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JIGSAW GROUP (KOHLMAN (Kohlman (Eugenics Education for a Progressive…

- - - - "Eugenics exhibitions at state fairs, national events, and museums were staples throughout the interwar period. These exhibits introduced the burgeoning American middle class to the social perils that eugenics promised to ameliorate and to the potential of future progress. Better Baby and Fitter Family contests pointed the way upward (positive eugenics). The need for negative eugenics was bluntly illustrated by dire warnings of race suicide through the dysgenic action of racial poisons such as alcohol, tuberculosis, venereal diseases and feeblemindedness, all leading to racial degeneracy via neo-Lamarckian inheritance of acquired characteristics."
      - “The exhibit arrived in California, which led all states in eugenic sterilization procedures, in the summer of 1934. The exhibit occupied 3000 square feet in the Pasadena Civic Auditorium and was heralded by newspaper and radio coverage."
        
        They thought that the white race needed to be purified.
        
        other races were undesirable
        
        tried to wipe out minority groups
        
        DISAGREE: If we are trying to increase population why are we wiping out groups/ organizations?
        
        illnesses and diseases were undesirable
    - - "The most common method of “direct scientific observation” was the study of pedigree charts, as popularized by Davenport, Goddard, and other eugenicists. These charts illustrated the inheritance of feeble mindedness and other social ills in simple Mendelian fashion, and experimentally confirmed the danger of race-mixing, and the threat of “race suicide” with the uncontrolled reproduction of racial undesirables."
        
        "The insiders who formed the AES and its committee on formal education managed to get their own gospels of American eugenics into the classrooms and libraries without being watered down or filtered by intermediates who did not share their religious zeal for the subject."
    - - “Like their college counterparts, most high school students’ first foray into eugenics was usually in biology class” (672).
    - - “The number of American colleges and universities offering separate eugenics courses grew from 44 in 1914 to 376 in 1928 when 20,000 students were enrolled (Cravens, 1978, p. 53)” (671).
      - “By 1914, Harvard, Columbia, Cornell, Brown, Wisconsin, Virginia, Northwestern, and Clark all offered courses devoted to eugenics. In 1912, Roswell H. Johnson began a eugenics course at the University of Pittsburgh and a large number of textbooks began to appear…” (671).
    - - “The peak of eugenic education for women did not occur until the 1930s when the impacts and social dislocations of the Great Depression fostered a new focus on the family, traditional morality, and gender roles.” (Kohlman, 2012, p. 679)
      - Politics
        
        “Teddy Roosevelt placed the blame for race suicide on white womanhood” (678).
- - - - Ignorance was the major control instrument of slavery. every master realized that he had to know almost everything, and the slaves had to know almost nothing. An educated Black might realize how horribly he was treated and revolt. Slavery was always more successful on the large rice or cotton plantations where the Blacks could be isolated from outside influence. City slaves had more contacts with free Blacks, and at the beginning of the Civil War there were more free Blacks in the South than in the North. (Erickson, p. 206, 1997)
      - Whites couldn't trust the blacks because free blacks could influence others and needed to be closely watched.
        
        “As all the new Southern state constitutions after the Civil War provided for universal education, the past seemed smooth enough. Within a generation, however, Jim Crow mandates began to nibble away at the more enlightened laws, until by 1922 eighty-five percent of all Black school children were concentrated in the first four grades. Improvements came slowly after that, but not until the Supreme Court declared in 1954 that segregated schools were inherently unequal, could Blacks begin to hope to equal access to educational programs throughout all the states (Erickson, 1997, p. 220).”
        
        “The history of the de jure segregated education of African Americans in the South has been captured in distinct, and increasingly contradictory, ways by educational researchers (Walker, 2000, p. 253).”
        
        DISAGREE: This is kind of a stereotype and I dont think we should stereotype people by race.
      - Slaves and free blacks got elements of education, but not the education they needed.
      - "The few Black children who did attend schools in the North suffered prejudice, harassment, and poor treatment from their teachers" (Erickson, 1997, p. 208).
      - States with lower number of blacks tended to feel more sympathetic towards them.
      - "While Philadelphia had the largest Black population, it was inhospitable to Negroes. They were excluded from the public schools and forced to set up schools and other institutions of their own. William Lloyd Garrison identified more than fifty such associations established for their moral and intellectual development." ( Erickson, 1997, p. 208).
        
        The few laws providing for the education of Black children were usually ignored. In 1829, Ohio ordered that Black schools must be funded only by school taxes paid for by Blacks. Even the low amounts thus collected were diverted to white schools. (Erickson, 1997,p. 209)
      - Free blacks were paying their taxes essentially for white children to go to school.
      - "Prior to the Civil War, five new Southern states received a total of 4.5 million acres of land for their common schools, but actually only a token amount of the income was used for white public schools, none at all for blacks" (Erickson, 1997, p. 209).
    - - “African Americans were forced to compete with White schools for limited resources (Bond, 1939) and to confront perceptions that they did not need education or that they needed an education only for menial tasks (Ashmore, 1954) (Walker, 2000, p. 258).”
        
        African Americans had limited sources from white schools and had to compete.
      - “Teacher training, availability, and job demands also created problems to be surmounted in the early years. According to Anderson (1988), in 1900 in the 16 former slave states, only one African American teacher was available for every 93 school-age children”(259)
      - Leadership of the School Principle
        
        “The single central figure in the segregated school was the principal. Al- though the school board employed the principal to be the administrator of the school, in the segregated high schools the principal also served in several other capacities.” (Walker, 274)
        
        “In his most visible role, the principal was the conduit through which the needs of the school were translated to the community. In this role, the principal motivated parents to provide resources for the school and alerted them to the needs of the school. His interactions happened in community space, such as gas stations, homes, and churches, where African American etiquette would always have him recognized and asked to speak. However, he also communi- cated needs in formal school settings such as the PTA. In this capacity, the principal served as chief fund-raiser for the school”(274)(
        
        In this intimate and complex role, African American male principals of high schools are noted as making significant contributions to their school communities. Indeed, they provided the leadership and the model for the attributes that students and teachers were to exemplify. Their influence was so great that many problems reportedly were assuaged because no one wanted to disappoint the principal (Siddle Walker, 1996). (Walker p. 276, 2000)
        
        Finally, the principal was the liaison with the White community. In this capacity, he advocated for the needs of the school--though always having to be politically astute if he wished to preserve his job--and reported back to the African American community the disposition of the board. He was the "middle man." Larkins (1959) notes, however, that it was in this role that the African American leader was restricted: He could consult with the White community, but he held little power to make policy decisions. (Walker p. 275, 2000)
      - Curriculum and Extracurricular Activites
        
        “Academically, the schools surveyed sought whenever possible to be certain that the same curriculum was being offered to African American boys and girls as was being offered at White schools. Although they note the second-hand books they were given by the school boards, the schools followed the standard curriculum prescribed by the state in which the school was located (Edwards et al., 1979), including offering Latin and other academically accelerated courses”(267)
        
        “By "being somebody," the teachers and principals suggest that students were not to feel bound by the segregated world in which they lived, but were to be made to believe that if they worked hard enough they could "be anything they wanted to be”(267)
        
        The segregated schools also offered athletics, commonly baseball and basketball, as part of their extra-curricular activities. However, in his survey of activities in five Negro high schools in 1942, Dillard notes that "it is highly significant that the first two ranking school activities are not athletics." In part, this statement reflects his belief that athletics were just one way students develooped and were not to overshadow students' academic development. (Walker p. 269, 2000)
        
        “In their emphasis on such training, the schools paral- leled the extracurricular activities provided at White schools and embraced the professional belief prevalent at the time that activities offered opportunities for growth mentally, physically, socially and morally” (Walker, 271)
        
        AGREE: I like that the schools paired training and extracurricular activities to make them equal.
      - Exemplar Teachers
        
        “beyond the confined class periods and interceding when external difficulties could prohibit the objectives they held for a particular child. Teachers held extracurricular tutoring sessions, visited homes and churches in the community where they taught, even when they did not live in the community, and provided guidance about "life" responsibilities. They talked with students before and after class, carried a student home if it meant that the child would be able to participate in some extracurricular activity he or she could not otherwise par- ticipate in, purchased school supplies for their classrooms, and helped to supply clothing for students whose parents had fewer financial resources and scholar- ship money for those who needed help to go to college.”
        
        o “these teachers appear to have worked with the assumption that their job was to be certain that children learned the material presented.”(265)
        
        “African American teachers and principals embodied the spirit of schooling that pervaded the African American school environment after 1930. Consis- tently remembered for their high expectations for student success, for their dedication and for their demanding teaching style” (Walker, 264)
        
        “Having lived the benefit of education, the teachers could also tell students how to move beyond the limited life possi- bilities of a segregated world and how to use education to achieve a middle class life.” (Walker, 265)
      - Parental Support
        
        Higher in African American schools and communities than in White schools and communities.
        
        “Their contributions during this period are most often linked with the philosophy of self-help, which had motivated their parents, and are driven by the financial needs of the schools.” (Walker, 271)
        
        “motivated their parents, and are driven by the financial needs of the schools. For example, from 1932 into the 1960s African Americans are recorded as buying pianos, playground equipment, books, science equipment, and other supply items for the schools. "Patrons," as they were called, also donated grass seed, and other articles and items to beautify the school grounds or in other ways meet school needs. These items sometimes included school buses, land, and lumber for new school houses. When neces- sary, patrons also contributed labor to the school for repair and moved old school houses belonging to White children to new locations for the use of African American children. On a smaller scale, parents regularly supplied food or other items to be used in conjunction with a variety of fund raisers. Although no exact figures remain on these contributions, researchers are consistent in their descriptions of these types of activities among parents in schools through- out the South.”(271)
- - - - Brown vs education
      - “The immediate result was “the forcible containment of African Americans into a physical ghetto, sanctioned by official policy. One rationale for segregation was the prevention of crime and disorder in white ethnic neighborhoods, by keeping out ‘invading’ African Americans," (Martin & Varner, 2017, p. 4)
      - “Communities that were majority minority, or changing from majority to minority, were deemed risky investments and given the color red, hence the term redlining. Other financial institutions adopted the practice of redlining and kept hundreds of thousands of people of color from owning homes and out of the single largest period of mass asset accumulation in the 20th century,” (Martin & Varner, 2017, p. 3).
      - Residential Segregation
      - "Federal housing policies and individual practices begun in the 1930s increased the spatial separation of Whites and Blacks." (Martin, 2017 Pg. 2)
        
        people still face segregation to this day, maybe not fully in education but in other ways in our community
        
        AGREE: There is definitely segregation still around just not fully in education.
        
        Abstract: Since the 1930s, federal housing policies and individual practices increased the spatial separation of whites and blacks. Practices such as redlining, restrictive covenants, and discrimination in the rental and sale of housing not only led to residential segregation by race but also continue to shape Whiteness and frame narratives about what constitutes Blackness. Despite the judicial and legislative victories of the civil rights movement, including the Brown v. Board of Education of Topeka, Kansas decision, the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Fair Housing Act of 1968, residential segregation persists and in many cases has grownClaims of a post-racial society notwithstanding, the continued segregation of Blacks and Whites exacerbates racial wealth inequality, racial achievement gaps, and racial profiling. Using White racial frame and critical race theory, we explain the persistence of residential segregation amid growing ethnic diversity in the United States. We also demonstrate why current efforts to narrow racial gaps in wealth, education, and the criminal justice system have failed. Finally, we discuss several important tenets that must guide efforts to curb the epidemic of death by residential segregation in America.
    - - Brown vs education
        
        “In 1954, the Supreme Court in Brown v. Board of Education found legally segregated schools to be unconstitutional, but it was not until the legislative and executive branches put the full strength of the federal government behind desegregation efforts, by passing the Civil Rights Act of 1964 and the Voting Rights Act of 1965, that serious progress was made in the South. Even then, many hiccups occurred as public opinion wavered between the idealism of the civil rights years and the backlash instigated by civil unrest in major cities during the late 1960s and early 1970s. Courts, too, varied in their commitment to desegregation. In Milliken v. Bradley (1974), the Supreme Court found that de facto segregation, which occurred as the result of residential decisions made by individuals, did not violate the equal protection clause of the U.S. Constitution’s 14th Amendment. These were private decisions, not decisions made by government, and therefore not subject to constitutional constraint. Many white families left city schools for nearly all-white suburban districts when integration plans were put forward.” (Rivkin, 2016, p. 31)
      - Coleman Report
        
        sought to answer two burning questions
        
        How extensive is racial segregation within U.S. schools.
        
        I dont believe there is a lot of racial segregation and I dont believe that it extends out very much because most schools do not tolerate it.
        
        How adversely does that segregation affect educational opportunities for black students?
      - segregation vs desegragation
        
        starts with the community
        
        what is the community doing to increase desegregation
        
        starts with your community
        
        been proven children preform better when schools are NOT segregated
        
        AGREE: Many students may do better in a mixed community because they may not understand segregation.
- - - - Social Capital
        
        “A person or entity who has ‘good social capital’ can ask favors, influence decisions and communicate efficiently. Social capital is of primary importance in politics, business and community organizing.” (Roland, 2011, p. 58)
        
        knowing people can pay off
        
        Social networking
      - Cultural Capital
        
        “Cultural capital cannot be gathered by individuals alone. It could be viewed as an emergent property of the complex system of inter-capital exchanges that takes place in a village, a city, a bioregion, or nation.” (Roland, 2011, p. 59)
      - Material Capital
        
        “Raw and processed resources like stone, metal, timber, and fossil fuels are ‘complexed’ with each other to create more sophisticated materials or structures. Modern buildings, bridges, and other pieces of infrastructure along with tools, computers and other technologies are complexed forms of material capital.” (Roland, 2011, p. 58)
      - Financial Capital
        
        “The current global society focuses enormous amounts of attention on financial capital. It is our primary tool for exchanging goods and services with other humans. It can be a powerful tool for oppression, or (potentially) liberation” (Roland, 2011, 58).
        
        the most prevalent type of capital
      - Living Capital
        
        “Permaculture design teaches us the principles and practices for the rapid creation of living capital. Permaculture encourages us to share the abundance of living capital rather than the intangible ‘wealth’ of financial capital.” (Roland, 2011, p. 59)
      - Spiritual Capital
        
        Spiritual capital contains aspects of intellectual and experiential capital, but is deeper, more personal and less quantifiable. Most of the world’s religions include a concept of ‘the great chain of being’, a holarchic understanding of existence where spiritual attainment (in this context, the accumulation of spiritual capital) leads to different levels of being
      - Intellectual Capital
        
        “Intellectual capital is best described as a ‘knowledge’ asset. The majority of the current global education system is focused on imparting intellectual capital – whether or not it is the most useful form of capital for creating resilient and thriving communities. Having intellectual capital is touted as the surest way to ‘be successful’” (Roland, 2011, 59).
      - Experiential Capital
        
        “The most effective way to learn anything comes through a blended gathering of intellectual and experiential capital.” (Roland, 2011, p. 59)
    - - Norms and Effective Santions
        
        “A community with strong and effective norms about young persons' behavior can keep them from "having a good time." Norms that make it possible to walk alone at night also constrain the activities of criminals (and in some cases of noncriminals as well).” (Coleman, 1988, p. S105)
      - Forms of Social Capital
        
        “By identifying this function of certain aspects of social structure, the concept of social capital constitutes both an aid in accounting for different outcomes at the level of individual actors and an aid toward making the micro-to-macro transitions without elaborating the social structural details through which this occurs.” (Coleman, 1988, p. S101)
      - Human Capital and Social Capital
        
        “But there is one effect of social capital that is especially important its effect on the creation of human capital in the next generation. Both social capital in the family and social capital in the community play roles in the creation human capital in the rising generation” (Coleman, 109)
        
        “If physical capital is wholly tangible, being embodied in observable material form, and human capital is less tangible, being embodied in the skills and knowledge acquired by an individual, social capital is less tangible yet, for it exists in the relations among persons.” (Coleman, 1988, p. S100-101)
      - Obligations, Expectations, and Trustworthiness of Structures
        
        “Differences in social structures in both dimensions may arise for a variety of reasons. There are differences in the actual needs that persons have for help, in the existence of other sources of aid(such as government welfare services), in the degree of affluence(which reduces aid needed from others), in cultural differences in the tendency to lend aid and ask for aid(see Banfield 1967) in the closure of social networks, in the logistics of social contacts, and other factors.” (Coleman, 1988, p. S103)
      - Criticisms and Revisions
        
        “The economic stream, on the other hand, flies in the face of empirical reality: persons’ actions are shaped, redirected, constrained by the social context; norms, interpersonal trust, social networks, and social organization are important in the functioning not only of the society but also of the economy.” (Coleman, 1988, p. S96)
        
        Probably the most important and most original development in the economics of education in the past 30 years has been the idea that the concept of physical capital as embodied in tools, machines, and other productive equipment can be extended to include human capital as well
        
        “The sociological stream has what may be a fatal flaw as a theoretical enterprise: the actor has no “engine of action”.” (Coleman, 1988, p. S96)
      - Social Capital
        
        “Social capital is defined by its function. It is not a single entity but a variety of different entities, with two elements in common: they all consist of some aspect of social structures, and they facilitate certain actions of actors – whether persons or corporate actors – within the structure.” (Coleman, 1988, p. S98)
      - If A does something for B and trusts B to reciprocate in the future, this establishes an expectation in A and an obligation on the part of B. This obligation can be conceived as a credit slip held by A for performance by B. If A holds a large number of these credit slips, for a number of persons with whom A has relations, then the analogy to financial capital is direct. These credit slips constitute a large body of credit that A can call in if necessary-unless, of course, the placement of trust has been unwise, and these are bad debts that will not be repaid” (Coleman, 1988, p.102).
      - Information Channels
        
        “An important form of social capital is the potential for information that inheres in social relations. Information is important in providing a basis for action. But acquisition of information is costly. At a minimum it requires attention, which is always in scarce supply.” (Coleman, 1988, p. S104)
      - Closure of Social Networks
        
        “Closure of the social structure is important not only for the existence of effective norms but also for another form of social capital: the trustworthiness of social structures that allows the proliferation of obligations and expectations.” (Coleman, 1988, p. S107)