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Findings 8 (Rivkin (Equality of Education Oppurtuinity (“In answering the…

- - - - Regarding the second question, Coleman reported that families were more important for learning than were school resources, and, further, that school resources varied more by region than they did by a school’s racial composition within any specific region. (pg.29)
        
        Today, questions about the effects of changes in housing patterns and recent Supreme Court decisions that weaken desegregation efforts remain central to discussions of educational opportunity and racial achievement gaps. (pg.30)
        
        One can say—without much scholarly help at all—that racial segregation is undoubtedly harmful to the well-being of a multi-ethnic society that aspires to equal opportunity for all. But if one digs deeper to measure the adverse effects of segregation on the learning of African American students, a topic to which Coleman gave full attention, then one can only reach cautious judgments. (pg.30)
    - - “The answer depends on the specific way progress is measured. If we ask whether the average black student is exposed to more white students in public school today than a half century ago, the answer is yes, although fewer than in the 1980s; after rising in the 1970s, the rate of exposure has declined markedly since 1988.” (Rivkin, 30)
  - - - “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.” (Rivkin, 31)
  - - - I can believe this because for those who grew up in segregated places had a better understanding on how the system worked and they grew around other cultures as well as making them more open to acting different than other places
- - - - In this paper, I introduce the concept in some generality and then examine its usefulness in a particular context, that of education (Coleman Pp. 4).
  - - - “Ordinarily, in the examination of the effects of various factors on achievement in school, "family background" is considered a single entity, distinguished from schooling in its effects. But there is not merely a single "family background"; family background is analytically separable into at least three different components: financial capital, human capital, and social capital. Financial capital is approximately measured by the family's wealth or income” (Coleman, 1988, p.110).
        
        “Social capital within the family that gives the child access to the adult's human capital depends both on the physical presence of adults in the family and on the attention given by the adults to the child. The physical absence of adults may be described as a structural deficiency in family social capital” (Coleman, 1988, p.111).
    - - The function identified by the concept of "social capital" is the value of these aspects of social structure to actors as resources that they can use to achieve their interests (Coleman Pp. 8).
      - But the concept of social capital allows taking such resources and showing the way they can be combined with other resources to produce different system-level behavior or, in other cases, different outcomes for individuals.(Coleman,1988, pg. 101)
        
        A prescriptive norm within a collectivity that constitutes an especially important form of social capital is the norm that one should forgo self-interest and act in the interests of the collectivity. A norm of this sort, reinforced by social support, status, honor, and other rewards, is the social capital that builds young nations (and then dissipates as they grow older), strengthens families by leading family members to act selflessly in “the family's" interest, facilitates the development of nascent social movements through a small group of dedicated, inward-looking, and mutually rewarding members, and in general leads persons to work for the public good
    - - Elements for these two intellectual traditions cannot be brought together in a pastiche. It is necessary to begin with a conceptually coherent framework from one and introduce elements from the other without destroying that coherence
- - - - Facing History and Ourselves
        
        There are many good reasons for educators to study the history of eugenics not only in America but around the world. Eugenics was, is, and may always be a powerful meme in modern human societies even when it goes under alternate names such as evolutionary psychology, social biology, or physical anthropology.
        
        Racially motivated uses of biometrics and psychometrics as in The Bell Curve and a plethora of subtle or overt social welfare and private enterprise mutations of Francis Galton’s secular religion of racial betterment belie the common assertion of the final dénouement of eugenics in the rubble of Nazi Germany and its gas chambers." (Kohlman, 2013, p.683)
        
        "As Diane Paul (1998) noted, labeling something today as “eugenic” is often used to rhetorically tarnish current or future morally and/or ideologically contentious issues (such as Genetic Counseling or Pre-implantation Genetic Diagnosis); however, it is seldom used to question the eugenic origins of those methods, techniques, and theories that are deeply embedded in the accepted paradigm(s)."
      - This lack of enthusiasm for general education did not extend to eugenics education, especially for women and men who would become the professionals, scientists, and leaders of the next generation of American technocrats and aristocrats. (Kohlman 2012, p. 663)
      - Many official histories of biology, and various social science disciplines (including education) have been whitewashed to sanitize or at least trivialize the involvement of a host of important prophets, disciples, and converts in the eugenics movement. (Kohlman 2012, p. 658)
      - Eugenics for a Progressive Public
        
        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. (Kohlman 2012, p. 663)
        
        "Eugenicists began to see some hopeful progress on this front when women’s colleges and coeducational institutions began to offer eugenics courses aimed at young women, as part of their offerings in biology, home economics20, and sociology programs, as well as high school courses that groomed potential “mothers of tomorrow.” (Kohlman, 2012, p.679)
        
        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. (Kohlman 2012, p. 663)
        
        "Wherever a significant eugenics movement arose, it was quickly realized that education of the general public and the next generation of citizens would be a vital component of any large scale success in a multigenerational endeavor."
      - The history of the eugenics movement - its scientific underpinnings and sociopolitical consequences - conjures dark images for many people in the fields of education, the biological, medical, and social sciences. (Kohlman 2012, p. 658)
      - From the early writings of Francis Galton to the Great Depression, the value of education in determining success in life was always minimized in relation to hereditary endowment. (Kohlman 2012, p. 663)
      - Proselytizing Professors of Eugenics
        
        One example of his creative genius in allegorizing the eugenic downfall of humanity with poor dental health can be extracted from this short piece of dental doggerel verse regarding the hereditary woes of “Rhodesian Man” discovered in Africa in 1921, about whom Hooton lectured extensively in his class. (Kohlman 2012, p. 680)
        
        "For educators who wish to learn more of the prophets of eugenics in formal education, two recent case studies offer an enlightening revelation of personalities, professional careers, and the impact of eugenics instruction at the college level."
      - Eugenics in the Classroom
        
        “Even without the overt emphases on race, class, and gender discrimination, the biometric, psychometric, statistical, pedagogical, and curricular detritus of eugenics remains for willing researchers to uncover.” (Kohlman, 2013, p.658)
        
        Seeing quotations like this makes you wonder why they didn't go to greater lengths to hide what they were teaching in our schools.
        
        "The inclusion of formal eugenics instruction in schools and colleges was more problematic than many disciples had foreseen. In some American states or Canadian provinces with majority Catholic or large immigrant populations, politicians and officials barred the gate to any overt inclusion of eugenics, especially at the high school level."
      - Eugenical Curricular and Educational Leaders
        
        The mental tests that Goddard, Laughlin, Terman, Thorndike, and Yerkes (all members of the AES) developed were to be important instruments in differentiating the dysgenic “dullards” from the “eugenic gold.” (Kohlman 2012, p. 669)
        
        "The history of eugenics in curriculum and its teaching in schools is gradually being rediscovered as a new generation of scholars reveals evidence that had been forgotten, suppressed, and hidden"
        
        It was their potential promise to conclusively detect the feeble minded that led Goddard to experiment with and “Americanize” the Binet intelligence tests in 1908-1911. (Kohlman 2012, p. 669)
      - Encouraging the "Mother of Tomorrow"
        
        Eugenicists began to see some hopeful progress on this front when women’s colleges and coeducational institutions began to offer eugenics courses aimed at young women, as part of their offerings in biology, home economics, and sociology programs, as well as high school courses that groomed potential “mothers of tomorrow.” (Kohlman 2012, p. 679)
        
        One of the fundamental goals of eugenics was to re-establish the primacy of prolific motherhood among the “fitter classes” of women, especially female college graduates, while negating the problematic modern diversions of extensive career and educational ambitions. (Kohlman 2012, p. 676)
        
        Women of “good stock” who chose not to have children were “race criminals,” and jeopardized the continuance of the American empire since “no race has any chance to win a great place unless it consists of good breeders as well as good fighters” (Kohlman 2012, p. 678)
        
        The growth of eugenic segregation and compulsory sterilization policies enacted after World War I were beginning to have the desired effect of limiting the reproduction of those “better off never to have been born,” to paraphrase Supreme Court justice Oliver Wendell Holmes’ judgment in the 1926 Buck v Bell case. (Kohlman 2012, p. 678)
        
        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)
      - Civic Biology at Eugenics High
        
        One wonders what the trajectory of American eugenics and its educational derivations might have been had the postwar anti-Nazi backlash not temporarily squelched the movement. (Kohlman 2012, p. 676)
        
        "Although the treatment of eugenics varied over time, the same messages and sources were used throughout the period, despite evidence from new genetic research that discredited the oversimplified Mendelian rules of inheritance for the complex traits that remained the staple of eugenics literature."
        
        "In addition to discrete courses, eugenics was often incorporated into introductory biology or “civic biology” courses, meant to influence even larger numbers of the next generation’s business and professional leaders. The American Eugenics Society foresaw this and its Committee on Formal Education espoused the diffusion of eugenics across curriculum, from the elementary school through college levels, and even prescribed an early form of inquiry learning to make instruction more effective" (Kohlman, 2013, p.671)
        
        Even though positive eugenics was emphasized in these texts, many authors still presented immigration restriction and segregation/sterilization as public policy options. (Kohlman 2012, p. 672)
- - - - Influence and connections are 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.
        
        Social capital is of primary importance in politics, business and community organizing. (Roland, 2011, pg. 58)
      - Financial Capital
        
        Living Capital
        
        “A precious metal dealer who attended both Financial Permaculture courses advises, “Rather than US dollars, measure your wealth in ounces [of gold and silver]!” Recognizing that ‘precious’ metals are just another form of financial capital, Catherine Austin Fitts recommends that we diversify and, “Measure your wealth in ounces, acres, and hooves”. Living capital is made up of the animals, plants, water and soil of our land-the true basis for life on our planet.” (Roland 2011 pg. 58-59)
        
        Intellectual Capital
        
        Experiemental Capital
        
        “We accumulate experiential capital through actually organizing a project in our community, or building a strawbale house, or completing a permaculture design. The most effective way to learn anything comes through a blended gathering of intellectual and experiential capital. My personal experience getting a Master’s degree at Gaia University showed me that experiential learning is essential for my effective functioning in the world: I was able to do projects instead of take classes, and I’m now collaboratively organizing the local permaculture guild and co-running a successful permaculture design firm.2 I can see that human capital is a combination of social, intellectual and experiential capital – all facets of a person that can be gathered and carried in essentially limitless amounts. But there’s one more form of capital that a person can gather and carry inside themselves...” (Roland 2011 pg. 59)
        
        Spiritual Capital
        
        Cultural Capital
        
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        • “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.” (Roland 2011 pg. 59)
        
        1 more item...
        
        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’.
        
        We are most familiar with financial capital: money, currencies, securities and other instruments of the global financial system. The current global society focuses enormous amounts of attention on financial capital. It is our primary tool for exchanging goods and services with other human
- - - - “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, including Johnson’s own Applied Eugenics (1918) that he co-authored with Paul B. Popenoe, then the chief editor of the Journal of Heredity (Haller, 1963).”