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Record identifier : 566263
Personal Name - Primary Intelectual Responsibility : MULKEY, LYNN MICHELLE
Title and statement of responsibility : SOCIAL CLASS AND GRADE LEVEL VARIATIONS IN SCIENCE TEXTBOOK CONTENT: CONSEQUENCES FOR THE SOCIALIZATION OF SCIENTISTS AND FOR RECRUITMENT TO SCIENTIFIC CAREERS (CONTENT ANALYSIS, SOCIOLOGY OF SCIENCE, EDUCATION) [Thesis]
Publication, Distribution,Etc. : Columbia University, 1985
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , Columbia University
Summary or Abstract : Which youngsters become scientists? There is evidence upper grade (6 and 8) children of middle-class school districts have more access to political science textbook knowledge important for socialization into participant roles in a democratic society than lower grade (2 and 4) children of working-class districts. Do these class-grade differences exist for science textbook knowledge formative to a scientific career? In light of implications for socialization of scientists and recruitment to scientific careers, this investigation analyzes content of science textbooks for orientation to cognitive and personality characteristics identified as precursors of scientific careers. Social class and grade level variations in orientation to cognitive flexibility, abstract thinking, communicative fluency, autonomy, goal-achieving, and positive imagery, are documented and explained. Independent and interactive effects of social class and grade level on content are assessed. If the seven districts studied are representative of New York State elementary and middle, public school districts, whether in middle- or working-class districts, lower grade children are exposed to significantly less orientation to all variables salient to a career in science. For only one of six variables (orientation to cognitive flexibility) does the lead-lag pattern predominant for political science texts, appear; middle-class, upper grade children receive significantly more orientation to participation in science than middle-class, lower grade and working-class upper and lower grade children. Since science textbook knowledge is more constrained by the age-grade than by the social class factor, young children are not "deprived" important knowledge; access to knowledge is merely postponed due to assumptions those writing and selecting textbooks have about human development. Science textbooks are also more resistant than political science texts to social class effects, possibly because of the isomorphic structure of scientific knowledge. The findings furthermore suggest orientation to participation in science approaches more of science's ideal of "universalism" than expected. Since science flourishes to the extent the norm, universalism (the degree to which access to knowledge resources which predispose individuals to scientific roles exists for all segments of the population), is operative, these differences, in part, determine the maintenance of science..
Information of biblio record : TL
 
 
 
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