ERIC Number: ED324328
Record Type: RIE
Publication Date: 1988-Nov
Reference Count: 0
Basic and Applied Research on Education and Social Inequality: Proceedings of the New York Education Policy Seminar (6th, Albany, New York, November 1988).
Alexander, Karl L.; And Others
A seminar paper concerning the relationship between applied and basic research in the study of educational and social inequality, and two commentaries are presented. The paper--"In Defense of Ivory-Towerism: Confessions of an Unreconstructed Basic Researcher," by Karl L. Alexander, the seminar's main speaker, presents the point of view of a sociologist of education whose major focus is educational stratification. It reviews the basic research findings of issues of educational and social inequalities, within a discussion of the possible contributions of basic research to the solution of educational problems. Areas addressed in the research review include the Blau-Duncan "basic model," the Wisconsin School Process Model, studies of gender and racial disparities, the social-psychology of the schooling process, school organization and climate, and family factors. It is concluded that fundamental research can help to locate the role of the school in the larger social system, suggest strategies for improvements within the school environment, and combine an inward and outward approach to shed light on the interdependence of school and society. The commentaries include: "Comments from Another 'Ivory Tower'" (Philip J. Foster), and "Applied and Basic Research in the Sociology of Education: Comments on Karl Alexander's "In Defense of Ivory Towerism"" (W. Paul Vogt). (TJH)
Descriptors: Educational Environment, Educational Research, Elementary Secondary Education, Equal Education, Family Influence, Literature Reviews, Racial Discrimination, Research Problems, School Community Relationship, Sex Discrimination, Social Discrimination, Social Psychology, Social Stratification, Theory Practice Relationship
Publication Type: Collected Works - Proceedings; Information Analyses
Education Level: N/A
Authoring Institution: State Univ. of New York, Albany. School of Education.; State Univ. of New York, Albany. Nelson A. Rockefeller Inst. of Government.