RT Journal Article
SR Electronic
T1 The Issue Is Still Equality of Educational Opportunity
JF Harvard Educational Review
JO herp
FD Harvard Educational Press
SP 490
OP 496
DO 10.17763/haer.51.4.a57m2433120x5lk2
VO 51
IS 4
A1 Braddock II, Jomills Henry
YR 1981
UL http://harvardeducationalreview.org/content/51/4/490.abstract
AB Education in the United States has traditionally been viewed as a primary stepping stone to upward social mobility. This has been especially true for the disadvantaged and minority group members. Conventional wisdom suggests that it is our free public school system that guarantees an open society in which children of all social classes and ethnic backgrounds have an equal chance to develop their talents and achieve adult success commensurate with their individual abilities. While a number of observers argue strongly that the U.S. educational system perpetuates and reinforces existing social inequities(Bowles, 1972; Rothbart, 1970), it is still the case that educational attainment is the single best predictor of adult occupational success (Sewell & Hauser, 1975).