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Wealth poverty and social class
How social economic status affects social education
Wealth poverty and social class
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For the past couple of weeks, the topic of poverty has been the main idea. This week has been a change in thought where the topic of discussion is the upper class. the upper class has their problems but will never surpass the problems of the lower class. you see a shift in personal worry between classes. Where the worry in the lower class is not have enough money and the upper class is having too much money but not being socially accepted. In the article, it states that the wealthy has created their own type of community. They have their own private schools, country clubs, gated neighborhoods, and ect. Growing up in this type of community comes with a huge advantage. Most of which is the educational opportunities; these individuals will go to the bests schools starting young. The started in a day school where their parents payed for …show more content…
Many are familiar with area because the standard of living is very high. In the area, the individuals that live there are celebrities, corporate businesses owners, and upper middle class people. i for one went to a public school but many of my peers went to the surrounding private schools. My family didn’t have the same type of money my other peers had and the way they treat you as so. It is based on your parent’s income; a girl in the video stood at school and picked on people because of the way they look. The video had a very actuate description of how the upper class can act towards people who have less than. My experience with the upper class is very humbling because I was different It taught me a lot of patients with people and to realize that ignorance come in all form and fashion. the upper class is so privilege because Most of them have careers and job opportunities set up for them when they graduate college. Their parents pay their whole way through college because they afford it. In the video is states that the wealthy tend to flash their wealth so everyone can see
While she was working the minimum wage life she would talk about the rich as selfish people who struck luck and got all their money that way. She says, “ Since the rich have become more numerous, thanks largely to rising stock prices and executive salaries” (Ehrenreich 109). She explains that the rich are becoming more numerous as a result of stocks and executive salaries growing. The New York Times says, "Data Reveal a Rise in College Degrees Among Americans” (Rampell 1). The article says that more and more Americans are earning college degrees over the years. This is the reason why the successful are
people agree with the state that Liz borrows from Thomas Jefferson, "Everybody should have an education proportional to their life,"(Addison 256). Unfortunately, the average income between rich and poor in America is not accurate, everyone supposed to become somebody in life; college gives opportunity to everyone who wants to do so, to become whatever they want, and at any age with a low cost. as much as the income level between rich and poor in America stays unbalanced; college will always be there to gives opportunity to people who want to learn, but cannot afford to attend university. Liz Addison points out an example in the article. It describes “a college application essay workshop for low-income students” (Addison 256). This is suitable for low-income students, but it doesn’t mention an education at universities. People who go to community college have a lot trouble to find jobs which can allow them to pay their debt after graduate. However, in university you are more likely to find and job and be able to pay your
List three facts the author uses to support the main idea: Jencks included a lot of studies and charts into his article that helped his argument. One of the studies that he included is on the percent of household income going to the richest one percent. In this study it showed that in 1979 7.5% of household income went to the top one percent, and in 1997 it jumped to 13.6 %. Another fact from the article is a study conducted by Lars Osberg from Dalhousie University. It found that the poor in America worked more hours than their poor counterpart in Canada, Britain, Sweden, France, and Germany. The third fact that I think is relatively important is that since 1979 the tuition at America's public colleges has risen faster than most parent's income. Thus giving the poor even less of a chance to receive a higher education.
In the article Paul Groski tells about a high school teacher struggling to connect with her low-income students. The teacher Janet loves her kids but assumes they are just lazy. By assuming this she is agreeing that poor kids have a certain culture about them. Many others also think the same, that poor people have a certain culture to them. The fact is that students living in poverty do not have the same benefits as a wealthier family. Facts show that most kids in low-income houses have at least one parent who is employed and works full time year round. Having jobs that do not pay as much makes it hard to support a family working part time. That is why a wealthier family works fewer hours than the average poor family. Many teacher’s like Janet also believe the parents of the less wealthy kids are uninvolved are unmotivated to help their kids. Poor Parent’s want their kids to succeed just as a much as a richer Childs parents do. Many poor parents’ work night time jobs and cannot afford to pay for public transportation. This probably explains why Janet does not see many parents at the...
Miller argues that families of upper class prepare their child to be more likely to success and maintain their higher social class status. I totally agree with what Miller said about upper class parents; they enrolled their child with tight schedule that’s full of activities and after-school programs. They see their children as projects in need of huge investment and cultivation, which I feel is an advantage and disadvantage. These children develop the skills to
Society has made us identify what type of American we are. I believe I am more aware of things such as social inequality, social class and the correlation between education and social class. Because being in my community the “black” community we have been taught the higher the education the better your social class. My parents and grandparents have constantly reminded me that education is important and the key to success and achieving a better life. Which is one topic in the article where Schaefer points out the independent and dependent variables. The independent variable being the level of education and the dependent variable being the level of income. From seeing this diagram in the article it correlates with what I have been taught to think my entire life. The amount of money you make depends on how educated you are. So my parents have always taught me to go to school because they believe that money is the key to a successful or comfortable life. This has been the lesson I have been taught by my parents but I always question. They say “Money can’t buy happiness” but then say in order to
Returning to his old high school after having had graduate ten years ago, Shamus Rahman Khan came in with one goal: to study the inequality of a school that claims to be more “diverse.” St. Paul’s School located in Concord, New Hampshire claims to have become more diverse over the years, accepting people of different racial backgrounds and social classes to their prestigious boarding school. However, as described in his book, Khan found that this claim made by the school is false. He also found out that the elite that used to attend his school is not the same as the elite attending it now. Nonetheless, it was the elite that were succeeding because they were the ones who could afford the school, had family linages that already attended the school, and mastered “ease” which made them privileged in society. Separating his book into five different chapters, each focusing on a different topic that helps support his claim, Khan describes this change in elite and the inequality that still accompanies St. Paul’s. In the introduction to Privilege: The Making of an Adolescent Elite at St. Paul’s School, Khan states the three most important points he will refer to during the rest of the book: hierarchies are natural and can be used to one’s advantage, experiences matter more than inherited qualities, and the elite signal their status through ease and openness. These are discussed thoroughly in throughout Privilege.
Becoming an adult is signified differently in every culture, in America, reaching middle class status is one way that is used to indicate adulthood. To obtain middle class status one would need to acquire a job, become financially stable, get a house, and have a family. The “Mood Economy”, self-reliance, and distrust in institutions, as stated in Silva’s Coming Up Short, have reshaped what it means to become an adult. Replacing the traditional white picket fence ideals with new neoliberal ones. Although middle class status is still a goal for a lot of individuals, the number of people who reach middle class status has diminished significantly over the years. By examining the new milestones that mark adulthood and evaluating how the state reproduces little social mobility through “Attacking Solidarity” mentioned in Requiem for the American Dream, we can get a better idea of how the middle class disappeared before us.
Krugman 's even go about saying that this is why there is such a huge economic gap between social class. According to Krugman “Instead the rise in debt mainly reflected increased spending on housing, largely driven by the competition to get into good school districts. Middle- class Americans have been caught up in a rat race, not because they’re greedy or foolish but because they’re trying to give their children a chance in an increasingly unequal society”(564-565). All in all Krugman is saying that the only way for children in this day in age to receive a good education is by either being from an upper class family or making the public believe that your upper class, even though you can not afford that lifestyle. Which is not necessarily true because if you are willing to work hard enough you can go as far as you want in education.
Our study of racism is related to the video because when the girl walks out of the classroom agitated, Jane Elliot said when one gets tired of being basis of their eye color, one can walk out that door, but when people of color get tired of racism, they can’t just walk out. Being a victim of racism isn’t something anyone wants to be apart of because being picked on because of your race, religion, or ethnicity isn’t something to be happy about because people should be happy of who they are not made of. I personally know people who have been victimized of racism in schools like people from the film too. Witnessing this isn’t something to be proud of because if you don’t it or try to prevent it from happening then you are no better than the person who was giving out the bullying to that person. Hopefully by seeing all these things happening around us involving racism we can finally put an end to it so people’s lives stop being in danger and put on the line
It says in Brookings’ article “Rich Neighborhood, Poor Neighborhood: How Segregation Threatens Social Mobility,” it states, “In a report produced for the Pew Charitable Trusts’ Economic Mobility Project, Bryan Graham and I find that in urban areas with higher levels of income segregation, there is less economic mobility.” Research has been done on how segregation affects social mobility and it is not a positive effect. Since this states that in higher levels of income segregation there is less economic mobility, more segregation occurs in these areas and it is easier to classify the rich from the poor. This means that ist is difficult more the wealthy to make connections with other people in their community. Although living in a rich neighborhood may have some relationship issues, there are also cons when living in poor neighborhoods which segregation has a role in. It says in the article, “In an economical segregated city, growing up in poverty means living in a neighborhood that offers lower quality schools, fewer economic opportunities, and more violence. For those at the top of the income distribution, growing up in a wealthy family means attending well-resourced schools, having access to economic opportunities through advantaged social networks, and being shielded from the social problems that arise in poorer communities.” To sum all of this information up, poverty contains many economical and
Before entering into defense of the argument, it is important to communicate that the current situation is one which demands reform. It must be understood that the state of the public school system is not simply confined to the domain of education but is instead very much interrelated with the distribution of wealth. The current opportunity gap-which affords those who are middle and upper class greater access to higher quality education-is the cause of the inequality seen in the distribution of income. “Children born into the top fifth of the income distribution have about twice as much of a chance of becoming middle class or better in their adult years as those born into the bottom fifth (Isaacs, Sawhill, & Haskins, 2008)”.
Poverty on social conditions affects everyone in every part of the world, no matter if they are rich or poor. First of all, everyone is divided into some sort of social class. The most known classes are the economic classes- the lower class, the middle class, and the higher class. The lower class goes through arduous labor all day and night to earn decent amounts of money to provide for themselves and their families. Most likely, they are the only source of income for the entire family. The higher class works hard to keep up or raise their high social status. They also work hard so they don’t loss their social rank, which permits them to hold a higher power over the middle and lower classes. Similarities of decisions made by characters in these two literary works will analyzed to understand the meaning behind the actions and influences of the social classes on each other.
...tudents in high-poverty schools. Indeed, low-income students given a chance to attend more-affluent schools performed more than half a year better, on average, than middle income students who attend high-poverty schools” (Kahlenberg, Middle Class Schools for All 2). From this data, it is clear to see that the type of school is what matters most, not income. Ones social income class should not be used to determine their intelligence, but to only advertise their yearly salary.
In an education journal, Anyon (“Social”) provides the reader with the concept that there are four different types of schools, working class schools, middle-class schools, affluent professional schools, and executive elite schools, after observing five schools. The working class schools are made up of parents with blue-collar jobs, with less than a third of the fathers being skilled, and the majority of them being semiskilled or unskilled. “Approximately 15 percent of the fathers were unemployed… approximately 15 percent of the families in each school are at or below the federal ‘poverty’ level…the incomes of the majority of the families…are typical of 38.6 percent of the families in the United States” (Anyon, “Social”). In a more recent study conducted by Anyon (“What”, 69), she states that,