Mary C. Ruffolo
- Published in print:
- 2008
- Published Online:
- April 2010
- ISBN:
- 9780195370577
- eISBN:
- 9780199893386
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195370577.003.0002
- Subject:
- Social Work, Children and Families
Many children and adolescents in educational settings today find it difficult to acquire the critical social and academic skills necessary for success in school. They are at risk of underachievement ...
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Many children and adolescents in educational settings today find it difficult to acquire the critical social and academic skills necessary for success in school. They are at risk of underachievement and academic failure. For these children and adolescents, the earlier they fall behind their peers, the harder it is to catch up. This chapter begins with a review of the literature on underachievement and academic failure. It then discusses the assessment of underachievement and academic failure risks for individual students and the use of cognitive-behavioral interventions in assisting individual children experiencing underachievement or academic failure.Less
Many children and adolescents in educational settings today find it difficult to acquire the critical social and academic skills necessary for success in school. They are at risk of underachievement and academic failure. For these children and adolescents, the earlier they fall behind their peers, the harder it is to catch up. This chapter begins with a review of the literature on underachievement and academic failure. It then discusses the assessment of underachievement and academic failure risks for individual students and the use of cognitive-behavioral interventions in assisting individual children experiencing underachievement or academic failure.
Geetha B. Nambissan and S. Srinivasa Rao
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780198082866
- eISBN:
- 9780199082254
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198082866.003.0010
- Subject:
- Sociology, Education
This chapter examines how institutions becomes sites for structural discrimination and labelling by describing the reasons for the failure of students from Scheduled Castes (SCs) and Scheduled Tribes ...
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This chapter examines how institutions becomes sites for structural discrimination and labelling by describing the reasons for the failure of students from Scheduled Castes (SCs) and Scheduled Tribes (STs) in one Indian Institute of Technology (IIT) during 2005–2006. The causes of academic failure were put down to their lack of social ‘adjustment,’ and did not include the deep roots of the process that characterizes a student from a socially stigmatized group as ‘not capable of success’ and as ‘destined to fail’. Using Erving Goffman’s theoretical ideas on ‘stigma’, the author analyses interviews undertaken with students from stigmatized groups and explains how stigma-based structural categorizations and labelling emerge, play out, and affect a student's academic achievement as well as social adjustment. The author also explains how institutions practise unwritten rules that distinctly identify individuals and groups who are labelled as disadvantaged by their structural location and status. Eventually, the cornerstone of the whole educational and social system encloses the underprivileged classes in the roles which society has already given them, which is only a result of their inferior social status. The author concludes by pointing out that policies and practices that identify, recognize, and label students within academic (pedagogical) and non-academic (non-pedagogical) contexts of the institution are detrimental to the success of SC/ST students.Less
This chapter examines how institutions becomes sites for structural discrimination and labelling by describing the reasons for the failure of students from Scheduled Castes (SCs) and Scheduled Tribes (STs) in one Indian Institute of Technology (IIT) during 2005–2006. The causes of academic failure were put down to their lack of social ‘adjustment,’ and did not include the deep roots of the process that characterizes a student from a socially stigmatized group as ‘not capable of success’ and as ‘destined to fail’. Using Erving Goffman’s theoretical ideas on ‘stigma’, the author analyses interviews undertaken with students from stigmatized groups and explains how stigma-based structural categorizations and labelling emerge, play out, and affect a student's academic achievement as well as social adjustment. The author also explains how institutions practise unwritten rules that distinctly identify individuals and groups who are labelled as disadvantaged by their structural location and status. Eventually, the cornerstone of the whole educational and social system encloses the underprivileged classes in the roles which society has already given them, which is only a result of their inferior social status. The author concludes by pointing out that policies and practices that identify, recognize, and label students within academic (pedagogical) and non-academic (non-pedagogical) contexts of the institution are detrimental to the success of SC/ST students.
Kathryn M. Neckerman
- Published in print:
- 2007
- Published Online:
- February 2013
- ISBN:
- 9780226569604
- eISBN:
- 9780226569628
- Item type:
- book
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226569628.001.0001
- Subject:
- Education, Educational Policy and Politics
The problems commonly associated with inner-city schools were not nearly as pervasive a century ago, when black children in most northern cities attended school alongside white children. This history ...
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The problems commonly associated with inner-city schools were not nearly as pervasive a century ago, when black children in most northern cities attended school alongside white children. This history of race and urban education tells the story of how and why these schools came to serve black children so much worse than their white counterparts. Focusing on Chicago public schools between 1900 and 1960, it compares the circumstances of blacks and white immigrants, groups that had similarly little wealth and status yet came to gain vastly different benefits from their education. Their divergent educational outcomes, the author contends, stemmed from Chicago officials' decision to deal with rising African American migration by segregating schools and denying black students equal resources. The book shows that this divergence deepened because of techniques for managing academic failure that only reinforced inequality. Ultimately, these tactics eroded the legitimacy of the schools in Chicago's black community, leaving educators unable to help its most disadvantaged students.Less
The problems commonly associated with inner-city schools were not nearly as pervasive a century ago, when black children in most northern cities attended school alongside white children. This history of race and urban education tells the story of how and why these schools came to serve black children so much worse than their white counterparts. Focusing on Chicago public schools between 1900 and 1960, it compares the circumstances of blacks and white immigrants, groups that had similarly little wealth and status yet came to gain vastly different benefits from their education. Their divergent educational outcomes, the author contends, stemmed from Chicago officials' decision to deal with rising African American migration by segregating schools and denying black students equal resources. The book shows that this divergence deepened because of techniques for managing academic failure that only reinforced inequality. Ultimately, these tactics eroded the legitimacy of the schools in Chicago's black community, leaving educators unable to help its most disadvantaged students.
