Gieger R. Final Exam 4632

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St. Petersburg College *

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4632

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Sociology

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May 24, 2024

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1. Explain how the demand for teachers changed in relation to demographics since the 1960’s and will continue to change in the future? Discuss the history and the current status of Bilingual education in the United States. The demand for teachers changed in relation to demographics since the 1960’s due to shifting population. During that time, the population grew quickly creating a “boom mentality,” and leaving a huge need for teachers which then prompted the development of additional schools and the surge for teacher training programs. But as "A Sociology of Education; A Systemic Analysis" explains, these expansions were followed by collapses, which led to employment losses, school closures and dropping financial support for schools. On the other hand, we can see that the need for teachers has been impacted by demographic shifts such an increase in immigration and birthrates. For example, a culturally varied teaching workforce is required because of the substantial rise in school enrollments that has resulted from the fastest growing ethnic group which is the Hispanic population. The textbook stresses the importance for educators who can enable lifelong learning and convey technological expertise. Moreover, the complex evolution of bilingual education in the United States can be attributed to several social and academic challenges. Although later policies have changed, the Bilingual Education Act of 1968, as stated in the textbook, provided federal financing for bilingual programs. As a result of continuous discussions over language learning and language variation, bilingual education systems currently differ throughout states and school districts. Bilingual education is still essential to ensure equal access to education and achievement in school for all children, even as the student demographic continues to broaden.

2. What are some of the issues, concerns, and questions involved in the issue of legitimate knowledge? What are your best ideas to work towards solving these issues. As emphasized in "The Sociology of Education: A Systematic Analysis," there are a number of important problems and concerns with the idea of "legitimate knowledge." For instance, the fundamental relationship between power and knowledge is one primary obstacle. Some groups might have more influence over the creation and sharing of knowledge, which may lead to the isolation of other people's viewpoints and the elevation of their own. Moreover, due to the possibility of prejudice, this calls into doubt the impartiality of knowledge claims. As a result of power disparities, different viewpoints are often disregarded when deciding what is considered legitimate knowledge. It might be difficult to identify and validate information derived from insignificant sources due to diversity within the classroom. To tackle these problems, it is imperative to promote openness, thoughtful instruction, community participation, inclusivity, and technology regulation. 3. What is the “hidden curriculum” and how does it change when viewed through the lens of a functionalist or conflict perspective? The phrase "hidden curriculum" refers to an alternative set of "Three Rs": rules, routines, and regulations. Since Philip Jackson first proposed this theory in his groundbreaking 1968 book Life in Classrooms , educators, sociologists, and psychologists who want to highlight the issues surrounding the informal educational system have embraced it. The hidden curriculum is seen as an essential and advantageous aspect of the educational system by the functionalist viewpoint. This places a strong emphasis on harmony and social cohesion. The hidden curriculum teaches students how to work together and learn collective values. On the other hand, when looking at

this through a conflict perspective it seems to have a different outlook. They view rules and laws as tools used by those in positions of authority to control us and exert power and privilege. However, what unites these two viewpoints, though, is the way that one trains a group to blend in with society at large. Thus, teachers and lawmakers can strive to create more fair and equal learning environments by grasping these ideas. 4. What is the “boy problem” and how can it be addressed in a classroom? The Phrase “boy problem” draws attention on the idea that boys are receiving disadvantages in the educational system. Although boys are encouraged to express themselves critically and creatively, they face the risk of punishment for disruptive behavior. Girls, on the other hand, are more likely to receive positive reinforcement rather than punishment. For instance, there are worries about the fact that boys are much more likely than girls to be labeled as hyperactive, be enrolled in special education programs, and get suspended from school. According to some experts, boys' brains have more "weird" cortical areas than girls' when it comes to spatial and mechanical processing. Boys are at risk because girls lay a greater structural focus on language processing whereas boys require more intensive stimuli. When addressing this in the classroom is it important for teachers to understand the differences in the way a boy learns versus a girl. In fact, the teachers should create assignments tethered to each students’ unique abilities. We know that everyone learns differently, however, when placing boys and girls in groups together and allowing them to express their own thought and opinions it can help them to feel a sense of accomplishment and confidence. Teachers can do this by creating positive learning environments and allowing for collaboration in the classroom. Moreover, it is important for students to receive constructive criticism in a way that shows the students efforts and where they can fix their

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mistakes for next time. All in all, the educator’s main priority is the students so making sure boys have a place to think outside the box and learn in their own way will benefit them in the long run. 5. Why do differences in language socialization matter in predicting performance in schools? Differences in language socialization matter when predicting performance at school because how a child was raised, and their background has a lot to do with their academic standing. Studies suggest that children raised in high-income homes and receive language practice have twice as large vocabularies than children from poor families (Hart and Risley,1995). Early reading and math achievement gaps based on parental income show that this language advantage translates into higher academic readiness. Moving beyond academic readiness, language socialization can play a part in how teachers and students interact. Statistics show that early literacy abilities are more developed in kids who were exposed to reading and storytelling as early as possible. This plays a role in classroom dynamics because children from upper-middle- class families are more likely to interact with the teacher and ask for help when needed versus children from working-class families. Thus, when there are differences in language socialization it gives the students unfair starting points when entering school.

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