 |  School and Society: Historical and Contemporary Perspectives, 4/e Stephen E. Tozer,
The University of Illinois, Chicago
Paul C. Violas
Guy Senese,
Northern Arizona University
Diversity and Equity Today: Defining the Challenge
Learning ObjectivesChapter 12 provides content and context for students to consider the following questions:
| How valid is the basic assumption that differences in children's school success are largely due to differences in children's native capacity for learning? |
| | | | In the investigation of other variables that might influence school learning, to what degree do race, ethnicity, social class, and gender play important parts? How? |
| | | | How useful is the assertion that students should be "treated as individuals" without regard to gender or cultural background? How important are gender and cultural background in shaping individual identity? |
| | | | How does the political-economic context of schooling influence learning outcomes from one generation to the next? |
| | | | How are the dimensions of social and economic inequality in this chapter related to inequalities in school experience? Does "cultural deficient" theory adequately explain these differences? |
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2002 McGraw-Hill Higher Education