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The Psychological Costs of Quality and Equality in Education

Urie Bronfenbrenner
Child Development
Vol. 38, No. 4 (Dec., 1967), pp. 909-925
Published by: Wiley on behalf of the Society for Research in Child Development
DOI: 10.2307/1127092
Stable URL: http://www.jstor.org/stable/1127092
Page Count: 17
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The Psychological Costs of Quality and Equality in Education
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Abstract

A review of research indicates that the serious inadequacies experienced in school by disadvantaged children, especially Negro boys, have their origins primarily in prenatal damage, father absence, impoverished home environment, and dysfunctional patterns of child rearing. In an integrated classroom, these inadequacies present problems not only to the Negro child but also to his white companion, who is exposed to the contagion of disorganized and antisocial behavior. Findings of social psychological research call for a counterstrategy of active involvement in work with disadvantaged children on the part of middle-class children and adults of both races. The results are seen as benefiting not only the disadvantaged but also the advantaged child by providing him with needed training in actual behavior consistent with the democratic values of human dignity and social responsibility.

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