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Curricular Differentiation and Its Impact on Different Status Groups Including Immigrants and Students with Disabilities

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Handbook of the Sociology of Education in the 21st Century

Part of the book series: Handbooks of Sociology and Social Research ((HSSR))

Abstract

Schools organize students’ learning through informal and formal curricular differentiation, which refers to systematic differences in the experiences, processes, and exposure of curricular content. Research has long found that students have unequal access to learning opportunities based on status group factors, and that these inequalities lead to gaps in educational, occupational, and health outcomes. This chapter outlines the history of curricular differentiation in U.S. schools, key findings on disparities in course-taking by race/ethnicity, family background, gender, disability status and immigrant status, and the effects of curricular differentiation on school and non-school outcomes. We additionally note measurement issues within curriculum research and implications for policy, practice, and social inequality.

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  1. University of Texas, Austin, TX, USA

    Jamie M. Carroll & Chandra Muller

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  1. Jamie M. Carroll
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  2. Chandra Muller
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Correspondence to Jamie M. Carroll .

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  1. College of Education, Department of Sociology, Michigan State University, East Lansing, MI, USA

    Barbara Schneider

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Carroll, J.M., Muller, C. (2018). Curricular Differentiation and Its Impact on Different Status Groups Including Immigrants and Students with Disabilities. In: Schneider, B. (eds) Handbook of the Sociology of Education in the 21st Century. Handbooks of Sociology and Social Research. Springer, Cham. https://doi.org/10.1007/978-3-319-76694-2_11

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