Chapter 7 answers a number of lingering questions about the processes that generate inequalities in schools. Drawing both on data from the current study and on an analysis of prior research, this chapter discusses the significance of class-based strategies and how they change as students move through school. It examines how gender and race might matter in shaping students’ interactions with teachers, how class-based patterns might vary across schools with different types of characteristics, and the extent to which students might learn class-based behaviors from their peers. The findings in this chapter highlight the difficulty involved in trying to learn new class-based behaviors, either through exposure to peers or through more formal training.
Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
If you think you should have access to this title, please contact your librarian.