Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

This meta-analysis reviewed the literature on socioeconomic status (SES) and academic achievement in journal articles published between 1990 and 2000. The sample included 101,157 students, 6,871 schools, and 128 school districts gathered from 74 independent samples. The results showed a medium to strong SES–achievement relation. This relation, however, is moderated by the unit, the source, the range of SES variable, and the type of SES–achievement measure. The relation is also contingent upon school level, minority status, and school location. The author conducted a replica of White’s (1982) meta-analysis to see whether the SES–achievement correlation had changed since White’s initial review was published. The results showed a slight decrease in the average correlation. Practical implications for future research and policy are discussed.

Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research

Open Innovation: The New Imperative for Creating and Profiting from Technology

By Pierre Bourdieu (London: Routledge, 2010), xxx + 607 pp. £15.99 paper. A combination of social theory, statistical data, illustrations, and interviews, Distinction: A Social Critique of the Judg...

Distinction: A Social Critique of the Judgement of Taste

Abstract Information is a source of power in the planning process. This article begins by assessing five perspectives of the planner's use of information: those of the technician, the incremental pragmatist, the liberal advocate, the structuralist, and the “progressive.” Then several types of misinformation (inevitable or unnecessary, ad hoc or systematic) are distinguished in a reformulation of bounded rationality in planning, and practical responses by planning staff are identified. The role and ethics of planners acting as sources of misinformation are considered. In practice planners work in the face of power manifest as the social and political (mis)-man-agement of citizens' knowledge, consent, trust, and attention. Seeking to enable planners to anticipate and counteract sources of misinformation threatening public serving, democratic planning processes, the article clarifies a practical and politically sensitive form of “progressive” planning practice.

Planning in the Face of Power.

We find that children of homeowners have better outcomes than children of renters whether their parents make a large or small initial investment in their home, as long as they make a minimal down payment when they buy their homes. Children with parents who made no down payment have similar outcomes to children of renters. The effect of homeownership holds up under myriad specifications, measuring initial housing investment as either an LTV ratio or a down payment dollar amount, and controlling for parent and family characteristics and geographic and year fixed effects.

Measuring the Benefits of Homeowning: Effects on Children Redux

Housing wealth, financial wealth, and consumption: New evidence from micro data

Race, Immigrant Status, and Housing Tenure Choice

This paper applies Census microdata from 1980 and 1990 to assess the determinants of housing tenure choice among racial and ethnic groups in the Los Angeles metropolitan area. Like previous research, our results indicate that endowment differences (income, education, and immigrant status) largely explain the homeownership gap between Latinos and whites. In contrast to previous work, we find that Asians are as likely to choose homeownership as are whites, and that status as an immigrant did not portend lower homeownership rates among Asians. However, the endowment-adjusted homeownership choice differential between whites and blacks remains sizable; further, that gap more than doubled between 1980 and 1990, to a full 11 percentage points.

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Teen out-of-wedlock mothers have lower education and earnings than peers who have children later. This study uses the National Educational Longitudinal Survey of 1988 (NELS) to examine the extent to which the apparent effects of out-of-wedlock teen fertility are due to pre- existing disadvantages of the young women and their families. We use a novel method that matches teen mothers to similar young women in their junior high school (that is, prior to pregnancy). We find that out-of-wedlock fertility reduces education substantially, although far less than the cross-sectional comparisons of means suggest. We further find that this effect is largest among those with the lowest probability of having a child out of wedlock.

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Gary Painter

Papers

Measuring the Benefits of Homeowning: Effects on Children Redux

Housing wealth, financial wealth, and consumption: New evidence from micro data

Race, Immigrant Status, and Housing Tenure Choice

Race, Immigrant Status, and Housing Tenure Choice

The Schooling Costs of Teenage Out-of-Wedlock Childbearing: Analysis with a Within-School Propensity-Score-Matching Estimator