Ich bitte als erstes darum den Artikel zu lesen, für diejenigen, die an dem Thema interessiert sind.
Der Artikel behandelt eine 25 Jahre dauernde Studie in Baltimore über soziale Benachteligung und Privilegierung in der Kindheit und wie die sich auf die spätere Entwicklung der Menschen auswirkt.
Die Studie kommt zu dem Ergebnis das es nur wenige schaffen den sozialen Rahmenbedingungen zu entfliehen in denen sie aufgewachsen sind, bzw. das jene aus privilegierten Verhältnissen idR. ihr Leben lang Oberwasser haben.
Bevor ich die mMn. wichtigsten Passagen des Artikels zitiere, möchte ich meine finale Frage gleich vorweg nehmen:
--->Ich möchte hier keinerlei persönliche Streitigkeiten und bitte die Mods das sofort zu löschen<---
Was dein Leben in der ersten Klasse über den Rest deines Lebens aussagt
What your first-grade life says about the rest of it
http://ift.tt/1GYUtBq
Over time, their lives were constrained — or cushioned — by the circumstances they were born into, by the employment and education prospects of their parents, by the addictions or job contacts that would become their economic inheritance. Johns Hopkins researchers Karl Alexander and Doris Entwisle watched as less than half of the group graduated high school on time. Before they turned 18, 40 percent of the black girls from low-income homes had given birth to their own babies. At the time of the final interviews, when the children were now adults of 28, more than 10 percent of the black men in the study were incarcerated. Twenty-six of the children, among those they could find at last count, were no longer living. A mere 4 percent of the first-graders Alexander and Entwisle had classified as the “urban disadvantaged” had by the end of the study completed the college degree that’s become more valuable than ever in the modern economy. A related reality: Just 33 of 314 had left the low-income socioeconomic status of their parents for the middle class by age 28.
Some of them — children largely from the middle-class and blue-collar white families still in Baltimore’s public school system in 1982 — grew up to managerial jobs and marriages and their own stable homes. But where success occurred, it was often passed down, through family resources or networks simply out of reach of most of the disadvantaged.
The findings, meanwhile, accumulated in dozens of journal articles. Alexander and Entwisle helped establish that young children make valuable subjects, that their first-grade foundations predict their later success, that more privileged families are better able to leverage the promise of education. Also, disadvantaged children often fall even further back over the summer, without the aid of activities and summer camps.
We like to think that education is an equalizer — that through it, children may receive the tools to become entrepreneurs when their parents were unemployed, lawyers when their single moms had 10th-grade educations. But Alexander and Entwisle kept coming back to one data point: the 4 percent of disadvantaged children who earned college degrees by age 28.
“We hold that out to them as what they should work toward,” Alexander says. Yet in their data, education did not appear to provide a dependable path to stable jobs and good incomes for the worst off. The story is different for children from upper-income families, who supplement classroom learning with homework help, museum trips and college expectations.
Es scheint als sind sozialer und und ökonomischer Hintergrund der ersten Lebensjahre im Durchschnitt ausschlaggebend für den späteren Werdegang der meisten Menschen (Ausnahmen zitiert ja auch der Artikel).
Als ein weiteres Beispiel: Die meisten der reichsten Menschen der Welt kommen bereits aus sehr reichen Familien und nur die wenigsten haben einen Aufstieg von ganz unten geschafft.
Auch die Pisa Studien kommen zu dem selben Ergebnis.
Soziale Herkunft entscheidet über Schulerfolg
http://ift.tt/1GYUvt6
Wie seht ihr das?
Der Artikel behandelt eine 25 Jahre dauernde Studie in Baltimore über soziale Benachteligung und Privilegierung in der Kindheit und wie die sich auf die spätere Entwicklung der Menschen auswirkt.
Die Studie kommt zu dem Ergebnis das es nur wenige schaffen den sozialen Rahmenbedingungen zu entfliehen in denen sie aufgewachsen sind, bzw. das jene aus privilegierten Verhältnissen idR. ihr Leben lang Oberwasser haben.
Bevor ich die mMn. wichtigsten Passagen des Artikels zitiere, möchte ich meine finale Frage gleich vorweg nehmen:
- In welchem Ausmass denkt ihr, trifft die Aussage der Studie zu?
- Bestimmen die ersten Jahre des Lebens den Rest?
- Und wenn ja, wie könnte man dagegen wirken?
- Habt ihr persönliche Erfahrungen mit dem Thema die ihr teilen könnt?
--->Ich möchte hier keinerlei persönliche Streitigkeiten und bitte die Mods das sofort zu löschen<---
Zitat:
Was dein Leben in der ersten Klasse über den Rest deines Lebens aussagt
What your first-grade life says about the rest of it
Zitat:
Over time, their lives were constrained — or cushioned — by the circumstances they were born into, by the employment and education prospects of their parents, by the addictions or job contacts that would become their economic inheritance. Johns Hopkins researchers Karl Alexander and Doris Entwisle watched as less than half of the group graduated high school on time. Before they turned 18, 40 percent of the black girls from low-income homes had given birth to their own babies. At the time of the final interviews, when the children were now adults of 28, more than 10 percent of the black men in the study were incarcerated. Twenty-six of the children, among those they could find at last count, were no longer living. A mere 4 percent of the first-graders Alexander and Entwisle had classified as the “urban disadvantaged” had by the end of the study completed the college degree that’s become more valuable than ever in the modern economy. A related reality: Just 33 of 314 had left the low-income socioeconomic status of their parents for the middle class by age 28.
Zitat:
Some of them — children largely from the middle-class and blue-collar white families still in Baltimore’s public school system in 1982 — grew up to managerial jobs and marriages and their own stable homes. But where success occurred, it was often passed down, through family resources or networks simply out of reach of most of the disadvantaged.
Zitat:
The findings, meanwhile, accumulated in dozens of journal articles. Alexander and Entwisle helped establish that young children make valuable subjects, that their first-grade foundations predict their later success, that more privileged families are better able to leverage the promise of education. Also, disadvantaged children often fall even further back over the summer, without the aid of activities and summer camps.
Zitat:
We like to think that education is an equalizer — that through it, children may receive the tools to become entrepreneurs when their parents were unemployed, lawyers when their single moms had 10th-grade educations. But Alexander and Entwisle kept coming back to one data point: the 4 percent of disadvantaged children who earned college degrees by age 28.
“We hold that out to them as what they should work toward,” Alexander says. Yet in their data, education did not appear to provide a dependable path to stable jobs and good incomes for the worst off. The story is different for children from upper-income families, who supplement classroom learning with homework help, museum trips and college expectations.
Als ein weiteres Beispiel: Die meisten der reichsten Menschen der Welt kommen bereits aus sehr reichen Familien und nur die wenigsten haben einen Aufstieg von ganz unten geschafft.
Auch die Pisa Studien kommen zu dem selben Ergebnis.
Soziale Herkunft entscheidet über Schulerfolg
http://ift.tt/1GYUvt6
Wie seht ihr das?
Der lange Schatten
Aucun commentaire:
Enregistrer un commentaire