Variation and Myth in the Social Status of Teachers

• Published in: Journal of Educational Sociology 1961-11, Vol.35 (3), p.104-118
• Main Author: Carlson, Richard O.
• Format: Article
• Language: English
• Subjects: Census tracts; Gender roles; Lower class; Middle class; Myths; Parents; Social classes; Social mobility; Social status; Teacher/Teachers; Teachers; Womens studies
• ISSN: 0885-3525; 0038-0407; 1939-8573
• DOI: 10.2307/2264812

An examination of 'the diff's in (a) soc origin, (b) present soc standing, & (c) SM in the following categories into which teachers can be placed: men, women, secondary & elementary.' It is argued that 'because of methodological defects in the more prominent studies, a myth has been created about the extent to which teachers are Me & about SM among teachers.' 2 samples consisting of 406 teachers in San Francisco were studied & SC was determined by 'cluster analysis of characteristics of the census tract of residence.' The 1st sample utilized the address of parent to determine SC origin of new teacher & indicated that : ' (1) teachers have origins at all levels of the SC continuum, (2) teachers over-represent the whole top half & under-represent the whole bottom half of the SC continuum, (3) approximately 36% of the teachers in the sample do not have origin in the middle SC, [&] (4) various categories of teachers differ in terms of their SC composition,' so that 48% of M secondary Sch teachers originate in the Lc's, while F elementary teachers showed 23% originating in the Lc, 74% in the Me, & about 4% in the Uc. The 2nd sample was based on the residence of teachers in the experienced work force in the same area & 'revealed little diff in SC standing among categories of teachers, but... indicated that approximately 70% of the teachers attain middle SC standing. The bulk of the rest are in the Lc.' I. Taviss.