Deck 9: Moving Up: Education and Mobility

Question 1

Immigration mobility occurs when

A) immigrants work hard to get ahead
B) immigrants are not discriminated against
C) immigrants arrive with abundant skills and education
D) poor immigrants take over the bottom rungs of the occupational ladder

Answer 1

D

Question 2

College graduates are more likely to be unemployed than job seekers with less than a high school diploma.

Answer 2

False

Question 3

In Blau and Duncan's path diagram, Father's education has a direct effect on father's occupation and on son's

A) education
B) occupation
C) first job
D) last job

Answer 3

A

Question 4

The No Child Left Behind Act has been criticized for its emphasis on

A) educational equality for both rural and urban schools
B) promoting literacy
C) standardized testing without standardized funding
D) remedial programs for the learning disabled

Question 5

According to Kozol, one of the basic problems with school funding is that it is based on

A) federal income taxes
B) local property taxes
C) local sales taxes
D) school bond initiatives

Question 6

Women are most disadvantaged compared to men in

A) high school graduation rates
B) college entrance rates
C) college graduation rates
D) income returns on years of education

Question 7

In Featherman and Hauser's 1962 occupational tables, the sons of upper-white-collar African American fathers were most likely to have jobs that were

A) upper white collar
B) lower white collar
C) upper manual
D) lower manual

Question 8

Human capital theory suggests that highly educated people earn more than others because

A) they are more productive
B) they have the right contacts
C) they are more likely to have wealthy parents
D) they work longer hours

Question 9

Over the last several decades, the value of a college education has been

A) declining since many cannot get jobs
B) stagnant relative to blue-collar union jobs
C) growing relative to workers with no college
D) declining for blacks and Hispanics

Question 10

Christopher Jencks found that a key factor in getting ahead was good luck.

Question 11

In Featherman and Hauser's occupational tables, which category of sons is mostly likely to have had fathers in the same category?

A) upper white collar
B) upper manual
C) lower manual
D) farm

Question 12

The group most disadvantaged in completing college are

A) women
B) students from low-income backgrounds
C) middle-class Hispanics
D) middle-class African Americans

Question 13

Those who propose charter schools and greater privatization of schools contend a major problem with public schools is

A) lack of money
B) dependence on property taxes
C) inefficient layers of bureaucracy
D) decaying old buildings

Question 14

Concern over the quality of education in public schools makes Kozol

A) fearful of school choice proposals
B) a major proponent of school choice
C) look to magnet schools as the solution
D) endorse expansion of parochial schools

Question 15

Christopher Jencks claimed that his research showed that income differences between individuals were considerably influenced by

A) economic recession
B) birth order of brothers
C) luck
D) marital status

Question 16

The greatest disparity between men and women occurs in:

A) occupational prestige
B) personal earnings
C) educational attainment
D) family wealth

Question 17

In Ain't No Makin' It, MacLeod contends that the low aspirations of the Hallway Hangers are due to

A) limited opportunity and class-based barriers
B) poor role models
C) a hopeless "party attitude"
D) their heavy use of drugs and alcohol

Question 18

The U.S. social structure is such an open system that studies have found that few sons continue in the social class of their fathers.

Question 19

According to Blau and Duncan's path diagram, the biggest effect on son's occupation in 1962 came from:

A) unknown factors
B) son's education
C) father's occupation
D) son's first job

Question 20

The growth of white collar jobs in the U.S. following World War II allowed for considerable:

A) circulation mobility
B) structural mobility
C) reproductive mobility
D) immigration mobility

Question 21

What are some of the factors that can lead to social mobility? What are some of the forces that produce social reproduction? What makes a system open or closed?

Question 22

Jay MacLeod found that the young people he studied, especially African Americans, did not get ahead because they had low aspirations and did not want to succeed.

Question 23

No Child Left Behind set standards for achievement in broad areas, including social studies, music, and the arts.

Question 24

Human capital theorists argue that what people learn in school has no value in how valuable they are as an employee.

Question 25

What race, class, and gender categories of students tend to fill lower tracks?

Question 26

When Jonathan Kozol returned to public schools in the 1990s, he found that most of the inequalities he had struggled against in the 1960s were gone.

Question 27

What determines the job trajectories of workers? How are these affected by race, class, and gender?

Question 28

What types of tracks are typical in U.S. and European schools?

Question 29

How can education help or hinder social mobility? What are the controversies that surround school choice and school tracking? What are the proposals for school reform?

Question 30

List the key provisions of the No Child Left Behind Act.

Question 31

For the average worker, their gain in lifetime earnings by having a college degree will not be enough to make up for the cost of tuition.

Question 32

The numbers of African Americans and Hispanics who graduate from college have not increased since the 1970s.

Question 33

Women are more likely to graduate from college with a 4-year degree than are men.

Question 34

No Child Left Behind set funding rewards for schools that had higher percentages of students passing standardized tests.