What role did your school play in promoting particular gender identities?

Instructions:
Following the guidelines for discussion boards in the syllabus and materials provided in the “all about discussion boards.” Check this link for complete instructions: (Discussion Board Grading and rubric)
Fully address two (2) of the “textbook” questions and four (4) of the “other materials” questions. That’s six (6) questions in all.
Number each response. Use bold text when referencing a key concept from course materials. (e.g. “My workplace demonstrates mechanical solidarity, which means that…”; or “The main difference between social capital and cultural capital is that…”
TEXTBOOK QUESTION SETS (Choose 2)
1. Think about the difference between the terms “achievement gap” and “opportunity gap.” The chapter argues that opportunity gap is a better way to think of differences in student outcomes, because it takes the opportunities students have had into account. Do you agree with this assessment? What do we gain/lose by calling it the achievement gap? What do we gain/lose by calling it the opportunity gap? What messages does each term send about who is responsible for group differences in achievement?
2. What role did your school play in promoting particular gender identities? In what ways were students divided into “boys” and “girls”? Did your school promote traditional gender norms or make space for alternatives? What is the school’s responsibility for accommodating transgender and other non-traditional forms of gender identity or expression?
3. Tracking is a very common practice in high schools. Was your school tracked? Does the discussion in the text about the contrasts between high and low tracks fit with your experience? Why do you think schools track? Is that a good reason? What are some of the arguments in favor of tracking? What about against? Can you imagine your high school experience without tracking?
4. Describe two of the education policies discussed in the chapter, such as desegregation, increasing school funding for poor districts, testing and accountability, and school choice, on the board. For each, explain the rationale for this policy and the evidence that would support it. Do you support these policies? Why or why not? Why do you think some policies have been more prominent in recent years than others?
“OTHER MATERIALS” QUESTION SETS (Choose 4)
5. Video: “Education: Schools and Social Inequality:” How do both “financial capital” and “cultural capital” inequalities shape educational outcomes? Do you believe “financial capital” or “cultural capital” are more important for educational outcomes? Do you believe your school had high, low, or medium levels of these forms of capital? How do you believe these might have shaped the education your received?
6. Video: “Education: Schools and Social Inequality:” Describe, in your own words, how the “school to prison pipeline,” tracking, and standardized tests may disadvantage some groups of students and not others. What are some ways that we might be able to decrease these inequalities?
7. Video: “Separate and Unequal:” How do you think student experiences will change for students in A) the Baton Rouge School District, and the newly-incorporated B) St. George’s School District after St. George incorporates? Do you believe wealthier districts should separate from poorer districts? Why or why not?
8. Video: “Tale of Two Schools: Race and Education on Long Island” This video explores students’ experiences at two Long Island Schools, the wealthy Rockville Center School and the poorer Wyandach School. Was your school more like the wealthy school, or more like the poorer school? In what ways? What do you believe it would have been like for you to attend Rockville Center? What do you believe it would have been like for you to attend Wyandach?
9. What America got Wrong about Ebonics: Before this course, what had you heard about “ebonics” or African American Vernacular English? How does the video either reinforce or challenge what you previously heard? Referencing one sociological concept or finding from the textbook, describe one possible effect of a program like the one described

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