本书原定价190.00美元，净重580克，馆藏自然旧。【图书分类：美国教育事业之教育制度】Equal access to education is an important American ideal, yet for many years it has been unavailable to a large number of Americans living in impoverished communities. Biddle gives an insightful progress report on today's educational system.
Contents： 1. Poverty, Ethnicity and Achievement in American Schools: Bruce J. Biddle; 2. First Person Plural: Education as Public Property: Peter W. Cookson Jr; 3. Poverty, Welfare Reform, and Children's Achievement: Greg J. Duncan and Jeanne Brooks-Gunn; 4. Linking Bordieu's Concept of Capital to the Broader Field: The Case of Family-School Relationships: Annette Lareau; 5. Defensive Network Orientations as Internalized Oppression: How Schools Mediate the Influence of Social Class on Adolescent Development: Ricardo D. Stanton-Salazar: 6. Family Disadvantage, The Self, and Academic Achievement: David DuBois; 7. Policy, Poverty and Capable Teaching: Assumptions and Issues in Policy Design: Michael S. Knapp; 8. Social Class, Poverty and Schooling: Social Contexts, Educational Practices and Policy Options: Peter M. Hall
Synopsis： This volume provides both a review and a set of essays concerned with one issue in American education - the effects of poverty and social class upon and within schools. On the one hand, equal access to education is an important American ideal, yet on the other, it has been obvious for many years that a quality education and good schools are unavailable to a large number of Americans who live in impoverished communities. The contributors offer information about student disadvantage, in particular relating to poverty, and outcomes in schools, while acknowledging the complexity of the issues and calling for more research. Each chapter acts as a progress report for a rapidly developing subfield of effort concerned with poverty, other forms of disadvantage, and education. The contributors are all outstanding scholars representing the fields of education, sociology and physiology.
About the Author： Bruce J. Biddle is Professor of Psychology and Sociology at the University of Missouri-Columbia. A graduate of Antioch College, he spent a year studying sociology at the University of North Carolina-Chapel Hill and then completed his Ph.D. (social psychology) at the University of Michigan. His research focuses largely on role theory, the role of the teacher, classroom interaction, adolescent decision making, the utilization of research knowledge in education, and the recent attack on public education in America.
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