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Topic: James Coleman (sociologist)

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	Obituary: James Coleman, Sociology
		Coleman's scholarly career was devoted to the creation and use of new social-science methodology and theory to illuminate major issues of public policy.
		Coleman was a member of the National Academy of Sciences, the American Philosophical Society, the American Academy of Arts and Sciences, the National Academy of Education and the Royal Swedish Academy of Sciences.
		Coleman is survived by his wife, Zdzislawa Walaszek; four sons -- Thomas of Greenwich, Conn.; John of Madison, Wis.; Stephen of Baltimore, Md.; and Daniel of Chicago -- and a granddaughter, Cora.
	chronicle.uchicago.edu /950330/coleman.shtml (935 words)

	James S. Coleman - Wikipedia, the free encyclopedia
		James S. Coleman, born May 12, 1926 in Bedford, Indiana, died March 25, 1995 in Chicago, was an American sociologist.
		Coleman received his bachelor's degree in Chemical Engineering from Purdue University in 1949, and received his Ph.D. from Columbia University in 1955, where he stood under the influence of Paul Lazarsfeld.
		Coleman is widely cited in the field of sociology of education.
	en.wikipedia.org /wiki/James_Coleman_(sociologist) (612 words)

	James S. Coleman Summary
		A sociologist deeply concerned with education, James S. Coleman was born in Bedford, Indiana, on May 12, 1926, to James Fox and Maurine Lappin Coleman.
		Coleman vetoed tracking students according to ability and urged development of attitudes such as "fl pride." He pointed out that minority students placed in predominantly middle-class schools improved dramatically with no academic loss to the more privileged students.
		James Coleman served as advisor to President Richard Nixon in 1970 concerning plans to give northern and southern school districts some $1.5 billion to lessen the harmful effects of school segregation.
	www.bookrags.com /James_S._Coleman (1139 words)

	Coleman, James S. - HighBeam Encyclopedia (Site not responding. Last check: 2007-10-11)
		Bedford, Ind. A graduate of Columbia (Ph.D., 1955), where he was influenced by Paul Lazarsfeld, Coleman achieved recognition with two studies on problem solving: An Introduction to Mathematical Sociology (1964) and Mathematics of Collective Action (1973).
		A new skirmish in an old battle; James Coleman, great-grandson of slaves, was startled and offended to find the colors of the Confederacy hanging in a St. Cloud veterans' hospital.(NEWS)
		Sight(s) and/or sound(s): sur trois oeuvres de James Coleman.
	www.encyclopedia.com /doc/1E1-coleman.html (355 words)

	The First Measured Century: Program: Segment 12 - The Moynihan Report
		JAMES Q. It was his view, a man who grew up in a female-headed single-parent family, quite sensitive to this issue, that without an intact family, the problems of manhood, of establishing true manliness among some fl Americans, would prove to be very difficult, possibly insoluble.
		JAMES Q. Now, the reaction, of course, was "Moynihan is blaming the victim." The inundation of criticism of him in the early 1960s was ferocious.
		Sociologist James Coleman's report was called "Equality of Educational Opportunity." It had been mandated by the 1964 Civil Rights Act to study the effects of school segregation.
	www.pbs.org /fmc/segments/progseg12.htm (1434 words)

	Hoover Institution - Education Next - The Adolescent Society
		Coleman calls this approach “too simple” and suggests that it would be giving in to the “hedonism and lack of interest in learning of the adolescent culture” to do so.
		Coleman then describes his two-year study of the “climate of values” in nine public high schools that gave rise to his conclusions about this “adolescent society.” The schools were all in the Midwest and included those from small towns, suburbs, and cities.
		James S. Coleman, 1926–95, American sociologist, was born in Bedford, Indiana, and taught at Stanford, the University of Chicago, and Johns Hopkins University.
	www.hoover.org /publications/ednext/3212621.html (1365 words)

	The Social Consequences of Choice: Why It Matters Where Poor Children Go to School
		Coleman's first hurdle was methodological: how to distinguish "the effects of selection from the effects of the school itself" to control, "even to the extent of overcompensating," for selection into the schools.
		Coleman's findings are so powerful that were he dealing with any other area of public policy -- health, welfare, housing, transportation, or juvenile justice -- shifts in public policy would begin to reflect the new knowledge he contributed.
		Coleman's first major study which permitted a systematic examination of this and related questions was prepared under the terms of a major grant from the U.S. Office of Education, part of the U.S. Department of Health, Education and Welfare (now the Department of Health and Human Services).
	www.heritage.org /Research/Education/Schools/BG1088.cfm (3992 words)

	Social Capital (Site not responding. Last check: 2007-10-11)
		Social capital, a term coined by sociologist James Coleman of the University of Chicago, refers to the quality and depth of relationships between people in a family or in a community.
		Coleman (1988) notes, "The social capital of the family is the relation between children and parents (and, when families include other members, relationships with them as well)" (p.
		He adds that the social capital of the community "resides in the functional community, the actual social relationships that exist among parents, in the closure exhibited by the structure of relations, and in the parent's relations with the institutions of the community" (p.
	www.ncrel.org /sdrs/areas/issues/envrnmnt/css/cs1lk37.htm (243 words)

	Learning from James Coleman Public Interest - Find Articles (Site not responding. Last check: 2007-10-11)
		Today, in public memory, Coleman's report has been largely reduced to the second proposition: that "family matters more than schooling" and that "education spending is unrelated to achievement." But while Coleman found that family background was the central explanation for student achievement, he also believed school inequality made things worse.
		Although Coleman discovered that expenditures were not closely related to achievement, the report found that a student's achievement appears to be "strongly related to the educational backgrounds and aspirations of the other students in the school....
		The bad news, Coleman noted in the Harvard Educational Review, was that the characteristics that mattered least (facilities and curriculum) were the most equal between schools attended by fls and schools attended by whites, while the factor that mattered most (the socioeconomic background of fellow students) was the most unequally distributed.
	www.findarticles.com /p/articles/mi_m0377/is_2001_Summer/ai_76812255 (684 words)

	Johns Hopkins Magazine -- April 2000
		That was the conclusion Hopkins sociologist James S. Coleman reached in the 1966 report Equality of Educational Opportunity--a conclusion that would help set in motion the mass busing of students to achieve racial balance in public schools.
		Coleman stayed on the faculty until 1973, during which time he conducted much of his groundbreaking work in the sociology of education, and co-founded, with Edward McDill, the Center for Social Organization of Schools.
		That last point is key because in 1975 Coleman concluded in a new study that busing had failed, largely because it had prompted "white flight." As white families fled to suburban schools, the report concluded, the opportunity for achieving racial balance evaporated.
	www.jhu.edu /~jhumag/0400web/18.html (935 words)

	Remembering James Smoot Coleman, African Studies Center
		Coleman, at 66, died in 1985 after a career as a university teacher and administrator in Africa and the United States.
		The speakers honoring Coleman at UCLA's Royce Hall were Africanists David Apter of Yale, a political scientist and sociologist; Joel D. Barkan of the University of Iowa in Iowa City, political scientist; Merrick Posnansky, historian and anthropologist; and Richard L. Sklar, political scientist.
		According to Apter, Coleman had been told, before such racist theories were abandoned by mainstream Mormons, that "the sons of Ham are cursed." The biblical curse of Ham's descendants by Noah has sometimes been used to justify conquest and enslavement of Africans.
	www.international.ucla.edu /africa/article.asp?parentid=31347 (727 words)

	A Faithful Mirror - Balance
		Commissioned by the Office of Education in the Department of Health, Education, and Welfare, sociologist James Coleman surveyed over one-half million students and 60,000 teachers in 4,000 U.S. public schools and found that most American children attended segregated schools.
		Coleman found that there was an achievement gap between minority and middle-class white students and that academic achievement was strongly related to socioeconomic factors.
		Some policy makers began to use the Coleman Report as a way to argue for certain policies, such as busing, as a means to eliminate desegregation.
	www.collegeboard.com /faithfulmirror/balance/uneasy.html (544 words)

	Presentation by Grover J. (Russ) Whitehurst, Assistant Secretary, Educational Research and Improvement, U.S. Department ...
		On the subject of teacher attributes, Coleman wrote, "A list of variables concerning such matters as teachers' scores on a vocabulary test, their own level of education, their years of experience, showed little relation to achievement of white students, but some for Negroes....
		With enough children and teachers and schools, and with some fancy statistics, it is possible to estimate the relative contribution of each of these factors to the differences that are observed among children in academic achievement.
		In summary, we now know that Coleman was wrong: Teachers do matter, as our anecdotal experiences suggest and as Congress assumed when it reauthorized ESEA and authorized $3 billion annually for teacher training and professional development.
	ies.ed.gov /director/speeches2002/03_05/2002_03_05a.asp (1204 words)

	:::THC-WCF:::
		Indeed, in the mid-1960s, University of Chicago sociologist James Coleman led a major research study designed to explain why students in certain schools or in certain classes within a school perform better, on average, than students attending other schools or other classes.
		Coleman’s pioneering research weighed the relative influence on student achievement of different school factors (such as per-pupil spending and school size) as well as the influence of different teacher variables (such as teacher experience and levels of education completed).
		Coleman’s research spawned a number of studies replicating his work and building upon it.
	worldcongress.org /wcf2_spkrs/wcf2_mattox.htm (4021 words)

	Hoover Institution - Education Next - Romancing the Child
		But the reason for the line was: they were queuing up to withdraw their children.” Parents said they were dissatisfied with the lack of clear academic goals and measures of achievement, as well as with the lack of order and structure that accompanied the progressive methods.
		In the 1980s, the distinguished sociologist James Coleman conducted carefully controlled, large-sample research that demonstrated the ineffectiveness of progressive methods in raising general academic achievement and in closing the achievement gap between advantaged and disadvantaged students.
		Coleman found that Catholic schools achieve more educational equity than public schools because they follow a rich and demanding curriculum; provide a structured, orderly environment; offer lots of explicit instruction, including drill and practice; and expect every child to reach minimal goals in each subject by the end of the year.
	www.hoover.org /publications/ednext/3390946.html (2916 words)

	The Anti-Busing Constitutional Amendment (Site not responding. Last check: 2007-10-11)
		Coleman's report has been probably the most powerful influence on public policy of any contribution from the academy in history.
		Coleman himself testified numerous times before congressional committees and in school desegregation cases in courts.
		In August of 1978 David Armor, senior sociologist at the Rand Corporation, released his own report in which he attempted to measure white flight caused by busing or other court-imposed segregation plans as compared to the white flight that would have occurred for other reasons.
	www.heritage.org /Research/Education/IB47.cfm (3162 words)

	Johns Hopkins Magazine
		The model is largely the brainchild of Johns Hopkins sociologist James McPartland, PhD '68, an unassuming man with a long-standing dedication to making public schools more responsive to disadvantaged minorities.
		He has been tackling the problem of inequity in education since he was a graduate student of famed Hopkins sociologist James Coleman during the 1960s.
		Known as the Coleman Report, it was commissioned by the U.S. Office of Education and surveyed 600,000 schoolchildren and teachers nationwide.
	www.jhu.edu /~jhumag/0603web/school.html (3215 words)

	UT DISCOVERY MAGAZINE
		Sociologist James Coleman, in his influential 1966 study, showed that attributes of parents made more of a difference in how students performed at school than any measurable qualities of the school.
		Sociologists and developmental social psychologists now realize that what parents do with and for their child makes a difference in how a child succeeds in school.
		Recent studies have focused on the importance of the social relationships in educating a child.
	www.utexas.edu /opa/pubs/discovery/disc1996v14n3/disc-parents.html (2936 words)

	The Communitarian Network
		Sociologist James Coleman argued that Catholic high schools provide better education than public schools because they receive more support from parents and church.(6) As societies organized around extended family have disappeared, Coleman believed that market, corporation, and government have expanded their influence on society, including schools.
		Coleman urged us to abandon the idea that schools are solely agents of the state.
		The religious communities that simultaneously promote a marriage culture, discourage a divorce culture, and promote a culture of care for the divorced, remarried, and their children,(22) are the ones that make full use of their theological traditions to hold authentic ideals together with a charitable sense of human weakness.
	www.gwu.edu /~ccps/pop_rel.html (6257 words)

	Table of Contents and Excerpt, Shirley, Valley Interfaith and School Reform
		At first advanced tentatively by economist Glenn Loury, the idea was then developed with more rigor by sociologist James Coleman, who applied it to explain what he perceived as the superior achievement of Catholic schools in educating low-income urban youths.
		James Coleman suggested that social capital explained the superior outcomes from Catholic school education over public schools in inner-city communities, but subsequent commentators have noted that Coleman's analysis was fundamentally flawed, for two reasons.
		First, Coleman's study focused on academic achievement at the high school level, but the youths in his study typically did not come from a parish in close proximity to a school, but rather from a scattered metropolitan area.
	www.utexas.edu /utpress/excerpts/exshival.html (4169 words)

	TIME.com: Forced Busing and White Flight -- Sep. 25, 1978 -- Page 1
		Coleman was the man whose 1966 report, Equality of Educational Opportunity, had served as the main academic proof of the values of desegregation.
		Coleman, of course, was merely asking whether, in the long run, "forced busing might not defeat the purpose of increasing overall contact among races hi schools."
		Produced by Harvard-trained David Armor, 39, a senior sociologist at the Rand Corp., the report seems to bear out many of Coleman's early fears.
	www.time.com /time/magazine/article/0,9171,912178,00.html (729 words)

	TAP: Vol 7, Iss. 27. Social Change One on One. Gary Walker. (Site not responding. Last check: 2007-10-11)
		Coleman might as well have been reciting the mission statement of Big Brothers/Big Sisters of America.
		When James Coleman argued that social capital was declining ten years ago, he presented his case in historical terms extending back to the Industrial Revolution.
		When men left the household in droves to work in factories in the nineteenth century, an extensive public investment was required "in a new form of social capital, mass public schooling." Now that women are leaving home, we must think again, he suggested, about institutional changes.
	www.prospect.org /print/V7/27/walker-g.html (4025 words)

	James Coleman sociologist - JamesColemansociologist
		Coleman received his Ph.D. from Columbia University in 1955, where he stood under the influence of Paul Lazarsfeld.
		In 1991 Coleman was made president of the American Sociological Association.
		His controversial 1966 article titled "Equality of Educational Opportunity" (often simply called the "Coleman Report") fueled debate about school effects that has continued since.
	www.kopete.org /James-Coleman-sociologist.html (355 words)

	Not Just a Test
		The report was based on a survey conducted by the Educational Testing Service under the direction of sociologist James Coleman, and it included a brief test of cognitive skills.
		Coleman dropped the idea of federal support for under-funded public schools, apparently presuming that it wouldn't help much.
		As the Lemann bookdescribes, James Conant Bryant, the president of Harvard University from 1933 to 1953, endorsed this paradigm and spearheaded the broad use of the Scholastic Aptitude Test as a means of making admissions to Harvard more inclusive and less dependent on family connections that otherwise dominated admissions in his day.
	www.thenation.com /doc/20040503/steele (562 words)

	Public and Private Schools Compared
		James Coleman (see below) provided evidence in the late 1980s that this worry appears to be misguided, since integration at the level of individual schools was higher in the private than in the public sector.
		This collection of articles by the late sociologist James Coleman debunks a number of myths regarding the differences between public and private schools.
		The reason, Coleman reported, is that while the public school system as a whole enrolls a larger percentage of minority students than does the private sector, individual public schools are more likely to be virtually all-white or virtually all-fl.
	www.schoolchoices.org /roo/pai.htm (499 words)

	My research / Dewian Social Capital Development Theory (Site not responding. Last check: 2007-10-11)
		However there are indications that the psychological and sociological research communities are moving closer to Dewey's views.
		For example in his last book "Foundations of Social Theory" sociologist James Coleman dedicates a section to the topic of "Processes of Change inside the Actor" in which he seems to agree on several important points with Dewey's model of the active self, while stopping short of presenting a complete model of individual self change.
		Coleman states as did Dewey that persons may make internal changes in order to alter their own utility functions.
	www.activeself.org /excerpts/coleman.htm (146 words)

	Flight from Equality: School Reform in the US since 1983 (Site not responding. Last check: 2007-10-11)
		It is likely that gains made by high performing students as measured by the NAEP tests were kept down as a result of rising high school completion rates: a growing share of poorer performing students were staying in school, thus lowering the average of the top fifth.
		The Coleman Report became the main point of support for advocates of racially-segregated school districts in the Courts.
		It is also noteworthy that six years after the original Coleman Report was issued, Coleman published reanalyses of the same data using "regression" procedures.
	members.tripod.com /educationright/id287.htm (1806 words)

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