall http://www.nytimes.com/2012/12/23/education/poor-students-struggle-as-class-plays-a-greater-role-in-success.html?hpw&_r=0

Social class and background may not only affect an individual student’s choice of major, but their completion of college in that major. Nick De Santis reported in the Chronicle of Higher Education article, Report Examines College Students’ Attrition From STEM Majors:

Twenty-eight percent of bachelor’s-degree students who began their postsecondary education in the 2003-4 academic year chose a major in science, technology, engineering, or mathematics at some point within six years, but 48 percent of students who entered those fields during that period had left them by the spring of 2009, according to a report released on Tuesday by the National Center for Education Statistics, the U.S. Education Department’s statistical arm.
The report, which addresses attrition from the so-called STEM fields, also includes information on students pursuing associate degrees. It says that 20 percent of such students had chosen a STEM major within that six-year period and notes that 69 percent of them had left the STEM fields by the spring of 2009.
Of the students who left STEM fields, the report says, roughly half switched their major to a non-STEM field, and the rest left college without earning a degree or certificate. The report notes that fields such as the humanities and education experienced higher levels of attrition than did the STEM disciplines.
The report identifies several factors associated with a higher probability of switching out of STEM majors, such as taking lighter STEM course loads or less-challenging math classes in the first year, and earning lower grades in STEM courses than in others….
http://chronicle.com/blogs/ticker/report-examines-college-students-attrition-from-stem-majors/69705?cid=pm&utm_source=pm&utm_medium=en

A Cornell University study found that should women remain in STEM programs they might be preferred for tenure-track faculty positions.

Allie Bidwell reported in the U.S. News article, Report: Faculty Prefer Women for Tenure-Track STEM Positions:

In a nationwide study from the Cornell Institute for Women in Science – published Monday in the Proceedings of the National Academy of Sciences – professors Wendy Williams and Stephen Ceci found tenure-track faculty in engineering, economics, biology and psychology fields generally favored hiring female candidates over otherwise identical male candidates by a 2-to-1 margin. A series of five experiments were conducted on 873 faculty members at 371 colleges and universities from all 50 states and the District of Columbia.

The stark underrepresentation of women in math-intensive STEM fields, the authors suggest, is more a result of obstacles at the front end that prevent women from applying for faculty positions in the first place. Meanwhile, it appears gender diversity has become more valued among college faculty…

In the first experiment, the researchers presented the faculty decision-makers with two highly qualified candidates who were equal other than their gender, as well as a third, slightly less-qualified male candidate. Overall, 67.3 percent of faculty ranked the female candidate first, which was consistent across varying lifestyles such as being married or single or having or not having young children.

But other variations showed some lifestyle choices may influence how hiring decisions are made.

A second experiment presented male and female candidates with nonmatching lifestyles: a divorced mother with two young children and an absent ex-spouse competing with a married father with two young children and a stay-at-home wife, for example. In that scenario, female faculty strongly preferred divorced mothers over married fathers (71.4 percent compared with 28.6 percent), while male faculty showed the opposite trend, just not as strongly (42.9 percent compared with 57.1 percent).

When focusing on whether candidates took parental leave during graduate school, male faculty members by a 2-1 margin preferred female candidates who took a one-year leave over those who did not. Male and female faculty showed no preference between male candidates who did or did not take leave, but female faculty members tended to prefer female candidates who did not take leave.

“Women’s perceptions that an extended maternity leave will cause them to be viewed as less committed to their profession may influence some women to opt out entirely,” the study said.
A fourth experiment was conducted to determine whether faculty decision-makers would still rank female candidates higher if they were presented with full CVs, as opposed to narrative summaries with notes from a search committee, and the researchers found similar results. Finally, a fifth experiment presented faculty with one applicant to rate – to see if they would still prefer a female if they couldn’t choose among men and women – and found the faculty members still favored female applicants….

Still, other studies have found evidence of gender bias in STEM related fields.
“When looking at gender bias in science, it’s very important to look at what particular context,” says David Miller, a graduate student at Northwestern University who has studied gender representation in STEM. “The fact there was a preference for female candidates is perhaps not that surprising if you consider many of these faculty hiring boards are looking to diversify their group of faculty. There are other contexts that do show gender bias against females.”

In 2012, Corinne Moss-Racusin, an assistant professor of psychology at Skidmore College, published research that showed strong gender bias in hiring for a lab manager position. Moss-Racusin and her colleagues asked more than 100 STEM professors to assess fictitious resumes that only differed in the name of the applicant (John vs. Jennifer). Despite being otherwise identical in qualifications, the female applicant was seen as less competent – and the scientists were less willing to mentor the candidate or hire her for the position, and recommended paying her a lower salary.

Williams and Ceci argue in an appendix to their study that Moss-Racusin’s research differs from their own because it focuses on biases against female undergraduate students, rather than those who have already earned a doctorate. The results of Moss-Racusin’s study likely doesn’t explain the underrepresentation of women in academia, Williams and Ceci wrote, because few lab managers go on to tenure-track positions later in their careers…. http://www.usnews.com/news/stem-solutions/articles/2015/04/13/report-faculty-prefer-women-for-tenure-track-stem-positions

Citation:

National hiring experiments reveal 2:1 faculty preference for women on STEM tenure track

1. Wendy M. Williams1 and
2. Stephen J. Ceci

Significance

The underrepresentation of women in academic science is typically attributed, both in scientific literature and in the media, to sexist hiring. Here we report five hiring experiments in which faculty evaluated hypothetical female and male applicants, using systematically varied profiles disguising identical scholarship, for assistant professorships in biology, engineering, economics, and psychology. Contrary to prevailing assumptions, men and women faculty members from all four fields preferred female applicants 2:1 over identically qualified males with matching lifestyles (single, married, divorced), with the exception of male economists, who showed no gender preference. Comparing different lifestyles revealed that women preferred divorced mothers to married fathers and that men preferred mothers who took parental leaves to mothers who did not. Our findings, supported by real-world academic hiring data, suggest advantages for women launching academic science careers.

Abstract

National randomized experiments and validation studies were conducted on 873 tenure-track faculty (439 male, 434 female) from biology, engineering, economics, and psychology at 371 universities/colleges from 50 US states and the District of Columbia. In the main experiment, 363 faculty members evaluated narrative summaries describing hypothetical female and male applicants for tenure-track assistant professorships who shared the same lifestyle (e.g., single without children, married with children). Applicants’ profiles were systematically varied to disguise identically rated scholarship; profiles were counterbalanced by gender across faculty to enable between-faculty comparisons of hiring preferences for identically qualified women versus men. Results revealed a 2:1 preference for women by faculty of both genders across both math-intensive and non–math-intensive fields, with the single exception of male economists, who showed no gender preference. Results were replicated using weighted analyses to control for national sample characteristics. In follow-up experiments, 144 faculty evaluated competing applicants with differing lifestyles (e.g., divorced mother vs. married father), and 204 faculty compared same-gender candidates with children, but differing in whether they took 1-y-parental leaves in graduate school. Women preferred divorced mothers to married fathers; men preferred mothers who took leaves to mothers who did not. In two validation studies, 35 engineering faculty provided rankings using full curricula vitae instead of narratives, and 127 faculty rated one applicant rather than choosing from a mixed-gender group; the same preference for women was shown by faculty of both genders. These results suggest it is a propitious time for women launching careers in academic science. Messages to the contrary may discourage women from applying for STEM (science, technology, engineering, mathematics) tenure-track assistant professorships. http://www.pnas.org/content/early/2015/04/08/1418878112

Here is the press release from Cornell University:

April 13, 2015

Women preferred 2:1 over men for STEM faculty positions

By   Ted Boscia

For decades, sexism in higher education has been blamed for blocking women from landing academic positions in STEM (science, technology, engineering and mathematics) fields.
But a new study by Cornell psychologists suggests that era has ended, finding in experiments with professors from 371 colleges and universities across the United States that science and engineering faculty preferred women two-to-one over identically qualified male candidates for assistant professor positions.

Published online April 13 in the Proceedings of the National Academy of Sciences, the paper, “National Hiring Experiments Reveal 2:1 Faculty Preference For Women on STEM Tenure Track,” by Wendy M. Williams, professor of human development, and Stephen J. Ceci, the Helen L. Carr Professor of Developmental Psychology, both in Cornell’s College of Human Ecology, argues that the academic job market has never been better for women Ph.D.s in math-intensive fields.

Williams and Ceci conducted five randomized controlled experiments with 873 tenure-track faculty in all 50 U.S. states to assess gender bias. In three studies, faculty evaluated narrative summaries describing hypothetical male and female applicants for tenure-track assistant professorships in biology, economics, engineering and psychology. In a fourth experiment, engineering faculty evaluated full CVs instead of narratives, and in a fifth study, faculty evaluated one candidate (either a man or identically qualified woman) without comparison to an opposite-gender candidate. Candidates’ personalities were systematically varied to disguise the hypotheses.

The only evidence of bias the authors discovered was in favor of women; faculty in all four disciplines preferred female applicants to male candidates, with the exception of male economists, who showed no gender preference.

In some conditions, Williams and Ceci also matched applicants on job qualifications and lifestyle characteristics such as marital and parental status and used contrasting lifestyles in others. They examined attributes such as being a single mother, having a stay-at-home partner and past choices about taking parental leave. These experiments revealed that female faculty preferred divorced mothers over married fathers and male faculty preferred mothers who took leaves over mothers who did not.

“Efforts to combat formerly widespread sexism in hiring appear to have succeeded,” Williams and Ceci write. “Our data suggest it is an auspicious time to be a talented woman launching a STEM tenure-track academic career, contrary to findings from earlier investigations alleging bias, none of which examined faculty hiring bias against female applicants in the disciplines in which women are underrepresented. Our research suggests that the mechanism resulting in women’s underrepresentation today may lie more on the supply side, in women’s decisions not to apply, than on the demand side, in anti-female bias in hiring.”

“Women struggling with the quandary of how to remain in the academy but still have extended leave time with new children, and debating having children in graduate school versus waiting until tenure, may be heartened to learn that female candidates depicted as taking one-year parental leaves in our study were ranked higher by predominantly male voting faculties than identically qualified mothers who did not take leaves,” the authors continue.

Real-world academic hiring data validate the findings, too. The paper notes recent national census-type studies showing that female Ph.D.s are disproportionately less likely to apply for tenure-track positions, yet when they do they are more likely to be hired, in some science fields approaching the two-to-one ratio revealed by Williams and Ceci.
The authors note that greater gender awareness in the academy and the retirement of older, more sexist faculty may have gradually led to a more welcoming environment for women in academic science.

Despite these successes, Williams and Ceci acknowledge that women face other barriers to entry during adolescence and young adulthood, in graduate school and later in their careers as academic scientists, particularly when balancing motherhood and careers. They are currently analyzing national data on mentorship, authorship decisions and tenure advice, all as a function of gender, to better understand women and men’s decisions to apply to, and persist in, academic science. Ted Boscia is director of communications and media for the College of Human Ecology.
http://www.news.cornell.edu/stories/2015/04/women-preferred-21-over-men-stem-faculty-positions

The Cornell study points to the need for good science education to prepare a diverse population for opportunities. K-12 education must not only prepare students by teaching basic skills, but they must prepare students for training after high school, either college or vocational. There should not only be a solid education foundation established in K-12, but there must be more accurate evaluation of whether individual students are “college ready.”

Related:

Girls and math phobia
https://drwilda.com/2012/01/20/girls-and-math-phobia/

Study: Gender behavior differences lead to higher grades for girls

https://drwilda.com/2013/01/07/study-gender-behavior-differences-lead-to-higher-grades-for-girls/

University of Missouri study: Counting ability predicts future math ability of preschoolers https://drwilda.com/2012/11/15/university-of-missouri-study-counting-ability-predicts-future-math-ability-of-preschoolers/

Is an individualized program more effective in math learning?
https://drwilda.com/2012/10/10/is-an-individualized-program-more-effective-in-math-learning

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART©
http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews ©
http://drwildareviews.wordpress.com/

Dr. Wilda ©
https://drwilda.com/

Indiana University study: Social class affects classroom interaction

13 Sep

Moi wrote about the intersection of race and class in Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids. It is worth reviewing that post. https://drwilda.com/tag/class-segregation/
Moi wrote about the intersection of race and class in education in Race, class, and education in America:
Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.

A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class http://www.nytimes.com/pages/national/class/ https://drwilda.com/2011/11/07/race-class-and-education-in-america/
Allie Bidwell reported in the US News article, Study: Top Minority Students Fall Off During High School:

Despite entering high school at the tops of their classes, many high-performing minority and disadvantaged students finish with lower grades, lower AP exam passage rates and lower SAT and ACT scores than their high-achieving white and more advantaged peers, according to a report released Wednesday by The Education Trust.
The gaps based on race and socioeconomic status suggest “differential learning experiences” while the students are in high school, the report says. Overall, high-achieving students of color and those from low socioeconomic backgrounds were twice as likely as their white and more advantaged counterparts to not take college admissions tests, for example. And when they did take the SAT, high-achieving black students and those from low socioeconomic backgrounds scored nearly 100 points lower, the report says.
http://www.usnews.com/news/articles/2014/04/02/study-top-minority-disadvantaged-students-fall-off-during-high-school

An Indiana University study describes the impact of social class on classroom interaction.

Science Daily reported in the article, Social class makes a difference in how children tackle classroom problems:

An Indiana University study has found that social class can account for differences in how parents coach their children to manage classroom challenges. Such differences can affect a child’s education by reproducing inequalities in the classroom.
“Parents have different beliefs on how to deal with challenges in the classroom,” said Jessica McCrory Calarco, assistant professor in IU Bloomington’s Department of Sociology in the College of Arts and Sciences. “Middle-class parents tell their children to reach out to the teacher and ask questions. Working-class parents see asking for help as disrespectful to teachers, so they teach their children to work out problems themselves.”
Calarco studied four classrooms in a public school from their time in third grade through fifth grade. To isolate differences based on social class alone, she only collected interviews from Caucasian students and families, in addition to their teachers.
In general, middle-class children get more attention from their instructors because they actively seek it, while working-class children tend to stay silent through any of their educational struggles so as not to be a bother. Calarco said the differences in how parents teach their children to deal with problems in school stem primarily from parents’ level of involvement in their children’s schooling.
“Middle-class parents are more plugged into the school, so they know what teachers expect in the classroom. Working-class parents don’t think it’s their place to be involved, so they tend to be less aware of what teachers expect today,” Calarco said.
With the widening gaps in educational outcomes between social classes, Calarco suggested that this study could help schools become more aware of these differences and make moves to reduce the inequalities.
“Schools can step in to alleviate these differences in kids’ willingness to seek help,” Calarco said. “Teachers need to be aware of social class differences that students are bringing with them into the classroom. They need to be more active in seeking out struggling students, because if we leave it up to the kids, they may not seek it themselves.”
________________________________________
Story Source:
The above story is based on materials provided by Indiana University. Note: Materials may be edited for content and length.
________________________________________
Journal Reference:
1. J. M. Calarco. Coached for the Classroom: Parents’ Cultural Transmission and Children’s Reproduction of Educational Inequalities. American Sociological Review, 2014; DOI: 10.1177/0003122414546931
http://www.sciencedaily.com/releases/2014/08/140827163445.htm

Citation:

Social class makes a difference in how children tackle classroom problems
Date: August 27, 2014

Source: Indiana University

Summary:
Social class can account for differences in how parents coach their children to manage classroom challenges, a study shows. Such differences can affect a child’s education by reproducing inequalities in the classroom. With the widening gaps in educational outcomes between social classes, the researcher suggested that this study could help schools become more aware of these differences and make moves to reduce the inequalities.

Here is the press release from the Indiana University:

IU study shows social class makes a difference in how children tackle classroom problems
• Aug. 27, 2014
FOR IMMEDIATE RELEASE
BLOOMINGTON, Ind. — An Indiana University study has found that social class can account for differences in how parents coach their children to manage classroom challenges. Such differences can affect a child’s education by reproducing inequalities in the classroom.
“Parents have different beliefs on how to deal with challenges in the classroom,” said Jessica McCrory Calarco, assistant professor in IU Bloomington’s Department of Sociology in the College of Arts and Sciences. “Middle-class parents tell their children to reach out to the teacher and ask questions. Working-class parents see asking for help as disrespectful to teachers, so they teach their children to work out problems themselves.”
Calarco studied four classrooms in a public school from their time in third grade through fifth grade. To isolate differences based on social class alone, she only collected interviews from Caucasian students and families, in addition to their teachers.
“Teachers need to be aware of social class differences that students are bringing with them into the classroom. They need to be more active in seeking out struggling students, because if we leave it up to the kids, they may not seek it themselves.Jessica McCrory Calarco
In general, middle-class children get more attention from their instructors because they actively seek it, while working-class children tend to stay silent through any of their educational struggles so as not to be a bother. Calarco said the differences in how parents teach their children to deal with problems in school stem primarily from parents’ level of involvement in their children’s schooling.
“Middle-class parents are more plugged into the school, so they know what teachers expect in the classroom. Working-class parents don’t think it’s their place to be involved, so they tend to be less aware of what teachers expect today,” Calarco said.
With the widening gaps in educational outcomes between social classes, Calarco suggested that this study could help schools become more aware of these differences and make moves to reduce the inequalities.
“Schools can step in to alleviate these differences in kids’ willingness to seek help,” Calarco said. “Teachers need to be aware of social class differences that students are bringing with them into the classroom. They need to be more active in seeking out struggling students, because if we leave it up to the kids, they may not seek it themselves.”
Calarco’s study, “Coached for the Classroom: Parents’ Cultural Transmission and Children’s Reproduction of Educational Inequalities” will be published in the October issue of the American Sociological Review.
For a copy of the paper or to speak with Calarco, contact her at jcalarco@indiana.edu or 484-431-8316, or contact Milana Katic at mkatic@iu.edu or 219-789-6320.
Related Links
Department of Sociology

The best way to eliminate poverty is job creation, job growth, and job retention. The Asian Development Bank has the best concise synopsis of the link between Education and Poverty http://www.adb.org/documents/assessing-development-impact-breaking-cycle-poverty-through-education For a good article about education and poverty which has a good bibliography, go to Poverty and Education, Overview http://education.stateuniversity.com/pages/2330/Poverty-Education.html There will not be a good quality of life for most citizens without a strong education system. One of the major contributors to poverty in third world nations is limited access to education opportunities. Without continued sustained investment in education, we are the next third world country.

Related:

Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids https://drwilda.com/2012/11/11/micheal-pettrillis-decision-an-ed-reformer-confronts-race-and-class-when-choosing-a-school-for-his-kids/

The role economic class plays in college success https://drwilda.com/2012/12/22/the-role-economic-class-plays-in-college-success/

The ‘school-to-prison pipeline’ https://drwilda.com/2012/11/27/the-school-to-prison-pipeline/

Trying not to raise a bumper crop of morons: Hong Kong’s ‘tutor kings and queens’
https://drwilda.com/2012/11/26/trying-not-to-raise-a-bumper-crop-of-morons-hong-kongs-tutor-kings-and-queens/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART© http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews © http://drwildareviews.wordpress.com/

Dr. Wilda © https://drwilda.com/

Education Trust report: High-Achieving disadvantaged students and students of color fall behind in high school

20 Apr

Moi wrote about the intersection of race and class in Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids. It is worth reviewing that post. https://drwilda.com/tag/class-segregation/

Moi wrote about the intersection of race and class in education in Race, class, and education in America:
Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.
A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class https://drwilda.com/2011/11/07/race-class-and-education-in-america/

Allie Bidwell reported in the US News article, Study: Top Minority Students Fall Off During High School:

Despite entering high school at the tops of their classes, many high-performing minority and disadvantaged students finish with lower grades, lower AP exam passage rates and lower SAT and ACT scores than their high-achieving white and more advantaged peers, according to a report released Wednesday by The Education Trust.
The gaps based on race and socioeconomic status suggest “differential learning experiences” while the students are in high school, the report says. Overall, high-achieving students of color and those from low socioeconomic backgrounds were twice as likely as their white and more advantaged counterparts to not take college admissions tests, for example. And when they did take the SAT, high-achieving black students and those from low socioeconomic backgrounds scored nearly 100 points lower, the report says.
“These are the students who arrive at high school most ready to take advantage of rigorous and high-level instruction,” Marni Bromberg, The Education Trust’s research associate and co-author of the report, said in a statement. “But to reach the academic levels that they are capable of, they need exposure to challenging curriculum as well as support and guidance from their schools, including in selecting a college that can really challenge them.”
The report also found racial and socioeconomic status gaps in terms of students’ GPAs. High-achieving black and Latino students were significantly more likely than high-achieving white students to have C averages. In fact, more than three-quarters of high-achieving black students had a B average or lower, compared with a little more than half of white students. High-achieving students from lower socioeconomic backgrounds were also significantly less likely to have higher GPAs than their more advantaged peers.
Although the Ed Trust report did not look into explanations for the disparities in grades among high-achieving students of different races, it notes that previous research – which explored student, family and school characteristics that could influence grade differences – identified teachers’ perceptions of students as the most influential.
“In particular, teacher beliefs about how hard their students worked explained a great deal of this gap, as opposed to student-reported study habits and behavior records,” the new report says.
Comparisons for college enrollment were more mixed. While high-achieving black students were no less likely than high-achieving white students to enroll in a four-year college or university, white students’ chances were significantly higher than Latino students’. Those from higher socioeconomic backgrounds were also significantly more likely than those from low socioeconomic backgrounds to enroll in four-year schools.
Additionally, high-achieving students of color and those from low socioeconomic backgrounds were significantly less likely to enroll in highly selective four-year colleges and universities. Many highly selective colleges and universities typically accept fewer than 20 percent of applicants. While 34 percent of high-achieving white students enrolled in highly selective universities, just 19 percent of black students and 24 percent of Latino students did so…. http://www.usnews.com/news/articles/2014/04/02/study-top-minority-disadvantaged-students-fall-off-during-high-school

Here is the press report from Education Trust;

High-Achieving Disadvantaged Students and Students of Color Fall Behind as They Progress Through High School, Ed Trust Finds
WASHINGTON (April 2, 2014) — Many black and Latino students and students from low-socioeconomic backgrounds who enter high school as top academic performers lose important ground as they push toward graduation day. When compared to their high-achieving white or more advantaged peers, these students finish high school, on average, with lower grades, lower AP exam pass rates, and lower SAT/ACT scores, according to a report released by The Education Trust.
Click here for an Ed Trust infographic illustrating how black, Latino, and low-socioeconomic status students are falling out of the lead.
“Falling out of the Lead” is the latest report in Ed Trust’s Shattering Expectations series, which focuses on gaps at the high end of achievement. The authors find that, while students of color and students from less advantaged backgrounds are underrepresented among top achievers (i.e., those who score higher than 75 percent of their peers) at entry to high school, there are significant numbers of these students (about 61,250 students of color and 60,300 students from low- socioeconomic backgrounds) who could help diversify the nation’s top colleges and go on to assume leadership roles. However, their performance on college readiness and college attendance measures suggests they are not always privy to the types of instruction, school culture, and support and guidance from their schools that other high achievers get and that would help them to remain at the top.
“These are the students who arrive at high school most ready to take advantage of rigorous and high-level instruction,” said Marni Bromberg, Ed Trust’s research associate and co-author of the report. “But to reach the academic levels that they are capable of, they need exposure to challenging curriculum as well as support and guidance from their schools, including in selecting a college that can really challenge them.”
To examine high-achievers paths through high school and beyond, this report analyzes nationally representative data from the Educational Longitudinal Study of 2002, documenting students’ success on college readiness and enrollment measures:
• High-achieving white, black, and Latino students take similar course loads in high school. However, high-achieving students from low-socioeconomic backgrounds are less likely to take advanced math, advanced science, and AP/IB courses than their more advantaged peers.
• High-achieving black students pass roughly 36 percent of all AP tests they take (with a 3 or better) and high-achieving Latino students pass 51 percent, while high-achieving white students pass 68 percent. High-achieving students from low-socioeconomic backgrounds pass 45 percent of all AP tests taken, compared to their more advantaged peers who pass 73 percent of their exams.
• High-achieving students of color and high-achieving students from low-socioeconomic backgrounds are twice as likely as white and advantaged students not to take college admissions tests.
• 54 percent of high-achieving black students and 41 percent of high-achieving Latino students go on to enroll in moderately or highly selective colleges, compared to 67 percent of white students. Likewise, less than half (44 percent) of high-performing low-socioeconomic status students enroll in these institutions, compared to 78 percent of their more advantaged peers.
To complement these analyses, the authors interviewed five high-achieving, low-income students to hear about their experiences in different high schools around the country and to get their advice on what schools can do to help high achievers. Their stories bring to life practices that contribute to gaps seen in the quantitative data and just how important schools and mentors are in helping students chart a path past graduation. “What holds a lot of students back is people tell them ‘No,’” said one student.
Similarly, the authors interviewed the principal of Ohio’s Columbus Alternative High School — a diverse school where nearly all students graduate — to learn how educators there grow the capacities of high-achieving students, without sacrificing the needs of those who come in behind. The principal believes the only way to truly prepare students for college is to offer authentic, college experiences in high school.
These data and stories, coupled with a series of reflection questions, provide a tool for practitioners to examine what is happening in their own high schools and find solutions to what is preventing high achievers from exceling at the levels they are capable of reaching.
“Serving high-achieving students well is a serious responsibility for our high schools,” said Christina Theokas, director of research and co-author of the report. “Our nation can’t afford this loss of potential. With attention, schools and educators can disrupt the inequitable outcomes experienced by black and Latino students and students from less advantaged backgrounds.”

More has to be done to identify and support high-achieving students from all social classes.

Resources:

Can We Fix Undermatching in Higher Ed? Would it Matter if We Did? http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2014/01/15-undermatching-higher-ed-chingos

Smart, Poor Kids Are Applying to the Wrong Colleges http://www.slate.com/articles/business/moneybox/2013/03/undermatching_half_of_the_smartest_kids_from_low_income_households_don_t.html

The best way to eliminate poverty is job creation, job growth, and job retention. The Asian Development Bank has the best concise synopsis of the link between Education and Poverty http://www.adb.org/documents/assessing-development-impact-breaking-cycle-poverty-through-education For a good article about education and poverty which has a good bibliography, go to Poverty and Education, Overview http://education.stateuniversity.com/pages/2330/Poverty-Education.html There will not be a good quality of life for most citizens without a strong education system. One of the major contributors to poverty in third world nations is limited access to education opportunities. Without continued sustained investment in education, we are the next third world country.

Related:
Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids https://drwilda.com/2012/11/11/micheal-pettrillis-decision-an-ed-reformer-confronts-race-and-class-when-choosing-a-school-for-his-kids/

The role economic class plays in college success https://drwilda.com/2012/12/22/the-role-economic-class-plays-in-college-success/

The ‘school-to-prison pipeline’ https://drwilda.com/2012/11/27/the-school-to-prison-pipeline/

Trying not to raise a bumper crop of morons: Hong Kong’s ‘tutor kings and queens’ https://drwilda.com/2012/11/26/trying-not-to-raise-a-bumper-crop-of-morons-hong-kongs-tutor-kings-and-queens/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART© http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews © http://drwildareviews.wordpress.com/

Dr. Wilda © https://drwilda.com/

University of Washington study: Recognition of race starts early

19 Apr

Moi wrote about the intersection of race and class in Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids. It is worth reviewing that post. https://drwilda.com/tag/class-segregation/

Moi wrote about race in Race, class, and education in America:
Many educators have long recognized that the impact of social class affects both education achievement and life chances after completion of education. There are two impacts from diversity, one is to broaden the life experience of the privileged and to raise the expectations of the disadvantaged. Social class matters in not only other societies, but this one as well.
A few years back, the New York Times did a series about social class in America. That series is still relevant. Janny Scott and David Leonhardt’s overview, Shadowy Lines That Still Divide describes the challenges faced by schools trying to overcome the disparity in education. The complete series can be found at Social Class https://drwilda.com/2011/11/07/race-class-and-education-in-america/

Science Daily reported in the article, Babies prefer fairness — but only if it benefits them — in choosing a playmate:

The findings, published in the online journal Frontiers in Psychology, show that 15-month-old babies value a person’s fairness — whether or not an experimenter equally distributes toys — unless babies see that the experimenter unevenly distributed toys in a way that benefits a person of the same race as the infant.
“It’s surprising to see these pro-social traits of valuing fairness so early on, but at the same time, we’re also seeing that babies have self-motivated concerns too,” Sommerville said.
Forty white 15-month-old babies sat on their parents’ laps while watching two white experimenters divide toys between recipients. One experimenter divided the toys equally, and the other experimenter divided the toys unequally.
Later, when the babies had a chance to choose who to play with, 70 percent of the time infants preferred the experimenter who distributed the toys fairly. This suggests that when individuals are the same race as the infant, babies favor fair over unfair individuals as playmates.
Next, Sommerville and her team asked a more complex question. What would happen when individuals who were of the same race as the infant actually stood to benefit from inequity?
In a second experiment, 80 white 15-month-old infants saw a fair and an unfair experimenter distribute toys to a white and to an Asian recipient. Half the babies saw the unfair experimenter give more to the Asian recipient; and the other half of babies saw the experimenter give more to the white recipient.
When it came time to decide a playmate, infants seemed more tolerant of unfairness when the white recipient benefited from it. They picked the fair experimenter less often when the unfair experimenter gave more toys to the white recipient versus the Asian recipient.
“If all babies care about is fairness, then they would always pick the fair distributor, but we’re also seeing that they’re interested in consequences for their own group members,” Sommerville said.
The findings imply that infants can take into account both race and social history (how a person treats someone else) when deciding which person would make a better playmate.
“Babies are sensitive to how people of the same ethnicity as the infant, versus a different ethnicity, are treated — they weren’t just interested in who was being fair or unfair,” said Monica Burns, co-author of the study and a former UW psychology undergraduate student. She’s now a psychology graduate student at Harvard University.
“It’s interesting how infants integrate information before choosing who to interact with, they’re not just choosing based on a single dimension,” she said….
http://www.sciencedaily.com/releases/2014/04/140414134051.htm

Citation:

Original Research ARTICLE
Front. Psychol., 12 February 2014 | doi: 10.3389/fpsyg.2014.00093
“I pick you”: the impact of fairness and race on infants’ selection of social partners
Monica P. Burns1 and Jessica A. Sommerville1,2*
• 1Department of Psychology, University of Washington, Seattle, WA, USA
• 2Center for Child and Family Well-being, Department of Psychology, University of Washington, Seattle, WA, USA
By 15 months of age infants are sensitive to violations of fairness norms as assessed via their enhanced visual attention to unfair versus fair outcomes in violation-of-expectation paradigms. The current study investigated whether 15-month-old infants select social partners on the basis of prior fair versus unfair behavior, and whether infants integrate social selections on the basis of fairness with the race of the distributors and recipients involved in the exchange. Experiment 1 demonstrated that after witnessing one adult distribute toys to two recipients fairly (2:2 distribution), and another adult distribute toys to two recipients unfairly (1:3 distribution), Caucasian infants selected fair over unfair distributors when both distributors were Caucasian; however, this preference was not present when the fair actor was Asian and the unfair actor was Caucasian. In Experiment 2, when fairness, the race of the distributor, and the race of the recipients were fully crossed, Caucasian infants’ social selections varied as a function of the race of the recipient advantaged by the unfair distributor. Specifically, infants were more likely to select the fair distributor when the unfair recipient advantaged the Asian (versus the Caucasian) recipient. These findings provide evidence that infants select social partners on the basis of prior fair behavior and that infants also take into account the race of distributors and recipients when making their social selections.

Here is the press release from the University of Washington:

April 14, 2014
Babies prefer fairness – but only if it benefits them – in choosing a playmate
Molly McElroy
News and Information
Posted under: News Releases, Research, Social Science
A couple of years ago a University of Washington researcher who studies how children develop social behaviors like kindness and generosity noticed something odd. The 15-month-old infants in her experiments seemed to be playing favorites among the researchers on her team, being more inclined to share toys or play with some researchers than others.
“It’s not like one experimenter was nicer or friendlier to the babies – we control for factors like that,” said Jessica Sommerville, a UW associate professor of psychology. She took a closer look at the data and realized that the babies were more likely to help researchers who shared the same ethnicity, a phenomenon known as in-group bias, or favoring people who have the same characteristics as oneself.
“At the time, about half of the research assistants in my lab were Asian-American and the other half were Caucasian, and most of the babies in our experiments are Caucasian,” Sommerville said. “We know that by preschool, children show in-group bias concerning race, but results in infants have been mixed.”
She and her research team designed a new experiment to test how race and fairness – a social tendency that infants appear to notice – influence babies’ selection of a playmate.
The findings, published in the online journal Frontiers in Psychology, show that 15-month-old babies value a person’s fairness – whether or not an experimenter equally distributes toys – unless babies see that the experimenter unevenly distributed toys in a way that benefits a person of the same race as the infant.
“It’s surprising to see these pro-social traits of valuing fairness so early on, but at the same time, we’re also seeing that babies have self-motivated concerns too,” Sommerville said.
Forty white 15-month-old babies sat on their parents’ laps while watching two white experimenters divide toys between recipients. One experimenter divided the toys equally, and the other experimenter divided the toys unequally, as shown in this video:
Later, when the babies had a chance to choose who to play with, 70 percent of the time infants preferred the experimenter who distributed the toys fairly. This suggests that when individuals are the same race as the infant, babies favor fair over unfair individuals as playmates.
Watch an example of a “choice trial,” when a baby chose between two experimenters:
Next, Sommerville and her team asked a more complex question. What would happen when individuals who were of the same race as the infant actually stood to benefit from inequity?
In a second experiment, 80 white 15-month-old infants saw a fair and an unfair experimenter distribute toys to a white and to an Asian recipient. Half the babies saw the unfair experimenter give more to the Asian recipient; and the other half of babies saw the experimenter give more to the white recipient.
When it came time to decide a playmate, infants seemed more tolerant of unfairness when the white recipient benefited from it. They picked the fair experimenter less often when the unfair experimenter gave more toys to the white recipient versus the Asian recipient.
“If all babies care about is fairness, then they would always pick the fair distributor, but we’re also seeing that they’re interested in consequences for their own group members,” Sommerville said.
The findings imply that infants can take into account both race and social history (how a person treats someone else) when deciding which person would make a better playmate.
“Babies are sensitive to how people of the same ethnicity as the infant, versus a different ethnicity, are treated – they weren’t just interested in who was being fair or unfair,” said Monica Burns, co-author of the study and a former UW psychology undergraduate student. She’s now a psychology graduate student at Harvard University.
“It’s interesting how infants integrate information before choosing who to interact with, they’re not just choosing based on a single dimension,” she said.
Sommerville is quick to point out that her findings do not mean that babies are racist. “Racism connotes hostility,” she said, “and that’s not what we studied.”
What the study does show is that babies use basic distinctions, including race, to start to “cleave the world apart by groups of what they are and aren’t a part of,” Sommerville said.
The study was funded by a Psychology of Character grant from Wake Forest University.
###
For more information, contact Sommerville at sommej@uw.edu.

If one wants to make people’s heads explode, then mention Black conservative, Thomas Sowell. Better yet, quote him. Is the sound moi hears little explosions all over the blogosphere? Sowell has written an interesting piece, The Education of Minority Children©

While there are examples of schools where this happens in our own time– both public and private, secular and religious– we can also go back nearly a hundred years and find the same phenomenon. Back in 1899, in Washington, D. C., there were four academic public high schools– one black and three white.1 In standardized tests given that year, students in the black high school averaged higher test scores than students in two of the three white high schools.2
This was not a fluke. It so happens that I have followed 85 years of the history of this black high school– from 1870 to 1955 –and found it repeatedly equalling or exceeding national norms on standardized tests.3 In the 1890s, it was called The M Street School and after 1916 it was renamed Dunbar High School but its academic performances on standardized tests remained good on into the mid-1950s.
When I first published this information in 1974, those few educators who responded at all dismissed the relevance of these findings by saying that these were “middle class” children and therefore their experience was not “relevant” to the education of low-income minority children. Those who said this had no factual data on the incomes or occupations of the parents of these children– and I did.
The problem, however, was not that these dismissive educators did not have evidence. The more fundamental problem was that they saw no need for evidence. According to their dogmas, children who did well on standardized tests were middle class. These children did well on such tests, therefore they were middle class.
Lack of evidence is not the problem. There was evidence on the occupations of the parents of the children at this school as far back in the early 1890s. As of academic year 1892-93, there were 83 known occupations of the parents of the children attending The M Street School. Of these occupations, 51 were laborers and one was a doctor.4 That doesn’t sound very middle class to me.
Over the years, a significant black middle class did develop in Washington and no doubt most of them sent their children to the M Street School or to Dunbar High School, as it was later called. But that is wholly different from saying that most of the children at that school came from middle-class homes…. http://www.tsowell.com/speducat.html

Sowell ends his article with the following thoughts:

Put bluntly, failure attracts more money than success. Politically, failure becomes a reason to demand more money, smaller classes, and more trendy courses and programs, ranging from “black English” to bilingualism and “self-esteem.” Politicians who want to look compassionate and concerned know that voting money for such projects accomplishes that purpose for them and voting against such programs risks charges of mean-spiritedness, if not implications of racism.
We cannot recapture the past and there is much in the past that we should not want to recapture. But neither is it irrelevant. If nothing else, history shows what can be achieved, even in the face of adversity. We have no excuse for achieving less in an era of greater material abundance and greater social opportunities

The discussion has come full circle because the discussion centers on segregation and whether those children in segregated environments can succeed. This brings us to the thought that liberals are loving Black folk to death.

Related:

Michael Petrilli’s decision: An ed reformer confronts race and class when choosing a school for his kids https://drwilda.com/2012/11/11/micheal-pettrillis-decision-an-ed-reformer-confronts-race-and-class-when-choosing-a-school-for-his-kids/

The role economic class plays in college success https://drwilda.com/2012/12/22/the-role-economic-class-plays-in-college-success/

The ‘school-to-prison pipeline’ https://drwilda.com/2012/11/27/the-school-to-prison-pipeline/

Trying not to raise a bumper crop of morons: Hong Kong’s ‘tutor kings and queens’ https://drwilda.com/2012/11/26/trying-not-to-raise-a-bumper-crop-of-morons-hong-kongs-tutor-kings-and-queens/

Where information leads to Hope. © Dr. Wilda.com

Dr. Wilda says this about that ©

Blogs by Dr. Wilda:

COMMENTS FROM AN OLD FART© http://drwildaoldfart.wordpress.com/

Dr. Wilda Reviews © http://drwildareviews.wordpress.com/

Dr. Wilda © https://drwilda.com/