https://padlet.com/gentaito/zg5lh9mkwzcl Is schooling in the U.S. unequal? en-us 2018-03-18 03:46:30 UTC 2024-04-07 04:18:48 UTC hello@padlet.com gentaito https://padlet.com/gentaito/zg5lh9mkwzcl/wish/243140587 My answer is... Yes! 
After reading resources given in this class, I realized that schooling in the U.S. is unequal.
Also, it is clear that all of three; race, class, and sexuality, contribute to create  the inequality.]]> 2018-03-18 03:54:48 UTC https://padlet.com/gentaito/zg5lh9mkwzcl/wish/243140587 gentaito https://padlet.com/gentaito/zg5lh9mkwzcl/wish/243141389 Key Points:
- “High achieving” countries, such as Finland, Canada, Hong Kong and Japan, have apparently concluded that tracking is fundamentally inconsistent with having all students meet the same high academic standards. 

- In the U.S.,Most of students in the high-level courses were white students and higher-class students . On the other hand, low-track classes were borne most heavily by students of color and  low-income students. Students' race and class largely related to track placement. 

Conclusion:
- Tracking is not a good way all students to meet the same high academic achievement. 

- In the U.S., there is a clear relationship among race, class, and track placement. Tracking is a perfect way to create segregation.


]]> 2018-03-18 04:12:51 UTC https://padlet.com/gentaito/zg5lh9mkwzcl/wish/243141389 gentaito https://padlet.com/gentaito/zg5lh9mkwzcl/wish/243144368 Key Points:
- The reading shows the difference between the four types of schools; 1.Working-class school, 2.Middle-class schools, 3. Affluent professional school, and 4. Executive elite school.

1. Working-class school
Students in working-class school were not taught their own history. The students received little social information and little critical understanding of the world. The schools emphasized on mechanical behaviors. The behaviors created work force followed the rules.

2. Middle-class school
Knowledge could be exchanged for good grades and college or a job.  The school focused on “commodification of knowledge.” and production for community. The knowledge taught in the school was not individualistic.

3. Affluent professional school
Students in affluent professional school were taught their own history. The school focused on individualism and personal gain. Main knowledge taught in the school was individual discovery and creativity or personal activity.

4. Executive elite school
The school focused on intellectual processes such as reasoning and problem solving. The knowledge taught in the school was less personal activity than affluent professional school. Knowledge resulted from following rules of good thought, from rationality and reasoning.

Conclusion:
- There are clear differences between the four types of schools. The knowledge that students can get from their school depends on which type of school the students go. It is obvious that there is a relationship between social class and the knowledge students can receive.
 ]]> 2018-03-18 05:23:12 UTC https://padlet.com/gentaito/zg5lh9mkwzcl/wish/243144368 gentaito https://padlet.com/gentaito/zg5lh9mkwzcl/wish/243146392 Key Points:
 - The purpose of mixed-income schools and housing is reducing inequality in education and housing by dismantling or rehabilitating public housing for very low-income people and replacing it with privately owned or managed mixed-income developments.

- In fact, only people with money can afford the replaced housing and low-income people will be pushed out from the city.

Conclusion:
- Mixed-income policies are unlikely to reduce inequality in education and housing.  

- Only wealthy people can receive the benefit of the mixed-income policies. Social class largely relates to the mixed-income policies.]]> 2018-03-18 06:16:04 UTC https://padlet.com/gentaito/zg5lh9mkwzcl/wish/243146392 gentaito https://padlet.com/gentaito/zg5lh9mkwzcl/wish/243154003 Key Points:
- The three readings; 1. "Learning Silence", 2. "Toeing the Line", and 3. "The Danger of Desire", show how sexuality contribute inequality of education.

1. "Learning Silence"
It describes the difference between male students and female students. Male students have a great power and dominate the class, while female students worry to have a wrong answer and hesitate to participate in the class.

2. "Toeing the Line"
The girls in the class are expected to be “good” students. Teachers want them to be nice, quiet, and obedient. In addition, today’s girls must be perfectly smart.

3. "The Danger of Desire"
At puberty, not only boys, but also girls have desire. However, the girls are expected to be pure, and unleashing their sexuality is difficult. To unleash the sexuality is treated as “sluts” for female students, whereas it is treated as just “player” for male students.

Conclusion:
- Adults' expectation, pressure, and judgment impact on girls' lack of self-esteem in school.

- Sexuality relates to inequality of education.

]]> 2018-03-18 08:20:09 UTC https://padlet.com/gentaito/zg5lh9mkwzcl/wish/243154003 gentaito https://padlet.com/gentaito/zg5lh9mkwzcl/wish/243157237 1. Race
There is little or no racial diversity in Japanese schools, so I have not seen inequality due to race.
2. Class
In Japan, it is important to go to a privately run school that children attend outside normal school hours to supplement school learning or prepare for entrance exam. Students from low-income family cannot go there and it creates the achievement gap.

3. Sexuality
Similar to the reading "The Toeing Line", female students are likely to be expected to be nicer, quieter, and better behaved than male students.

Conclusion:
- Even though there is less racial segregation than the U.S., class and sexuality relate to inequality of education even in Japan.

]]> 2018-03-18 08:58:34 UTC https://padlet.com/gentaito/zg5lh9mkwzcl/wish/243157237 gentaito https://padlet.com/gentaito/zg5lh9mkwzcl/wish/243159234 Oakes, Jeannie. “Keeping Track: Structuring Equality and Inequality in an Era of  Accountability.” Teachers College Record 110, no. 3 (2008): 700-712.

Anyon, Jean. “Social Class & School Knowledge.” Curriculum Inquiry 11, no.1 (1981): 3-42.   

Lipman, Pauline. “Mixed-Income Schools and Housing: Advancing the Neoliberal Urban Agenda.” Journal of Education Policy 23, no.2 (March 2008): 119-34.

Orenstein, Peggy. “Learning Silence,” “Toeing the Line,” and “The Danger of Desire.” InSchoolgirls: Young Women, Self-Esteem, and the Confidence Gap, 3-21, 33-38, 52-59. New York: Random House, 1994.]]> 2018-03-18 09:22:27 UTC https://padlet.com/gentaito/zg5lh9mkwzcl/wish/243159234 gentaito https://padlet.com/gentaito/zg5lh9mkwzcl/wish/243266214 2018-03-18 22:25:15 UTC https://padlet.com/gentaito/zg5lh9mkwzcl/wish/243266214