An Affluent Society's Excuses for Inequality: Developmental, Economic, and Educational. ERIC-IRCD Urban Disadvantaged Series, Number 35, January 1974.

Autor/inn/en	Gordon, Edmund W.; Green, Derek
Institution	ERIC Clearinghouse on Urban Education, New York, NY.
Titel	An Affluent Society's Excuses for Inequality: Developmental, Economic, and Educational. ERIC-IRCD Urban Disadvantaged Series, Number 35, January 1974.
Quelle	In: American Journal of Orthopsychiatry, 44 (1974) 1, S.4-18 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Academic Achievement; Academic Aptitude; Bias; Book Reviews; Disadvantaged Environment; Economic Opportunities; Educational Opportunities; Environmental Influences; Heredity; Intelligence Differences; Literature Reviews; Racial Differences; Social Differences; Social Mobility; Socioeconomic Status + Suchen Sie Ihr Suchwort? Schulleistung; Book reviewing; Book review; Rezension; Bildungsangebot; Bildungschance; Environmental influence; Umwelteinfluss; Erblichkeit; Rassenunterschied; Sozialer Unterschied; Soziale Mobilität; Socio-economic status; Sozioökonomischer Status
Abstract	Those of us who are committed to the pedagogical enterprise are called upon to re-examine, clarify, and perhaps justify the presuppositions, methods, and goals that provide the framework within which education and development are carried on. Recent publications by several writers have reintroduced notions that demand critical examination, particularly with reference to the processes of education, schooling, and upward mobility of people of low status in our society. These works have been the basis of recent attempts to use educational and behavioral science data to support the assertion that schooling can make little difference in the efforts of low-status people to achieve equality or a fair chance at survival. Two primary lines or argument have been advanced: (1) it is asserted that some ethnic groups or races are genetically inferior to others and thus are incapable of benefiting from schooling to the same extent as are the others. Among the scholars whose work has been used to support this position are Eysenk, Herrnstein, Jensen, and Shockley; and (2) it is asserted that schools make little difference and are not effective forces in changing the life chances of the pupils who pass through them. Among the scholars whose works have been used to support this position are Coleman and Jencks. What is more important than how these scholars feel and what may be their motives is what the media try to tell us about the meaning of this work and what the society decides to do about the problems at which their work is directed. (Author/JM)
Anmerkungen	Dr. Edmund W. Gordon, Department of Applied Human Development and Guidance, Box 75, Teachers College, Columbia University, New York, N.Y. 10027 (reprints only; no charge)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01