Annette Lareau found the very same thing: middle class children come to school with skills working class children do not have. “Here the enormous stress on reasoning and negotiation in the home also has potential advantage for future negotiations. Additionally, those in authority responded positively to such interactions. Even in fourth grade, middle-class children appeared to be acting on their own behalf to gain advantages” (2003, 6). In contrast, the children from both of the working class communities that Heath studied “had difficulty interpreting these indirect requests for adherence to
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