Still Separate Still Unequal Analysis

The middle class students tend to outperform their peers, with this group being predominantly white but not entirely. Lower class students, however, are made up of black, Hispanic and white students, and often are more inclined to be off task. There was one lower class white student, for example, who was off task for the entire class period and more focused on socializing with his friends than completing any sort of assignment. The most troubling thing about this individual was, judging by the half-completed assignment in front of them, they barely knew who to write and could not even compile a complete

Teachers explain and expand on the textbook, but never analyze it. In an affluent professional school students have a creative activity done independently. Kids have more control to finishing an assignment before moving to another subject compared to the working class. In an executive elite school focused on analyzation. Students

Mike Rose wrote an essay in a newsletter for a college honor society. This essay dives into the working class and different perspectives of it. Rose writes about experiences he had growing up seeing people who in his family work blue-collar jobs. He talks about the skills used in their jobs and the skills that were learned during working in the jobs. Rose discusses his experiences with getting a college education and working as a professor.

3, “The liberal arts are particularly irrelevant for low-income and first-generation students” (228). Sanford J. Ungar, President of Goucher College, which is a small liberal arts school, believes the reasoning behind this statement is that they feel like students from low-income families should pursue a major that’s practical rather than attempting to pursue something that maybe is not as guaranteed to get you a good paying job, like literature or physics. He points out that this is prejudice, and that it’s making the insinuation that people in the lower class are merely bodies that carry out the ideas of the wealthier, upper class. Ungar says, “It is condescending to imply that those who have less cannot understand and appreciate the finer elements of knowledge” (228). He proceeds to let the audience know that in his experience, he has found that “people who are the newest to certain ideas and concepts, are usually the people who approach the job with a more open and creative mind”; we should respect what everyone has to offer.

No Makin It”. In Mcleod’s book, the view of schools as a sorting machine shows us how schools are not a place for equality. We put students into different tracts such as AP and IB, creating a hierarchy or stratifying system (Mcleod). Even though my parents aren’t very wealthy, a private school has put me higher in the stratifying system and pushed me to try hard and get good grades so I could get into a good college. This is another aspect of my life that has been socially constructed as normal.

The lack of exposure of education in working class communities revolves around constant judgment and misunderstandings. Many people will not understand when you have to say “no” to going out on a night of drinking, or rejecting the offer to a family reunion to finish studying for a midterm. It is difficult to explain to family members and friends that my education comes first. It is also difficult to constantly remain in a dedicated mindset to continue my education. The stigma behind the school name I carry brings a lot of stereotyping as well.

Unequal Education In Schools The American dream has always been conceived as the abundance of opportunities that the United States has to offer. One of these includes the offer of equal and quality education for all kids, no matter who they are or where they come from. But the startling truth is that schools in the U.S. are NOT equal: some kids receive a high- quality education, while others do not. What is the reason for this, may you ask?

According to the U.S. Department of Education, in 2011-12, only 1.9% of schools that are 0-10% black and Latino have 91-100% poor students. In sharp contrast, 50.8% of schools that are 91-100% Black and Latino have 91-100% poor students, so the more segregated the schools are, the starker the difference in the SES of the majority of it’s students. Not only are these students racially and economically isolated, but their education is radically different than what one in a suburb would experience. In “Still Separate, Still Unequal” Kozol visits schools in urban centers in present day. Kozol writes that society treats segregation as something of the past, but he names schools in cities such as Cleveland where schools are 97% black and the graduation rate is only 35%.

In James W. Loewen’s “The Land of Opportunity,” he states that social class affects the way children are raised. He discusses the inequality in today’s society and how the textbooks in high school do not give any social class information. The students in today’s time are not taught everything they should be taught. He states that your family’s wealth is what makes up your future. Loewen discusses that people with more money can study for the SATs more productively and get a better score than someone who has less money.

He put the little bag on Mrs. Thorn’s desk and rested his hand on it.” (Duprau, 7) The students would walk incoherently to the mayor and grab a piece of paper, you get what you get and you don’t get upset. Additionally, everyone has the same jobs, there are only a couple types of jobs to choose, so no one has an outcast of a job. Some of the jobs to choose from are messenger, pipe workers, supply depot clerk, greenhouse, and electrician.

In her ethnography account Women without Class, Julie Bettie explores the relationship that class along with race and gender work to shape the experiences of both Mexican American girls and white working class students. In her work, Bettie finds that class cannot only intersect to impact the school experiences of both working class and middle class girls, but also their transition to adulthood and their future outcomes. Thus, Bettie explores how working class girls are able to deal with their class differences by performing symbolic boundaries on their styles, rejecting the school peer hierarchy and by performing whiteness to be upwardly mobile. In women without class, Bettie describes the symbolic boundaries that both las chicas and the preps

I was amazed to read that in the affluent school, some of the children mention they will rather not be rich. Rich meant that they could not work and they will rather work since they liked working. In the executive school, I was bothered by the comment that a teacher stated. A teacher associated low-income children with discipline problems. I think that teacher generalized an observation he

On the other hands, ignore that someone can learn from different blue-collar jobs. For example, for some people they need school to learn the steps of solving a math problem, but other people can look the problem in figure out the ways it work. Students has two choice in life how to be successful; first finish school have e better job and educated or go straight to work learn from your boss and co-workers. Both of them equality is the same whether some students go to school or work it’s depends on the person to become

Modern day classrooms were unheard and unseen of more than 50 years ago. If we were to travel back to the past and step foot in classrooms of that time, one theme would run throughout. More than 50 years ago, classrooms were segregated and spoke volumes about the oppression of the colored population. Before the Civil Rights Movement of 1964 and during slavery, classrooms were split up based on color and were limited resources depending on the color of their skin. (Graglia, 2014)

Is this because they have more than enough consideration in school than to other regular student? Going to study in college with equal treatment is the students right for their education. Because every students deserves the equal treatment whoever they are.