James S. Coleman, a pioneering American sociologist, revolutionized the study of education and social dynamics with his groundbreaking research. His influential work on the "Coleman Report" shed light on the complexities of school desegregation and educational inequality, shaping policy discussions and academic inquiry for decades to come.
"The results indicate that heterogeneity of race and heterogeneity of family educational background can increase the achievement of children from weak educational backgrounds with no adverse effect on children from strong educational backgrounds."
"Schools are successful only insofar as they reduce the dependence of a child's opportunities upon his social origins."
"It is clear from all these data that the interests of teenagers are not focused around studies, and that scholastic achievement is at most of minor importance in giving status or prestige to an adolescent in the eyes of other adolescents."
"A child's learning is a function more of the characteristics of his classmates than those of the teacher."
"It is one thing to take as a given that approximately 70 percent of an entering high school freshman class will not attend college, but to assign a particular child to a curriculum designed for that 70 percent closes off for that child the opportunity to attend college."
"There are many examples in high schools which show something about the effects such competition might have."
"Grades are almost completely relative, in effect ranking students relative to others in their class. Thus extra achievement by one student not only raises his position, but in effect lowers the position of others."
"The higher the social class of other students the higher any given student's achievement."
"The educational resources provided by a child's fellow students are more important for his achievement than are the resources provided by the school board."