MacLeod concludes: Theories that give primacy to the family inhibit critical scrutiny of the nation’s schools. The problem is not that lower-class children are inferior in some way; the problem is that by the definitions and standards of the school, they consistently are evaluated as deficient. The assumption of some mainstream sociologists that the problem must lay with the contestants, rather than with the judge, is simply unfounded…. Clearly, what is needed is a comprehensive analysis of how the educational system’s curricula, pedagogy [manner and methods of teaching], and evaluation
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