3 resultados para SOCIAL MOBILITY
em Duke University
Resumo:
*Designated as an exemplary master's project for 2015-16*
The American approach to disparities in educational achievement is deficit focused and based on false assumptions of equal educational opportunity and social mobility. The labels attached to children served by compensatory early childhood education programs have evolved, e.g., from “culturally deprived” into “at-risk” for school failure, yet remain rooted in deficit discourses and ideology. Drawing on multiple bodies of literature, this thesis analyzes the rhetoric of compensatory education as viewed through the conceptual lens of the deficit thinking paradigm, in which school failure is attributed to perceived genetic, cultural, or environmental deficiencies, rather than institutional and societal inequalities. With a focus on the evolution of deficit thinking, the thesis begins with late 19th century U.S. early childhood education as it set the stage for more than a century of compensatory education responses to the needs of children, inadequacies of immigrant and minority families, and threats to national security. Key educational research and publications on genetic-, cultural-, and environmental-deficits are aligned with trends in achievement gaps and compensatory education initiatives, beginning mid-20th century following the Brown vs Board declaration of 1954 and continuing to the present. This analysis then highlights patterns in the oppression, segregation, and disenfranchisement experienced by low-income and minority students, largely ignored within the mainstream compensatory education discourse. This thesis concludes with a heterodox analysis of how the deficit thinking paradigm is dependent on assumptions of equal educational opportunity and social mobility, which helps perpetuate the cycle of school failure amid larger social injustices.
Resumo:
A previous genome-wide association study (GWAS) of more than 100,000 individuals identified molecular-genetic predictors of educational attainment. We undertook in-depth life-course investigation of the polygenic score derived from this GWAS using the four-decade Dunedin Study (N = 918). There were five main findings. First, polygenic scores predicted adult economic outcomes even after accounting for educational attainments. Second, genes and environments were correlated: Children with higher polygenic scores were born into better-off homes. Third, children's polygenic scores predicted their adult outcomes even when analyses accounted for their social-class origins; social-mobility analysis showed that children with higher polygenic scores were more upwardly mobile than children with lower scores. Fourth, polygenic scores predicted behavior across the life course, from early acquisition of speech and reading skills through geographic mobility and mate choice and on to financial planning for retirement. Fifth, polygenic-score associations were mediated by psychological characteristics, including intelligence, self-control, and interpersonal skill. Effect sizes were small. Factors connecting DNA sequence with life outcomes may provide targets for interventions to promote population-wide positive development.
Resumo:
This article provides materials for an institutional history of academic Hungarian Orientalism through the life of Gyula Germanus (1884-1979). Using hitherto unexploited archives, this text explores his education, integration into academia, and career up to 1939. I argue that Germanus was an assimilated Hungarian of Jewish origin with a strong loyalty to the state. His two conversions - to Calvinism in 1909 and to Islam in 1930 - also transformed him from a minor Turkologist into a popularly acclaimed Arabist. This study demonstrates that academic Orientalism as a national science was a contested vehicle of social mobility in the Hungarian transition from an imperial to a nation-state setting.© 2014 koninklijke brill nv, leiden.
