"Inequality" by Christopher Jencks: Four Critical Reactions. IRCD Bulletin, Volume 9, Number 1, January 1973.

Sonst. Personen	Gordon, Edmund W. (Hrsg.)
Institution	ERIC Clearinghouse on Urban Education, New York, NY.
Titel	"Inequality" by Christopher Jencks: Four Critical Reactions. IRCD Bulletin, Volume 9, Number 1, January 1973.
Quelle	(1973), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Economic Opportunities; Educational Environment; Educational Opportunities; Educational Policy; Educational Programs; Equal Education; Income; Policy Formation; Political Issues; Program Evaluation; Public Policy; Social Change; Social Structure; Socioeconomic Status + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsangebot; Bildungschance; Politics of education; Bildungspolitik; Einkommen; Politische Betätigung; Politischer Faktor; Programme evaluation; Programmevaluation; Öffentliche Ordnung; Sozialer Wandel; Sozialstruktur; Socio-economic status; Sozioökonomischer Status
Abstract	The publication of "Inequality" by Christopher Jencks last fall occasioned a storm of controversy, especially among those in education. The findings of the Harvard professor rejected a sacred cow--that there is any correlation between one's education and income. Meeting at Teachers College, Columbia University recently for the expressed purpose of examining Jencks' study were four educators: Gertrude S. Goldberg and Nicolaus Mills, Scholars in Residence at ERIC/IRCD, and Joseph Grannis and David Wilder, Professors of Education at Teachers College. Goldberg examines two basic questions: whether Jencks has shown that school reform is a poor strategy for reducing economic inequality and how, if not as an anti-poverty measure, equal educational opportunity is to be justified. Mills maintains that although we can agree with Jencks in some respects, utimately this book extraordinarily misleading, in terms of what it suggests and in terms of what it cites as evidence. Wilder states that his chief problem with the book is that the focus of research is not on how one might improve schools or education but rather on how we can use the schools to do what he does not think they are supposed to be doing: namely, improving the distribution of economic rewards in our society. Grannis points out that the book does not address the vital questions: What part might the schools play in the reconstruction of society? Dare the schools build a new social order? (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01