Suchergebnisse

While considerable attention has been drawn to "reproduction" theories of education, little empirical research has been conducted within this framework. This paper uses the reproduction perspective to examine how various mechanisms of the American educational structure contribute to the maintenance of the mental‐manual division of labor within class structure. Using a national, longitudinal sample of high school seniors, we look at the reproduction effects of public versus private schooling, the composition of school communities and curriculum tracking. We find that reproduction results from the schooling experiences of a majority of students and that tracking is the most important mechanism in this process. However, nonreproduction is apparent as well which points to some issues that reproduction theories must address to provide viable explanations of the role of education in society.