Social Status, Acculturation and School Attendance in 1850 Boston

Comparisons of relationships between ethnicity, SS, & acculturation over time can determine historical changes & test the time-honored assumption that education leads to equality when educational opportunity is also considered. A focus on mid-nineteenth century Ur American public schools can...

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Bibliographic Details
Published in:Journal of social history 1977-01, Vol.11 (2), p.179-192
Main Author: Wilkie, Jane Riblett
Format: Article
Language:English
Subjects:
Acculturation
African Americans
Black/Blacks
Boston, Mass
Censuses
Children
Education/Educational/Educator/ Educators/ Educationally
Educational opportunities
Ethnicity/Ethnicism
Opportunity/Opportunities
Parents
School age children
School attendance
School segregation
Social class/Social classes
White people
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Summary:Comparisons of relationships between ethnicity, SS, & acculturation over time can determine historical changes & test the time-honored assumption that education leads to equality when educational opportunity is also considered. A focus on mid-nineteenth century Ur American public schools can assess key aspects of the relationship between race/ethnicity & educational opportunity & can determine the roles of class & acculturation. Boston is studied because of the varied groups & high school enrollments during the mid-nineteenth century. The Boston system was then typical of Americanizing institutions. Data were obtained from a proportionate probability sample of households listed in the 1850 Federal Census. Blacks & ethnics were proportioned for more accurate representation. For each child (4 to 16 years old), age sex, race, & school attendance were noted. For each parent variables included occupation, sex, race, & birth place. School enrollment is taken to be the best indicator of educational opportunity quality for this period. Occupation reflects class differences. It is found that older Lc children had restricted opportunities. The cultural backgrounds of blacks & ethnic groups have a greater impact on educational opportunity than SC. Residential segregation of blacks precluded their participation in the Americanization process that worked more favorably for ethnic minorities. Educational opportunities for blacks generally did not lead to upward mobility as they did for ethnics. 6 Tables. L. Kamel.
ISSN:0022-4529
1527-1897
DOI:10.1353/jsh/11.2.179