Ballantine
and Spade,
Schools
and
Society
5th
Edition
Instructor
Resource
1. Why are racially segregated schools still shown to be unequal in
student achievement? What accounts for the differences in achievement
levels between schools?
2. How is educational tracking related to the selection function of
schools?
3. What is the difference between “within–school segregation” and
“between school segregation”? Give two examples for each.
4. Explain why middle–class children participate in more activities
outside of school than their working class peers?
5. Explain what is meant by the “duality” between students and courses.
6. What are the limitations of previous explanation of racial
inequality in educational outcomes and what does Persell propose
instead?
7. Describe what is meant by the black–white racial gap in education
and provide practices or policies that you would recommend to decrease
this gap.
8. Describe what is meant by the two dilemmas Mickelson describes in
her article and provide practices or policies that you think can be
used to try to resolve one of these dilemmas.
9. The practice of offering courses at different levels of difficulty
within subject area is an example of:
10. Brown vs. the Board of Education of Topeka, Kansas stated that:
11. According to Logan, Minda, and Adar, studies have shown that:
12. According to Logan, Minda, and Adar, when controlling for all other
variables, it’s shown that ________ is the greatest indicator of a
school’s achievement level.
13. According to Ferrare, organization of course–taking corresponds to
primary divisions of:
14. According to Ferrare, patterns of courses taking for courses like
art, keyboarding, and music are considered to be:
15. What is not a reason that middle–class parents gave when asked why
they support their children in structured activities:
16. Bennett, Lutz, Jayaram found that:
17. Morris in the article “Rednecks, Rutters and Rithmetic,” felt
hegemonic masculinity was related to:
18. Which of the following is NOT an explanation of racial inequality
in educational achievement as described by Persell?
19. As described in the Persell article, Hernstein and Murray’s Bell
Curve provides an argument in support of __________ explanations for
racial inequality in education.
20. Tracking and ability grouping influences students’ exposure to the:
21. According to Mickelson, males continue to outnumber women in
___________ programs.
22. Which is NOT an explanation used by Mickelson for the gender gap in
education?
23. One of the reasons Mickelson gives for why boys don’t do as well in
schools as girls is:
24. Minorities often attend different schools than majorities.
25. Studies have found that immigrant students typically have lower
educational outcomes than native born students.
26. According to Ferrare, a typical contemporary high school in the
United States will unequally distribute students into curricular
positions that are associated with gender.
27. Middle–class parents like to have their children engage in
activities because of the future opportunities that it could give to
them.
28. Outside of school, working–class children are more likely to be
engaged in religious based activities than their middle–class peers.
29. Schools always serve to level class differences by offering
structured activity participation that are tied to individual schools.
30. Students in the Texas high school studied by Morris used “rutter”
as a positive identity and “redneck” as a negative identity.
31. According to Persell, Black students value education at least as
much as White students.
32. Academic achievement of Blacks is more likely to be influenced by
the racial composition of the school/community than is academic
achievement for Whites.
33. Mickelson finds that males from higher social class backgrounds do
just as well as females in terms of academic achievement.
34. Mickelson reported that males do better than females on SAT tests.