Findings – The case is made that the children were oppressed by adults in the school. Being in school was almost a wholly negative experience for children. Students' active strategies to protect the self were ineffective, which led to their shutting down emotionally. Like adults in similar social contexts, children's energy was devoted to self-protection rather than to being a student.
Matthews, S. (2011), "Applying the “New” Sociology of Childhood to Explain the Black–White Test-Score Gap", Bass, L. and Kinney, D. (Ed.) The Well-Being, Peer Cultures and Rights of Children (Sociological Studies of Children and Youth, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 181-202. https://doi.org/10.1108/S1537-4661(2011)0000014013Download as .RIS
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