Michael R Olneck
Biographic Data
| ID | 283374 |
|---|---|
| NAME | Michael R Olneck |
| GIVEN NAMES | Michael R |
| FAMILY NAME | Olneck |
| SIGNATURE | OLNECK M R |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0009-0003-4035-4372 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 143 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1974 |
| LATEST PUBLICATION YEAR | 2009 |
| H-INDEX | 8 |
What Have Immigrants Wanted from American Schools? What Do They Want Now? Historical and Contemporary Perspectives on Immigrants, Language, and American Schooling
In this article, I argue that there has been a basic continuity between what immigrants historically have sought from American schools and what contemporary immigrants seek. In neither case have immigrants sought to utilize the schools to “reproduce” or to “preserve” cultures separate from the American mainstream. Rather, immigrants have consistently sought to utilize American schooling for purposes of incorporation into a system of American ethn…
Can Multicultural Education Change What Counts as Cultural Capital
In this article I answer the question: Can multicultural education redefine or transform cultural capital? After briefly explaining the concept of cultural capital and justifying its application in an analysis of multiculturalism, I identify ways in which multicultural education may transform cultural capital. In the remainder of the article, I examine three principal dynamics that constrain the potential for multiculturalism to transform cultura…
Terms of Inclusion
Equality is conventionally understood to pertain to distributions of resources, rewards, and achievement. Adopting a view of equality that emphasizes hierarchy and belonging, I ask whether or not multiculturalism has redefined the meaning of equality in education. Through an analysis of bilingual education, community control, and multicultural education, I reach the conclusion that multiculturalism's challenges to hierarchy and to prevailing term…
The Recurring Dream
This article argues that American multicultural education as practiced in the 1970s and 1980s is, despite its rhetorical affirmation of pluralism, ideologically and symbolically akin to intercultural education as practiced in the 1940s, when pluralism did not enjoy avowed assent. If pluralism is to have a meaning distinct from mere diversity, it must recognize, in some serious manner, the identities and claims of groups as groups. Multicultural e…
Americanization and the Education of Immigrants, 1900-1925
This article interprets Americanization and civics education as symbolic action sanctioning a status order and authoritatively defining and interpreting social phenomena. It argues that symbolic reconfiguration of American civic culture, not transformation of immigrants, is the important historical consequence of the Americanization movement. Despite the emphasis that some scholars have placed on the imperatives for conformity characteristic of t…
High School Completion and Men's Incomes
This article attempts to explain why, between 1961 and 1972, as the proportion of men aged 25-34 who completed high school increased, the pecuniary effects of high school graduation rose. The authors are unable to explain the increase in terms of widening human capital differences between dropouts and graduates, queuing processes, or shifts in occupational composition and are led to conclude that as high school graduation becomes increasingly com…
Education
In the papers collected in Education: Assumptions versus History, Thomas Sowell takes a hard look at the state of education in our schools and universities. His imperative is to test the assumptions underlying contemporary educational policies and innovations against the historical and contemporary evidence.In a well-reasoned and engaging style, Sowell discusses the controversies over affirmative action, race and IQ, tuition tax credits and acade…
Origins and Destinations
Who Gets Ahead? The Determinants of Economic Success in America
Intelligence and Family Size
gence on fertility and of household size on offspring's intelligence remain the subject of public debate. Most recently, attention has centered on the decline in Scholastic Aptitude Test scores and the possible effects of the postwar baby boom. These concerns suggest that economists would do well to introduce intelligence into the household utility maximization model used to explain differential fertility. We attempt to do this here
What Makes Sammy Run? An Empirical Assessment of the Bowles-Gintis Correspondence Theory
The Bowles-Gintis correspondence theory rejects conventional explanations that stress the role of cognitive skill in explaining the link between educational attainment and occupational status or earnings. According to Bowles and Gintis, schools do not serve primarily to enhance or to certify cognitive skills necessary for the technically efficient performance of occupational roles; instead, they serve primarily to develop noncognitive characteris…
The IQ Meritocracy Reconsidered
Working with data drawn from the Project Talent and Kalamazoo Brothers samples, we test six propositions for which empirical support should be found if an IQ meritocracy governs the process of socioeconomic achievement. We find that the model of an IQ meritocracy is only partially supported. There is a trend toward decreasing direct effects of father's occupational status and family size on educational attainment and occupational status. No such …
Family Configuration and Achievement
Michael R. Olneck, David B. Bills, Family Configuration and Achievement: Effects of Birth Order and Family Size in a Sample of Brothers, Social Psychology Quarterly, Vol. 42, No. 2 (Jun., 1979), pp. 135-148
A Note on Some Evidence on the Easterlin Hypothesis
According to the Easterlin hypothesis, the positive relationship between income and fertility is dependent on relative income. The hypothesis presumes that aspirations are significantly determined by family background. If income is high relative to aspirations, individuals will tend to have more children. The definition of variables as sibling differences controls family background and yields a measure of relative income. Analyzing the Kalamazoo …
The School Achievement of Immigrant Children
Public schooling has held a central place in the mythologies celebrating the assimilation of immigrants into American life. It is no surprise then to find that the historiography of schooling and immigration has been characterized by a good deal of polemic and a paucity of data. Depending upon their political persuasions, scholars have either described the schools as an immense success in providing opportunities, or as reactionary institutions de…
Who Gets Ahead? The Determinants of Economic Success in America
Americanization and the Education of Immigrants, 1900-1925
This article interprets Americanization and civics education as symbolic action sanctioning a status order and authoritatively defining and interpreting social phenomena. It argues that symbolic reconfiguration of American civic culture, not transformation of immigrants, is the important historical consequence of the Americanization movement. Despite the emphasis that some scholars have placed on the imperatives for conformity characteristic of t…
The Recurring Dream
This article argues that American multicultural education as practiced in the 1970s and 1980s is, despite its rhetorical affirmation of pluralism, ideologically and symbolically akin to intercultural education as practiced in the 1940s, when pluralism did not enjoy avowed assent. If pluralism is to have a meaning distinct from mere diversity, it must recognize, in some serious manner, the identities and claims of groups as groups. Multicultural e…
Can Multicultural Education Change What Counts as Cultural Capital
In this article I answer the question: Can multicultural education redefine or transform cultural capital? After briefly explaining the concept of cultural capital and justifying its application in an analysis of multiculturalism, I identify ways in which multicultural education may transform cultural capital. In the remainder of the article, I examine three principal dynamics that constrain the potential for multiculturalism to transform cultura…
Family Configuration and Achievement
Michael R. Olneck, David B. Bills, Family Configuration and Achievement: Effects of Birth Order and Family Size in a Sample of Brothers, Social Psychology Quarterly, Vol. 42, No. 2 (Jun., 1979), pp. 135-148
The School Achievement of Immigrant Children
Public schooling has held a central place in the mythologies celebrating the assimilation of immigrants into American life. It is no surprise then to find that the historiography of schooling and immigration has been characterized by a good deal of polemic and a paucity of data. Depending upon their political persuasions, scholars have either described the schools as an immense success in providing opportunities, or as reactionary institutions de…
Terms of Inclusion
Equality is conventionally understood to pertain to distributions of resources, rewards, and achievement. Adopting a view of equality that emphasizes hierarchy and belonging, I ask whether or not multiculturalism has redefined the meaning of equality in education. Through an analysis of bilingual education, community control, and multicultural education, I reach the conclusion that multiculturalism's challenges to hierarchy and to prevailing term…
High School Completion and Men's Incomes
This article attempts to explain why, between 1961 and 1972, as the proportion of men aged 25-34 who completed high school increased, the pecuniary effects of high school graduation rose. The authors are unable to explain the increase in terms of widening human capital differences between dropouts and graduates, queuing processes, or shifts in occupational composition and are led to conclude that as high school graduation becomes increasingly com…
What Makes Sammy Run? An Empirical Assessment of the Bowles-Gintis Correspondence Theory
The Bowles-Gintis correspondence theory rejects conventional explanations that stress the role of cognitive skill in explaining the link between educational attainment and occupational status or earnings. According to Bowles and Gintis, schools do not serve primarily to enhance or to certify cognitive skills necessary for the technically efficient performance of occupational roles; instead, they serve primarily to develop noncognitive characteris…
A Note on Some Evidence on the Easterlin Hypothesis
According to the Easterlin hypothesis, the positive relationship between income and fertility is dependent on relative income. The hypothesis presumes that aspirations are significantly determined by family background. If income is high relative to aspirations, individuals will tend to have more children. The definition of variables as sibling differences controls family background and yields a measure of relative income. Analyzing the Kalamazoo …
The IQ Meritocracy Reconsidered
Working with data drawn from the Project Talent and Kalamazoo Brothers samples, we test six propositions for which empirical support should be found if an IQ meritocracy governs the process of socioeconomic achievement. We find that the model of an IQ meritocracy is only partially supported. There is a trend toward decreasing direct effects of father's occupational status and family size on educational attainment and occupational status. No such …
What Have Immigrants Wanted from American Schools? What Do They Want Now? Historical and Contemporary Perspectives on Immigrants, Language, and American Schooling
In this article, I argue that there has been a basic continuity between what immigrants historically have sought from American schools and what contemporary immigrants seek. In neither case have immigrants sought to utilize the schools to “reproduce” or to “preserve” cultures separate from the American mainstream. Rather, immigrants have consistently sought to utilize American schooling for purposes of incorporation into a system of American ethn…
The School Achievement of Immigrant Children
Public schooling has held a central place in the mythologies celebrating the assimilation of immigrants into American life. It is no surprise then to find that the historiography of schooling and immigration has been characterized by a good deal of polemic and a paucity of data. Depending upon their political persuasions, scholars have either described the schools as an immense success in providing opportunities, or as reactionary institutions de…
A Note on Some Evidence on the Easterlin Hypothesis
According to the Easterlin hypothesis, the positive relationship between income and fertility is dependent on relative income. The hypothesis presumes that aspirations are significantly determined by family background. If income is high relative to aspirations, individuals will tend to have more children. The definition of variables as sibling differences controls family background and yields a measure of relative income. Analyzing the Kalamazoo …
The IQ Meritocracy Reconsidered
Working with data drawn from the Project Talent and Kalamazoo Brothers samples, we test six propositions for which empirical support should be found if an IQ meritocracy governs the process of socioeconomic achievement. We find that the model of an IQ meritocracy is only partially supported. There is a trend toward decreasing direct effects of father's occupational status and family size on educational attainment and occupational status. No such …
Family Configuration and Achievement
Michael R. Olneck, David B. Bills, Family Configuration and Achievement: Effects of Birth Order and Family Size in a Sample of Brothers, Social Psychology Quarterly, Vol. 42, No. 2 (Jun., 1979), pp. 135-148
Intelligence and Family Size
gence on fertility and of household size on offspring's intelligence remain the subject of public debate. Most recently, attention has centered on the decline in Scholastic Aptitude Test scores and the possible effects of the postwar baby boom. These concerns suggest that economists would do well to introduce intelligence into the household utility maximization model used to explain differential fertility. We attempt to do this here
What Makes Sammy Run? An Empirical Assessment of the Bowles-Gintis Correspondence Theory
The Bowles-Gintis correspondence theory rejects conventional explanations that stress the role of cognitive skill in explaining the link between educational attainment and occupational status or earnings. According to Bowles and Gintis, schools do not serve primarily to enhance or to certify cognitive skills necessary for the technically efficient performance of occupational roles; instead, they serve primarily to develop noncognitive characteris…
Origins and Destinations
Who Gets Ahead? The Determinants of Economic Success in America
Education
In the papers collected in Education: Assumptions versus History, Thomas Sowell takes a hard look at the state of education in our schools and universities. His imperative is to test the assumptions underlying contemporary educational policies and innovations against the historical and contemporary evidence.In a well-reasoned and engaging style, Sowell discusses the controversies over affirmative action, race and IQ, tuition tax credits and acade…
Americanization and the Education of Immigrants, 1900-1925
This article interprets Americanization and civics education as symbolic action sanctioning a status order and authoritatively defining and interpreting social phenomena. It argues that symbolic reconfiguration of American civic culture, not transformation of immigrants, is the important historical consequence of the Americanization movement. Despite the emphasis that some scholars have placed on the imperatives for conformity characteristic of t…
High School Completion and Men's Incomes
This article attempts to explain why, between 1961 and 1972, as the proportion of men aged 25-34 who completed high school increased, the pecuniary effects of high school graduation rose. The authors are unable to explain the increase in terms of widening human capital differences between dropouts and graduates, queuing processes, or shifts in occupational composition and are led to conclude that as high school graduation becomes increasingly com…
The Recurring Dream
This article argues that American multicultural education as practiced in the 1970s and 1980s is, despite its rhetorical affirmation of pluralism, ideologically and symbolically akin to intercultural education as practiced in the 1940s, when pluralism did not enjoy avowed assent. If pluralism is to have a meaning distinct from mere diversity, it must recognize, in some serious manner, the identities and claims of groups as groups. Multicultural e…
Terms of Inclusion
Equality is conventionally understood to pertain to distributions of resources, rewards, and achievement. Adopting a view of equality that emphasizes hierarchy and belonging, I ask whether or not multiculturalism has redefined the meaning of equality in education. Through an analysis of bilingual education, community control, and multicultural education, I reach the conclusion that multiculturalism's challenges to hierarchy and to prevailing term…
Can Multicultural Education Change What Counts as Cultural Capital
In this article I answer the question: Can multicultural education redefine or transform cultural capital? After briefly explaining the concept of cultural capital and justifying its application in an analysis of multiculturalism, I identify ways in which multicultural education may transform cultural capital. In the remainder of the article, I examine three principal dynamics that constrain the potential for multiculturalism to transform cultura…
What Have Immigrants Wanted from American Schools? What Do They Want Now? Historical and Contemporary Perspectives on Immigrants, Language, and American Schooling
In this article, I argue that there has been a basic continuity between what immigrants historically have sought from American schools and what contemporary immigrants seek. In neither case have immigrants sought to utilize the schools to “reproduce” or to “preserve” cultures separate from the American mainstream. Rather, immigrants have consistently sought to utilize American schooling for purposes of incorporation into a system of American ethn…
Sociology (12 works) · Psychology (10 works) · Economics (8 works) · Political science (7 works) · Law (6 works) · Law (6 works) · Pedagogy (5 works) · Demographic economics (4 works) · Demography (4 works) · Economic growth (4 works)