Minority Groups and School Performance

Paper Summary:

This article explores the question of minority-student performance in American public schools. The writer discusses this issue from two sociological perspectives. Conflict theory and symbolic interactionist theory are used in this paper to examine this matter. The writer outlines a hypothesis that each theory would suggest and also looks at how that hypothesis might be tested.

From the Paper:

"Much evidence indicates that the performance of minority students in American public schools is not distributed randomly, that is that membership in a minority group tends to correlate to school performance. Members of some minority groups show significantly greater academic success on average than whites or the student population as a whole. Members of other minority groups are significantly more likely to struggle in school. There is no evidence that members of any human population have inherently greater or ... "

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