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Date: 07-01-2015

Class: EDGI 508

Drexel University

Barret Fabris

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Even though this video does not address race, it does a great job explaining the differences between male and female students.

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The state of gender equality in education

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- In 1996 8.4 million females enrolled in college and only 6.7 million men. Women also had higher grades and a higher graduation rate.

- In 1990s almost twice as many African American women earned a college degree than African American males.

-In 2000 44% of Latina women graduated vs.35 % of Latino men graduated.

-In 2000 49 % of Black women graduated vs. 39% of Black men.

***Prediction: "In 2007 the gender gap will reach 2.3 million, with 9.2 million enrolled in U.S colleges compared with 6.9 million men"

-Although we are looking at her study in 2015, this prediction was extremely relevant in 2003. This was one of the main reasons why she decided to conduct this study.

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EPISTEMOLOGY- Race- Gender Experience Framework 

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EPISTEMOLOGY- Race- Gender Experience Framework 

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Race-gender experience framework has 2 Central Concepts.

1) Race-Gender Experiences : Social experiences that happen

when men and women are in a public setting.

2) Race-Gender Outlook: Life perspectives and attitudes on how social mobility is attained.

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Race-gender experience framework studies how these differences in race-gender experiences and race-gender outlook have shaped the lives of second generation immigrants. Lopez argues that these differences in education are not because men and women are different, but because they are preserved differently.

(Page 6)

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1. How is second generation assimilation into American mainstream?

2. How do they experience dance and gender in everyday life?

3.How do radicalized and gendered experiences shape their perspectives?

4.How do public race-gender experiences differ from men and women?

5.How do formal and informal institutional practices within schools "race" and "gender" students?

6. What is the impact of race and gender in the work place?

7.How can we create more opportunities to help fix these inequalities in education, particularly in poor urban schools?

(Pages 5-6)

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1) Lopez uses qualitative data and surveys because it "can provide important information about individual outcomes on certain measures". For example marital status, labor market participation and educational attainment.

2) Lopez used the focus groups to help provide themes and it allowed her to be able to look at different educational issues because the groups were from an urban school, CUNY.

3) Because the surveys force participants to choose from a small amount of choices they can sometimes neglect personal experiences that are important to this study. Because of this reason Lopez decided to conduct observations and interviews. She was able to collect real life experiences of the students she was studying and was able to link their experiences to the data that she had collected.

(Pages 8-9)

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1) Electric Research Design using data sources over a 2 year period of time.

2) Focus Groups with students from CUNY.

3)Interviews that lasted about 2 hours.

4) 6 Month observations in an Urban high school and a neighborhood high school in New York City.

(Pages 8-9)

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In the beginning of the article Lopez explains that she noticed that there were more girls graduating than boys at a graduation that she attended. After she discusses her personal experience that sets up the reason why race and gender disparity should be examined.

Page 1

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EPISTEMOLOGY- Segmented Assimilation Theory 

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EPISTEMOLOGY- Segmented Assimilation Theory 

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Segmented Assimilation Theory- There are three distinct paths that a immigrant could fall into.

1) They would assimilate into white mainstream middle class society and continue to gain more wealth.

2) They would assimilate into a racially stigmatized lower class and continue to become poor.

3) They may preserve their immigrant identity and still climb up the ladder or social class. (Page 4)

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Problems with Segmented Assimilation Theory-

1) Does not explore how second generation is assigned racial meaning. It assumes that race is operated simply as a color.

2) Gender is treated as an independent veriable and not a "central analytical focus of inquiry."

(Page 5)

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Lopez states her research goals very clearly in the beginning of her article. She is interested in finding out why gender and race gaps in education are still continuing. On page 3 she states "This book grew out of a compelling need to understand the dynamics that contribute to race and gender disparities in urban education". She asks the question why does this happen? Despite the fact that women historically have enrolled in schools at higher rates then men. What accounts for the race and gender disparities in education? How is that students from the same racial group who grow up in the same neighborhood, attend the same school have such different educational attainment?