SY316 Lecture Notes - Lecture 11: Microfoundations, Color Blindness
Document Summary
Unequal attainment: indigenous people: major patterns of disparities, gender, race, and sexual explanations. Racial and ethnic variations: ca(cid:374)ada is (cid:858)(cid:373)osai(cid:272)(cid:859) (cid:373)utlti(cid:272)ultu(cid:396)al, (cid:396)a(cid:272)e(cid:859)s (cid:272)a(cid:374) (cid:271)e the(cid:373)sel(cid:448)es, we are different from the states. Assumed that they will become with the society. Theoretical predictions: functionalists: (cid:272)o(cid:373)(cid:373)o(cid:374) s(cid:272)hool (cid:272)o(cid:373)pels s(cid:272)hools to (cid:271)e (cid:858)(cid:272)olou(cid:396) (cid:271)li(cid:374)d(cid:859, neo-marxist: schools reproduce inequality, not mobility (cid:858)(cid:859)li(cid:373)ited (cid:272)o(cid:373)pe(cid:374)satio(cid:374) (cid:373)odel : schools can partially counteract some inequalities. Today we have immigrants who have surpassed his assumptions. Portrayed ethnic groups being arranged on a hierarchy of privilege. He says: top british, europen, bottom: visibile minorities (cid:858)a(cid:271)ella(cid:859) i(cid:373)age. Whites at the top, everyone else on the bottom. Involuntary minorities: did not have a choice of immigrating to canada, ex. Refugees, indigenous (pushed into a minority position), slaves. Interpret cultural differences as markers of collective identity to be maintained, not as barriers to be overcome. Schools as vehicles for upward mobility, for the economic opportunities sought through immigration.
