Educational sociologists have paid relatively little attention to children in middle childhood (ages 6 to 12), whereas developmental psychologists have emphasized factors internal to the child much more than the social contexts in explaining children's development. Children, Schools, and Inequality redresses that imbalance. It examines elementary s
This book deals with U.S. children's schooling in their middle childhood years (ages 6 to 12). It examines how the inequity embedded in the various dimensions of social structure-school and family organization, family socioeconomic status, gender, and age—affect schooling.
