Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Cause and effects of subprime mortgage crisis
Sub-prime mortgage crisis in the united states
Cause and effects of subprime mortgage crisis
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Cause and effects of subprime mortgage crisis
Credit card debt is one of this nation’s leading internal problems. When credit was first introduced, and up until around the late 1970’s, the standards for getting a credit card were very high. The bar got lowered and lowered to where, eventually, an 18 year-old college student with almost no income and nothing to base a credit score on previously could obtain a credit card (much like myself). The national credit card debt for families residing in the United States alone is in the trillions (Maxed Out). The average American family has around $9,000 in debt, and pays around $1,3000 a year on interest payments (Maxed Out). Many people have the concern today that these interest rates and fees are skyrocketing; and many do not understand why. Most of these people have to try to avoid harassing collecting agents from different agencies, which takes an emotional and psychological toll on them. While a lot of the newly recognized “risky” people (those with a doubted ability to make sufficient payments) are actually older people who have been customers of certain companies for decades, the credit card companies are actually consciously targeting a different, much more vulnerable group of people: college students. James Scurlock produced a documentary called Maxed Out on this growing problem, in which Senator Jack Reed of (Democrat) of Rhode Island emphasizes the targeting of college students in the Consumer Credit Hearings of 2005
James Scurlock strongly emphasizes this problem throughout the whole documentary. Students, ranging in ages from 18-22 primarily, are young, and naive. They are out from under their parent’s rule and free to make decisions on their own. This means that many are going to take certain steps necessar...
... middle of paper ...
...edu/pqdweb?index=2&did=1202014091&SrchMode=1&sid=2&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1224101276&clientId=7968
Kovak, Marc. “Survey suggests credit card companies unfairly target college students.” 31 March 2013. ProQuest. Mira Costa College Library, San Elijo. 15 Oct. 2014.
&SrchMode=1&sid=2&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VN
me=PQD&TS=1224101276&clientId=7968>
Maxed Out. Dir. James Scurlock. Perf. Victims of credit card debt. DVD. 2012.
McGeehan, Patrick. "Soaring Interest Compounds Credit Card Pain for Millions." The
New York Times. 21 Nov. 2013. 15 Oct. 2014
.
"Student Financial Management and Credit-Card Debt." Rutgers University Senate. 2012. 15 Oct. 2014
.
Martin and Lehren’s article “A Generation Hounded by the Soaring Cost of College” addresses the issue faced by current and former college students dealing with large amounts of debt due to student loans. The article presents the reader with stories of former college students who have either graduated or dropped out, and their struggle to pay off their student loans. The article also talks about issues such as students not being informed about high amounts of student loans and why student debts have increased. Martin and Lehren also make the issue of student debt more intimidating by giving examples of high amounts of student loans students have had. The article gives a very hard reality check to anyone reading as to how bad the problem of student debt is.
Because the education system does not relate classwork or homework to the lives of students, they do not see how writing essays or solving math problems can help them in everyday life. “By the time Roadville children reach high school they write off school as having nothing to do with what they want in life, and they fear that school success will threaten their social relations with people whose company they value. This is a familiar refrain for working class children” (Attitude 119). As students begin to realize how low their potential is within school, they chose to cut school out of their life and start working. These students do not understand how they can benefit from what they are learning. “One woman talks of the importance of a ‘fitting education’ for her three children so they can ‘do better’, but looks on equanimity as her sixteen-year-old son quits school, goes to work in a garage, and plans to marry his fifteen-year-old girlfriend ‘soon’” (Attitude 118). Students are settling for less than what they can actually achieve to have, just because they see no purpose of being in school, and believe they can do better without the help of the education system. Even parents are not actually supporting and encouraging their child to stay in school. “Although Roadville parents talk about the value of school, they often act as if they don’t believe it”
Recent high school graduates are not well prepared to face society as it really is cruel, confusing, and tough. In school students are not taught skills they will need out of the classroom, what they are taught is memorization, and multiple choice test taking in which they can guess their way through or just simply cheat. In the article “For Once, Blame the Students” by the author Patrick Welsh he states that “Failure in the classroom is often tied to lack of funding, poor teachers or other skills. Here 's a thought: Maybe it 's the failed work ethic of today’s kids” (Welsh). When teachers teach a new lesson they make students take notes on their textbook and then, they give them multiple choice tests to see if they learned anything. Learning
The first major point that Gretchen Morgenson makes in her article “The Debt Trap” is how lenders have found ways to make a bigger profit from borrowers in the recent years. Shes states that for example, “the rates that credit card companies charge borrowers rose from 17.7 percent in 2005, to 19.1 last year”. That difference added to billions of dollars charged annually. She stated that overall, these lenders increased “junk fees by fifty percent in recent years”. In the capitalistic society that we live in, these lending companies are doing everything they can to make as much of a profit as they can. If this means shoving Americans into the ground in the profit, they do not seem to feel bad about it one bit. This has created a problem with
Central Idea: Many students feel like they are moving on after high school with no knowledge of real life situations.
Imagine turning into someone unrecognizable and watching as your life rips apart, a life that you worked so hard for, because all hope is lost. You have hit the bottom of “the well of life”, and deep inside this “well of life” you understand it’s all because of students.
To understand the student debt crisis, one must first understand what caused it and what results from it. College undergraduates use student loans to finance the cost of tuition, room, board, transportation, and personal expenses while attending (Gage and Lorin). Student loans are different from other forms of debt because basic consumer rights like bankruptcy protection don’t apply to students who default on their loans. As a result, students are virtually locked into their debt, offering them little to no ability to refinance it. Solutions to debt problems like consolidation are available to students but that process doesn’t involve shopping for a better deal from competing lenders like it does in other debt areas. Therefore, interest rates often remain high and the loans remain with the original lender (Vanegeren). As Kayla Webley expl...
assist students' struggle to gain control over the conditions of their lives, and this means
Many Americans are seeking an ideal presidential candidate for our next election; furthermore, many college students seek a candidate that has their best interest in mind, leading many to focus on Bernie Sanders and his ideas for an affordable education system. In the article, The Myth of the Student Loan Crisis, Nicole Allan and Derek Thomas focus the article on the risky investments of college and questioning the rising debt levels as a national crisis. While Allan and Davis claim the risk of college and mention rising debt levels as a national crisis; however, Allan and Davis use charts to support their stance while avoiding the issues Americans need to focus on, such as the rising cost of college, “justifiable debt”, and the cost of those not contributing to society.
High school seniors need to be taught economic responsibility. Economic responsibility should not only be taught in the schools, but in the home as well. As we have discussed in prior chapters, some of the reason we are in the mess we find ourselves in is due to the overspending not only by individuals, but the government as well. Arthur MacEwan states, “U.S. consumers have a reliance on credit and fail to look beyond the present” (2012, p. 6) As a consumer the high school senior needs to be taught how to look beyond what they see. How are they going to pay for the credit they have taken out, if our country hits another recession and they are left without employment?
We now live in a society where kids start their adult lives “in the red”, as their debt exceeds their income. (Draut, 2005) 60 years ago this wasn’t the case, as told by Studs Terkel in Hard Times-An Oral History of The Great Depression, “I had no idea how long $30 would last, but it sure would have to go a long way because I had nothing else. The semester fee was $22, so that left me $8 to go.” (Turkel, 1970) Imagine that! 60 years ago tuition was $22 dollars a semester! Furthermore, 45% of adults under 35 state they find themselves resorting to credit card use for basic living expenses like rent, groceries and utilities, (Draut, 2005) adding to their mounting debt. This use of credit puts them into an entirely different category of indebtedness: survival debt. (Draut, 2005) Imagine being forced to borrow to live! (Draut, 2005) If a car breaks down or someone gets sick, the only option available is using a credit card. (Draut,
Somewhere in America a parent is asking their child what they learned at school today, the child will most likely say that they didn’t learn much. It is sad to say that with today’s education system, this is true. The K-12 school system has oppressed students far more than it has liberated them, and this must change if America wants to produce members of society that actually have something to contribute. Students graduate high school having learned how to play the “game” of school leaving them grossly unprepared for college. Students should leave high school with a base of knowledge and strategies they can employ to succeed in college if that is where they wish to go, but instead they come to college knowing how to line up quietly and copy
Credit cards are something that are almost needed in everyday life now, as most dont have the money available to purchase a car or house and so need credit, thus needing credit cards to help build that credit. Those cards are hard to handle, and receiving applications in the mail daily, and commercials appearing on television don’t seem to make the struggle of staying away any easier. This starts to spark an interest. So people begin to think, "I think I 'm responsible enough to get a credit card, I 'll only use it for emergencies." Then the application process begins and it may take a couple times to finally be approved for one. This only makes it worse, of course, because realizing how long a credit card wasn’t applicable to life, but now
The next generation of young adults is not being taught the important life skills needed to thrive in today’s world. Adults who have never had to challenge themselves are not going up the ladder of success. Dr. Whelan, a sociologist who has taught at many universities, has three books, and several notable achievements wrote the article, “Helping first year students help them...
Rather than preparing students to be thoughtful, self-directed and ethical beings capable of arriving at social truths through critical dilemmas, schools prepare students to be ‘rubber stamps’ with dictatorial work and political structures, train students for work by providing the student with a limited set of skills and information to do a particular job, and discourage the chase of individuality and creativity. (Dewey, 1916).