Social Class in Education

Implications for Educational Leadership

Authored by: Andrew Brantlinger , Ellen Brantlinger

Handbook of Research on Educational Leadership for Equity and Diversity

Print publication date:  April  2013
Online publication date:  August  2013

Print ISBN: 9780415657457
eBook ISBN: 9780203076934
Adobe ISBN: 9781135128432

10.4324/9780203076934.ch12

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Abstract

School success rates correlate with their students' social class status (Berliner, 2006). Some attribute the disparate performance to class-related characteristics of individuals. For example, Payne (2009) perpetuates classist stereotypes between rich and poor people. Such deficit theories “blame the victim” (Ryan, 1971). To refute the deficit perspective, it is important to understand that school resources in affluent communities are vastly superior to those in impoverished areas (Kozol, 1991). Despite the conspicuousness of school inequality and uneven playing fields for children of different classes, deficit theories still prevail. Many official policies are based on this perspective.

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