Determinants of School Knowledge Transmission

这项研究的总体目标是通过对20世纪初水牛城小学知识传播过程的跨文化比较，探讨社会阶层对学校实践的相互作用和动态影响。主要的假设是，在学校教育过程中，阶级是比种族或种族更重要的因素。在规划阶段，PI将识别和研究南方出生的白人和黑人移民到这座城市，并研究这两个人口在1910至1930年间发生的转变。在确定了他们在城市中的社会阶层安置模式后，PI将确定他们的孩子就读的小学。通过定位他们的学校，可以调查公立小学对移民儿童的反应。PI还计划分析1918-1932年间广泛发行的《学校杂志》上发表的文章的内容。通过一个系统的分析，调查者期望在传递给被研究的小学生群体的学校知识的类型上显示出相似和不同。

The overall objective of the proposed research is to investigate the reciprocal interactions and the dynamic effects of social class upon school practices through a cross cultural comparison of the knowledge transmission process in early 20th century elementary schools of Buffalo. The main hypothesis is that class was a greater factor than ethnicity or race in the schooling process. During the planning stages, the PI will identify and study southern-born white and black immigrants to the city and study the shifts which occurred within these two populations between 1910 and 1930. Having established their resettlement patterns in the city by social class, the PI will determine the elementary schools in which their children enrolled. Locating their schools would allow to investigate the responses of the public elementary schools to the children of immigrant populations. The PI also plans to analyze the content of articles published in the widely circulated School Magazine between 1918- 1932. Through a systematic analysis, the investigator expects to show similarities and differences in the types of school knowledge transmitted to the pupil populations under study.