Awards

• Joint winner of Thomas J. Wilson Prize 2020 (United States)
• Winner of IPUMS Research Award 2022 (United States)

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9780674249110

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Does education always bring more equality? Not necessarily: sometimes education is used to legitimize unfair inequality in pay and power and to promote a pseudomeritocratic and deeply inegalitarian ideology. By looking at early-twentieth-century Boston, this fascinating book teaches a lesson about today: a more equitable society requires a fight for justice, not only in education, but in the workplace and in the tax system. -- Thomas Piketty, author of <i>Capital in the Twenty-First Century</i> This is the best book about education that I have read in a long time. I urge you to read it... One of the most striking things about the book is its balanced strengths in both theoretical sweep and empirical evidence....Groeger's study manages to make a compelling interpretation of how the American system of schooling has managed to expand educational opportunity while at the same time reinforcing social inequality, and she also backs it up with a vast array of persuasive data drawn from the Boston case. -- David Labaree Challenging conventional wisdom, Cristina Groeger shows how increased educational opportunities can reinforce inequality when political and social elites deploy credentialism to generate new occupational hierarchies based on gender, race, ethnicity, class, and citizenship. Her probe of Boston a century ago uncovers the deeper historical roots of the 'education trap.' -- Eileen Boris, author of <i>Making the Woman Worker: Precarious Labor and the Fight for Global Standards, 1919-2019</i> Groeger challenges America's central myth that education can substantially counteract social and economic inequality. This subtle, finely grained analysis of Boston schools and economic development from the Gilded Age to World War II offers a provocative rereading of social class, technological innovation, and racial and gender differentiation in the nation's public and private classrooms. -- Leon Fink, author of <i>The Long Gilded Age: American Capitalism and the Lessons of a New World Order</i> This exquisite book forces us to question one of our most firmly held assumptions: that education is the pathway to equality. Through a closely told history of Boston, Groeger's work compels us social scientists, historians, and the public to rethink our vision of how to achieve a more equitable society. -- Shamus Khan, author of <i>Privilege: The Making of an Adolescent Elite at St. Paul's School</i> Incisive...Groeger makes a persuasive case that education is not necessarily the 'great equalizer' it's often touted to be. Policymakers, economists, and education reformers will want to take note. * Publishers Weekly * This extensive, insightful historical examination reveals how U.S. education has perpetuated social inequality rather than decreasing it. * Library Journal * An important read for anyone interested in the history of education and how it can improve our understanding of schooling and society today. It provides an enlightening read for teachers, teacher educators, researchers, and policymakers, particularly those interested in social justice, encouraging them to examine the society in which students are being educated. -- Lisa Kenny * Educational Forum * Shows the checkered history of education as an anti-poverty tool. Perhaps most importantly, it helps educators and organizers think about the things that actually do reduce inequality: universal government programs and strong unions. -- Mike Stivers * Jacobin *

This exquisite book forces us to question one of our most firmly held assumptions: that education is the pathway to equality. Through a closely told history of Boston, Groeger's work compels us social scientists, historians, and the public to rethink our vision of how to achieve a more equitable society. -- Shamus Khan, author of <i>Privilege: The Making of an Adolescent Elite at St. Paul's School</i> Upending the assumptions of commentators from Horace Mann to Thomas Piketty, Groeger challenges America's central myth that education can substantially counteract social and economic inequality. This subtle, finely-grained analysis of Boston schools and economic development from the Gilded Age to World War II offers a provocative re-reading of social class, technological innovation, and racial and gender differentiation in the nation's public and private classrooms. -- Leon Fink, author of <i>The Long Gilded Age: American Capitalism and the Lessons of a New World Order</i> Challenging conventional wisdom, Cristina Groeger shows how increased educational opportunities can reinforce inequality when political and social elites deploy credentialism to generate new occupational hierarchies based on gender, race, ethnicity, class, and citizenship. Her probe of Boston a century ago uncovers the deeper historical roots of the 'education trap.' -- Eileen Boris, author of <i>Making the Woman Worker: Precarious Labor and the Fight for Global Standards, 1919-2019</i>

Upending the assumptions of commentators from Horace Mann to Thomas Piketty, Groeger challenges America's central myth that education can substantially counteract social and economic inequality. This subtle, finely grained analysis of Boston schools and economic development from the Gilded Age to World War II offers a provocative re-reading of social class, technological innovation, and racial and gender differentiation in the nation's public and private classrooms.--Leon Fink, author of The Long Gilded Age: American Capitalism and the Lessons of a New World Order Challenging conventional wisdom, Cristina Groeger shows how increased educational opportunities can reinforce inequality when political and social elites deploy credentialism to generate new occupational hierarchies based on gender, race, ethnicity, class, and citizenship. Her probe of Boston a century ago uncovers the deeper historical roots to the education trap. --Eileen Boris, author of Making the Woman Worker: Precarious Labor and the Fight for Global Standards, 1919-2019

Author Information

Cristina Viviana Groeger is Assistant Professor of History at Lake Forest College. Her research has been funded by the National Academy of Education and the Spencer Foundation.

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