5.1 Chapter Learning Objectives and Overview
Kimberly Puttman
Learning Objectives
After reading this chapter, you will be able to:
- Identify barriers to education based on social identity and social location.
- Explain how changes in models of education reflect the social problems process.
- Describe the relationship between education, poverty, and wealth.
- Evaluate the interdependent individual and collective actions that use education to create social justice.
Chapter Overview
With grateful thanks to the intrepid Fall 2021 Sociology 204 students at Oregon Coast Community College. Your willingness to be curious and share your stories makes this chapter sing.
—Kim Puttman
https://www.youtube.com/watch?v=DRsWWCq3pRQ
“You’re on mute” may be the most commonly heard phrase in education during the COVID-19 pandemic. This phrase captures the suffering experienced by students and families as they struggled to keep learning during a global crisis.
You probably have stories to tell about how hard it has been to stay in school. Some of you may have a couple of kids in school, with a computer at home that needs to be shared between the three of you, and no internet. You may have struggled to get your six-year-old to wear a mask so that they could go to school, like in Figure 5.2. You may have needed physical therapy to succeed at school, but doing therapy online was a poor substitute for in-person care. Still others of you graduated high school but didn’t get a chance to have a graduation ceremony or celebrate with family and friends.
For others, school at home became a time in which students flourished because they could learn at their own pace. Students from wealthy families might get better grades because their parents could hire teachers to teach their kids one-on-one. For introverts like me, quarantine had an unexpected benefit. I could focus on creative projects without having to leave home.
Our experience of education during this pandemic also illustrates the interdependence of our educational system. The federal government and state offices made rules about social distancing and when schools could be open. Teachers’ unions advocated for the safety of everyone in our schools. Some of our teachers, cafeteria workers, and school bus drivers staffed food deliveries for our most vulnerable students on school bus routes. Janitors implemented safety protocol after safety protocol. Technology professionals found computers, hotspots, and other tools so we could keep learning. We used individual agency and collective action to create social justice in the virtual classroom.
Each of our COVID education stories is different. As we widen our lens to look at education in our society, we see that education itself can be both a social problem and a response to social problems. In this chapter, we will explore your experience with going to school during COVID-19 so that surface some of the underlying social problems in this area. We expand our understanding of ed