Curriculum, Credentials, and the Middle Class: A Case Study of a Nineteenth Century High School
Опубликовано на портале: 30-01-2003
Sociology of Education.
1986.
Vol. 59.
No. 1.
P. 42-57.
Тематические разделы:
This historical case study of a prominent nineteenth-century high school analyzes
one example of the development of the hegemonic curriculum. This developmental process
hinged on the complex relationship between the high school and its middle-class constituency,
a relationship that was mediated by the market in educational credentials. Shaped
by bourgeois ideological principles (merit, self-discipline, and utility), the curriculum
of the mid-1800s provided the school's middle-class constituents with a valuable
form of symbolic wealth: i.e. educational credentials. However, by the 1880s the
market in educational credentials changed. Alternative suppliers appeared on the
scene, and the middle class began looking beyond a high school diploma to the acquisition
of professional credentials. This market pressure forced the high school to revamp
its course of study. What emerged was a version of the modern hegemonic curriculum,
in which knowledge is stratified, academic, and appropriated through individual competition.
Ключевые слова
class credentials education high school inequality market middle class mobility occupation poverty social stratification status
См. также:
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American Sociological Review.
1959.
Vol. 24.
No. 6.
P. 772-782.
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