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Early Career
In the preface of her book, Education and Inequality (1977), Caroline explains that her experiences with the National Scholarship Service and Fund for Negro Students from 1962-1966, shaped her inquiry about social class and education. Her early research questions were:
 * How is social origin related to educational results?


 * Why do so many people apparently accept the vast racial and economic inequalities in society?


 * How does education relate to this process?

Education and Inequality
Dr. Hodges Persell extensively reviewed the literature about the relationship between social standing and educational achievement and concluded that each of the three most prevalent explanations, “suggest a deficit in the principal participants in the situation: the children, the parents, or the teachers” (Persell, 1977, p. 1). She identifies and debunks the three faulty explanations:

1)    IQ-deficit theory – posits that genetic deficiencies explain the variance in school and life performance.

2)    Cultural-deficit theory – argues that cultural and familial backgrounds explain why they cannot learn.

3)    Teacher-deficit theory - Low teacher expectations – suggest that children learn less because their teachers expect less.

Integrated Theoretical Framework for the Relationship between Education and Inequality
Her framework articulates four levels of interdependent systems. Each level of the system interacts with the others and the system itself perpetuates inequality.
 * 1) Societal - Structure of Dominance in Society, Societal Ideologies
 * 2) Institutional - Educational Structures, Educational Ideologies and Concepts
 * 3) Interpersonal - Teachers' Expectations, Educational Interactions
 * 4) Intrapsychic - Cognitive and Non-Cognitive Educational Outcomes

Selected Publications
Cookson Jr, P. W., & Persell, C. H. (1991). Race and Class in America's Elite Preparatory Boarding Schools: African Americans as the "Outsiders Within.". Journal of Negro Education, 60(2), 219-228.

Cookson Jr, P. W., & Persell, C. H. (2008). Preparing for power: America's elite boarding schools: Basic Books.

Persell, C. H. (1976). ''Testing, Tracking and Teachers' Expectations: Their Implications for Education and Inequality. A Literature Review and Synthesis''. Retrieved from http://nec.gmilcs.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip,url,cpid&custid=danforth&db=eric&AN=ED126150&site=ehost-live&scope=site

Persell, C. H. (1977). Education and inequality: A theoretical and empirical synthesis: Free Pr.

Persell, C. H. (1982). Effective Principals: What Do We Know from Various Educational Literatures?

Persell, C. H. (1987). Understanding Society: an introduction to sociology: Addison-Wesley Longman.

Persell, C. H., & American Educational Research Association, W. D. C. (1970). An Evaluation of a Strategy for Bringng Social Science to Bear on Organizational Decision-Making.

Persell, C. H., & Columbia Univ, N. Y. N. Y. B. o. A. S. R. (1971). ''The Quality of Research on Education; An Empirical Study of Researchers and Their Work. Final Report''.

Persell, C. H., & Cookson, P. W. (1985). Teacher Personnel Policies and Possible Outcomes in Four Types of Secondary Schools: Department of Sociology, New York University.

Persell, C. H., & Cookson, P. W. (1993). Making sense of society: HarperCollins.