James Samuel Coleman Quotes

• The higher the social class of other students the higher any given student’s achievement.

  James Samuel Coleman

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• There are many examples in high schools which show something about the effects such competition might have.

  James Samuel Coleman

• 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.

  James Samuel Coleman

• The present structure of rewards in high schools produces a response on the part of an adolescent social system which effectively impedes the process of education.

  James Samuel Coleman

• 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.

  James Samuel Coleman

• Schools are successful only insofar as they reduce the dependence of a child’s opportunities upon his social origins.

  James Samuel Coleman

• Particular individuals who might never consider dropping out if they were in a different high school might decide to drop out if they attended a school where many boys and girls did so.

  James Samuel Coleman

• 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.

  James Samuel Coleman

• 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.

  James Samuel Coleman

• In every school, more boys wanted to be remembered as a star athlete than as a brilliant student.

  James Samuel Coleman

• In a high school, the norms act to hold down the achievements of those who are above average, so that the school’s demands will be at a level easily maintained by the majority.

  James Samuel Coleman

• If we refuse to accept as inevitable the irresponsibility and educational unconcern of the adolescent culture, then this poses a serious challenge.

  James Samuel Coleman

• I’d propose that each central-city child should have an entitlement from the state to attend any school in the metropolitan area outside his own district – with per pupil funds going with him.

  James Samuel Coleman

• 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.

  James Samuel Coleman

• For to change the norms, the very foci of attention, of a cultural system is a difficult task – far more complex than that of changing an individual’s attitudes and interests.

  James Samuel Coleman

• Cultural dominance of middle-class norms prevail in middle-class schools with a teacher teaching toward those standards and with students striving to maintain those standards.

  James Samuel Coleman

• Children from a given family background, when put in schools of different social compositions, will achieve at quite different levels.

  James Samuel Coleman

• As an example, one of the schools I have been studying is too small to compete effectively in most sports, but participates with vigor each year in the state music contests.

  James Samuel Coleman

• A child’s learning is a function more of the characteristics of his classmates than those of the teacher.

  James Samuel Coleman

James Samuel Coleman (20)

Birth:	12th May, 1926
Death:	25th March, 1995
Nationality:	American
Profession:	Sociologist

About

James Samuel Coleman was born in Bedford, Indiana, USA. He was an American sociologist. He earned a BS degree in  Chemical Engineering from Purdue University in 1949. He received his PhD from Columbia University in 1955. He studied the sociology of education and public policy, and was one of the earliest users of the term "social capital." His Foundations of Social Theory influenced sociological theory. He served as a professor of Sociology at the University of Chicago from 1956-59, Johns Hopkins University from 1959-73, and he returned to the University of Chicago in 1973. He wrote several books include: Union Democracy(with Seymour Lipset and Martin Trow), The Adolescent Society, Introduction to Mathematical Sociology, Resources for Social Change, Power and the Structure of Society, The Asymmetrical Society, and Foundations of Social Theory.

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