Despite education reform efforts to improve the quality of education in urban lower-income areas, a continued correlation between social status and academic achievement that disproportionately disadvantages those from a lower class background remains. This thesis explores the connection between social class and the meanings placed upon education and presents a number of distinguishing elements that middle class and working-class individual's value about education in a predominantly white working-class urban neighborhood in the Midwest. More specifically, while both middle-class and working-class individuals espoused a value for parent involvement, "caring" or quality teachers, and relevant curriculums, unique schemas and meanings were evoked by each of these elements. For example, the meaning of a "caring" teacher was different for each group as each looked for different attributes as signs or markers of quality. / Department of Anthropology
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:handle/187928 |
| Date | January 2005 |
| Creators | Pfeiffer, Elizabeth J. |
| Contributors | Merten, Don E. |
| Source Sets | Ball State University |
| Detected Language | English |
| Format | ii, 112 leaves ; 28 cm. |
| Source | Virtual Press |
| Coverage | n-usc-- |
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