SOLVED

11.What did Coleman’s 1966 report determine about school achievement? a.The single most important criterion for school achievement was socioeconomic status. b.His report did not find evidence that predominantly minority schools provide worse education. c.Funding alone has a tremendous impact on academic quality. d.Teacher attitudes are largely immaterial to school quality. 12.Which of the following is/are (a) logical conclusion(s) based on both Coleman’s 1966 report on education and recent data? a.The most important criterion for school achievement is socioeconomic status. b.Parental education is the most powerful predictor of a child’s success in school. c.Upper- and middle-class children still achieve at higher levels than do working- and lower-class children. d.all of the above 13.If you were a conflict theorist, with which of the following statements would you AGREE? a.Children from lower class homes need only a boost in self-esteem to help motivate them to succeed. b.Changing the home environment to one that encourages education has a major impact on children’s success in school. c.Schools in lower class areas function primarily as institutions for social control and conformity rather than for achievement and innovation. d.all of the above 14.A __________ might be heard to say about education that, “In the name of equality and social justice, mass education offers a carrot on a stick, but very few will ever get a bite of the carrot.” a.functionalistc.symbolic interactionist b.feministd.Marxist 15.According to the Marxist position on education in the U.S.: a.educational content is intentionally designed by the upper class to perpetuate their dominance as a capitalist economic elite. b.the educational curriculum is designed by middle class administrators who have no idea how a curriculum should be designed to motivate lower-class children to succeed. c.the schools need to expand their boundaries and go into the homes of lower-class students to teach the parents methods to motivate their children. d.all of the above 16.According to the conflict view, the hidden curriculum in American schools is designed to: a.teach children traditional cultural values. b.ensure that class position is maintained from one generation to the next. c.encourage creativity and decision making to upper-class students. d.ensure that the schools create a more educated working class. 17.The practice of grouping children according to an assessment of their ability is called: a.discrimination.c.tracking. b.affirmative action.d.compensation. 18.According to __________, schools put girls at a major disadvantage in the opportunity to compute economically. a.conflict theoryc.the functionalist perspective b.symbolic interactionismd.the developmental approach 19.Which of the following best describes the symbolic interactionist view of the hidden curriculum in schools? a.It encourages creativity and decision making to upper class students. b.It ensures that class position is maintained from one generation to the next. c.It can produce a negative label which may lead to a self-fulfilling prophecy. d.It ensures that the schools create a more educated working class. 20.Symbolic interactionists use the term __________ to describe the process where behavior is modified as a result of a label, but then continues to be modified in a never-ending process; new labels produce new behavior in an ongoing process. a.end point fallacyc.reciprocal fallacy b.processual labelingd.labeling reciprocity