Page 442 - Sociology and You

412 Unit 4 Social Institutions
High School Dropouts
For many jobs, a high school diploma is a minimum requirement. People who do not complete high school earn only about three-fourths as much as high school graduates. This map shows the percentage of teenagers (aged sixteen to nineteen) in each state who are high school dropouts.
District of Columbia
High School Dropouts
6% or less 7%
8 –10% 11–12% 13% or more
Source: 2001 Kids Count Data Sheet. (Washington, DC: Population Reference Bureau, 2001).
Interpreting the Map
1. Compare this map with the Snapshot on page 404. Do you see a relationship between the money spent per student and the percentage of high school dropouts?
2. Compare this map with the Snapshot on page 261. Do you see any relationship between the percentage of high school dropouts and the percentage of the population living below the poverty line?
Source: 2001 Kids Count Data Sheet (Washington, DC: Population Reference Bureau, 2001).
Girls, for example, learn to talk softly, to avoid certain subjects (especially math and science), to defer to the alleged intellectual superiority of boys, and to emphasize appearance over intelligence. As a result, in a coeducational setting boys are
❖ five times more likely to receive the most attention from teachers. ❖ three times more likely to be praised.
❖ eight times more likely to call out in class.
❖ three times more talkative in class.
❖ twice as likely to demand help or attention. ❖ twice as likely to be called on in class.
The conclusions seem to be incontrovertible: in general boys talk more, move more, have their hands up more, do more, argue more, get more of the teachers’ attention than do girls in a coeducational setting (Sadker and Sadker, 1995).