Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

A Shifting Social Context: NSSE Looks at Equity in Schools and Classrooms


by Elizabeth G. Cohen 2001

Because of these major changes, an author writing about equity in an early Yearbook is not talking about the same kind of school and school population as is a more contemporary Yearbook author. These historical shifts have literally changed what the authors are talking about. At the same time that the schools themselves were changing, the perspectives and assumptions of NSSE authors also shifted. Early authors, compared to later authors, drew very different interpretations from objective data showing correlations between socio-economic status (SES) and educational outcomes. There were changes in which features of the school were seen as the source of inequity. This chapter will focus on these fascinating shifts in perspective created by social changes and the changing context of the schools.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase A Shifting Social Context: NSSE Looks at Equity in Schools and Classrooms
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


This article originally appeared as NSSE Yearbook Vol 100, No. 1.


Cite This Article as: Teachers College Record Volume 103 Number 7, 2001, p. 76-99
http://www.tcrecord.org ID Number: 18675, Date Accessed: 10/17/2017 5:44:55 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Elizabeth Cohen
    Stanford University
    E-mail Author
    ELIZABETH G. COHEN is Professor Emerita of Education and Sociology in the School of Education, Stanford University.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS