Classroom Social Relationships
Exploring the Bowles and Gintis Hypothes
Bibliographic Data
| ID | 2544792 |
|---|---|
| Authors | Jeannie Oakes (0000-0003-2954-8865, corresponding author) |
| Year | 1982 |
| Volume | 55 |
| Issue | 4 |
| Pages | 197 |
| Publication date | 1982-10-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0038-0407 • E-ISSN: 1939-8573 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/2112672 |
| OpenAlex | W2011655698 |
| Language | EN |
| Citations received | 31 |
| References cited | 7 |
In Schooling in Capitalist America (1976), Bowles and Gintis assert that relationships in schools reproduce consciousness of workers by fragmenting students into groups where different capabilities, attitudes and behaviors are rewarded. These institutional relations reinforce the self-concepts, aspirations and social class identifications of individuals to requirements of social division of labor. To explore this hypothesis discriminant analyses of variables measuring classroom relationships and student attitudes in 139 secondary classrooms at different track levels were conducted. The findings indicate that track levels, reflective of racial and social divisions of society, are characterized by differences on both dimensions. Relationships in low track classes were more characterized by alienation, distance and punitiveness than were those in upper track classes. Students in lowest track expressed more negative attitudes about themselves and their futures. That schools appear to play a dynamic role in reinforcement or production of attitude differences is supported by finding that track levels are more widely separated and distinct on this dimension in senior than in junior high schools. The differences found seem likely to contribute to differential socialization posited by Bowles and Gintis
Mathematics education · Social science · Sociology · Sociology of Education · Behavioral and Psychological Studies · Community Health and Development · Diverse Academic Research Areas · Psychology · Social Psychology
First- and Second-Order Methodological Developments from the Coleman Report
Course Enrollment in the High School
Curriculum Tracking and Status Maintenance
Social Class Culture Cycles
An examination of Roy Bhaskar’s critical realism as a basis for educational practice
An empirical test of five prominent explanations for the black–white academic performance gap
The effect of track position on absenteeism
Understanding Inequality in Schools
The Public School
The Relationship Between Teachers' Beliefs and Sense of Efficacy and Their Significance to Urban LSES Minority Students
Class Reproduction Among Men and Women in France
Cultural beliefs and equity in educational institutions
Class, Educational Ideologies, and Mass Opinion in Capitalist Crisis
Schooling in Capitalist America Revisited
Education, Social Class, and Participation in Collective Action
Microcomputers and Elite Boarding Schools
The Cultural Production and Reproduction of Gender
Contextual Effects in the Classroom
The discriminatory impact of course scheduling on minorities
Promoting Computer Literacy in the Schools
Brown and black in white
The legitimation of inequality in American education
Teacher‐Student Racial Congruence, Teacher Perceptions, and Test Performance
After the Bus Arrives
Use of Educational Reform to Create Effective Schools
The role of social belonging and exclusion at school and the teacher–student relationship for the development of learned helplessness in adolescents
Less Like a Robot
The Enhancement Function of Staff Development
A longitudinal study of students' academic self-concept in a streamed setting
Social Stratification and Health
Theoretical Note
| Unique citing works | 31 |
|---|---|
| Citations per year | 0,72 |
| Citation span | 1983 - 2023 (41) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 28 |