In Class Rules: Exposing Inequality in American High Schools, sociologist Peter W. Cookson Jr. describe how students’ socioeconomic status “affects much more than academic outcomes,” writes reviewer Richard Kahlenberg.
High schools “pass on class position through rites of passage that instill in students the values, dispositions, and beliefs of their class,” writes Cookson. Certain schools groom students to be leaders, while others channel adolescents into the laboring class.
High schools have a “latent curriculum,” a set of rules and norms that are written in considerable measure by fellow students, argues Cookson.
School buildings send “unspoken messages.” “Do I go to a school that is beautiful, well equipped, and mirrors back to me a sense of privilege,” he asks, “or do I go to a school that reflects back to me poverty, disorganization, and confusion?”