Chapter Four: The social class Gap in non-cognitive skills
In this chapter, Rothstein discusses the social gap in “non-cognitive skills” that exists in addition to the academic achievement (“cognitive skills”) for lower class students. He begins doing this by examining public opinion statistics about the purpose of schools, where it becomes apparent that society appear to believe that he purpose of schools is to create good citizen more so that teaching academic subjects. Rothstein then questions why school assessment are base then on academic performance rather than non-cognitive skills.
Different Non-Cognitive Skills:
Rothstein analyzes different data in this chapter that demonstrates there is a distinct difference of anti-social behavior between lower class and middle class students, where lower class students demonstrated more frequent dishonest, non-cooperative, violent, or disobedient behaviors. He attributes this difference to a lack of access to socialization programs that middle class and upper class children are frequently exposed to.
As we all know, employers look at more than just good academics when potentially hiring an employee; they also look at these non-cognitive skills. Rothstein demonstrates that the low income families’ lack of access to socialization programs such as early childhood education (preschool), after-school programs (sports, music lessons, volunteering, etc.), and summer programs create an increase in anti-social behaviors. He suggests that these programs give children certain skills that make them more successful than other students, even if both groups had the same level of academic achievement.
Rothstein argues that the inclusion of lower income children in these type of programs will improve the students’ non-cognitive skills and potentially increasing their chances of success after schooling.
Different Non-Cognitive Skills:
- Socialization
- Leadership
- Persistence
- Self-Confidence
- Civic Participation
Rothstein analyzes different data in this chapter that demonstrates there is a distinct difference of anti-social behavior between lower class and middle class students, where lower class students demonstrated more frequent dishonest, non-cooperative, violent, or disobedient behaviors. He attributes this difference to a lack of access to socialization programs that middle class and upper class children are frequently exposed to.
As we all know, employers look at more than just good academics when potentially hiring an employee; they also look at these non-cognitive skills. Rothstein demonstrates that the low income families’ lack of access to socialization programs such as early childhood education (preschool), after-school programs (sports, music lessons, volunteering, etc.), and summer programs create an increase in anti-social behaviors. He suggests that these programs give children certain skills that make them more successful than other students, even if both groups had the same level of academic achievement.
Rothstein argues that the inclusion of lower income children in these type of programs will improve the students’ non-cognitive skills and potentially increasing their chances of success after schooling.