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Recommended: Social class mobility
Social mobility refers to, “the degree to which individuals move up or down the class structure” compared to their parents class (Owens 3/21/18: 4). Social class reproduction refers to, “the degree to which social class is reproduced over generations” (Owens 3/21/18: 4). MU provides social class reproduction rather than social mobility. For the women who were affluent-privileged families, 65% were on track to maintain their social class thanks to their family connections and family finances, partly because their social class and family background “primed” them to make social networking the primary purpose of college. 35% of privileged women were at risk for downward mobility due to their low GPA’s and easy/unpractical majors. Further, women from less privileged backgrounds mostly experienced class reproduction although some experienced downward mobility. 25% of unprivileged women were on track to upward mobility, but 4 left MU; while 75% had their mobility at risk due to. For these students, attending MU was something to overcome due to the financial constraint that MU had placed on them …show more content…
Many of these women came from highly privileged families and from out of state. Women who enter this track can participate and succeed thanks to high levels of parental support. Women chose this pathway because they had taken a similar path of being highly involved socially during high school, and their families covered tuition and were able to support them after graduation. The affluent women or socialites were able to succeed on this path thanks to their family support and developed social networks. The “wannabes” who followed this path didn’t succeed because they lacked family financial support and social connections, in addition to low GPA’s and easy
The book Class matter shows the importance of how much people should value and appreciate the importance of a classroom education. How much you dedicate yourself to school can help you gain enough knowledge to be successful in the future. Having good quality education in America seems to be the closest thing to a ticket to class mobility. The book was very interesting in explaining what social class really is in America, and the way it affects people's lives on how they live day to day. The different types of social class is what shapes our society. But I think this book is more for those people who aren’t that aware of social class, or for the ones who feel that we live in a society that is classless rather then the actually people who have realized the consequence that class really has on someone’s life. Many people can relate to what stories are told in the book if not, they know of a person that can relate to these stories. As a person that grew up in the lower class, I can definitely relate to most of the stories told in this book. From experience, there is a big difference in this country between the rich, middle class, and who are the poorest that we see daily. Even those in the so called working class have to make continuous sacrifices and live very differently from those positioned firmly in the middle class. Some people may have decent jobs but the bills and other expenses people may have make it harder on people than those who are in the same class but don’t have to necessarily go through the same thing as others. The chapters that I read in this book broaden what I said to a better more clear understanding.
In the essay "The Danger of Telling Poor Kids That College Is the Key to Social Mobility" written by Andrew Simmons, he states that poor and wealthy college students should both be "sold" the same motivational idea. His idea is that rather than poor people focusing of making money, they should focus on an intellectual awakening similar to what wealthier students are able to focus on. Although Simmons raises a strong argument, I do not believe it is effective when trying to motivate poor students such as the black and Latino kids that live in Inglewood and West Adams in Los Angeles. Throughout my essay I will discuss why poor students and wealthy students motivational factors differ greatly.
In their book Paying for the Party, Armstrong and Hamilton discuss how universities take class differences and class projects of distinct women to define what will be their college experience. In their book, Armstrong and Hamilton define class projects as individual and class characteristics that defines a person’s agenda and class- based orientation. Hence, people with similar class projects, not only shared the same financial and cultural resources, but also the same expectations toward school. (Armstrong & Hamilton, 2013). As a result, Armstrong and Hamilton claims that students with similar class projects end up becoming a collective constituency and a representative group for the university, whom in turn must take their interests to form a college pathway for them. Therefore, a college pathway for Armstrong and Hamilton refers to how universities are able to take successfully the interests, class characteristics and expectations of students to mold within the organizational and architecture context of the school. In a way, each college pathway is built not only to represent, but also to provision and guide the different types of students in a college.
Obtaining higher education is regarded as the ultimate symbol of status in the United States (US). Access to a college education in this country is seen as an expression of academic excellence and can provide access to unlimited possibilities. In the US, Ivy Leagues are considered the elite and represent the most powerful ideogram of educational opportunity. According to the National Center for Education Statistics [NCES] (2012), from 1999–2000 to 2009–10, the percentages of both master's and doctor's degrees earned by females increased from 1999–2000 to 2009–10 from 58 to 60 percent and from 45 to 52 percent. The NCES report (2012), found that in 2009-10, of the 10.3 percent Black students who earned Bachelor degrees; 65.9 percent were women. Of the 12.5% of Black students who earned Master’s degree in 2009-10, 71.1 percent were women; and of the 7.4 percent of Black students who earned doctoral level degrees (this includes most degrees previously regarded as first-professional, i.e. M.D., D.D.S., and law degrees), 65.2 percent were women (NCES, 2012)...
Why is humanity so divided in society today? This doesn't always happen because of hatred, most of the time the division is because of small differences. Eventually so many people decide to choose a side it forms social groups and creates social classes which separate people. The young adult fiction novel The Outsiders by S.E. Hinton exhibits this very well with the Greasers and the Socials hating each other because of their minor differences. The Greasers being from the East side of Tulsa Oklahoma, “means” that they are lower class and not as cool. While on the other side of town, the West side, the Socs flood the place with there high class attitudes and wealth.
In her article she points out how social class has become the main gateway to opportunity in America. The widening academic divide means that kids who grow up poor will most likely stay poor and the kids who grow up rich will most likely stay rich. About fifty years ago the main concern about getting a good education relied on your race but now it's about your social class. Researchers are starting to believe that children who come from higher income families tend to do better in school and get higher test scores.
Success. Society tends to correlate “success” with the obtainment of a higher education. But what leads to a higher education? What many are reluctant to admit is that the American dream has fallen. Class division has become nearly impossible to repair. From educations such as Stanford, Harvard, and UCLA to vocational, adult programs, and community, pertaining to one education solely relies on one’s social class. Social class surreptitiously defines your “success”, the hidden curriculum of what your socioeconomic education teaches you to stay with in that social class.
The American Dream, the national promise of equal opportunity and the endless possibilities of economic mobility, has and is still deeply inculcated in American culture. However, there is less economic mobility in the United States than originally thought as proven by many studies of economists, and therefore refutes the basic ideas of the American Dream. Class, one of the major causes to the decrease in economic mobility, remains a sensitive subject in America. This sensitivity stems from popular culture ideals of not debating or discussing class as well as the many myths Americans and foreigners are trapped into believing. Variations in the American life-styles, a component of the ideas of class presented by Mantsios, is another factor to the reduction of economic mobility. This variation is mainly a result of the diversity in the United States and its heterogeneous society. Race, a social construct, is also a major source to economic mobility. Through the help of the media, society has shaped Americans into associating success and wealth with Caucasians, and failure and poverty with minorities. Another major cause to the decline in economic mobility is parental influence, the idea of a child following or straying away from their parent or guardian’s footsteps. Education, America’s token to success, also determines an individual’s economic mobility. In American culture, it is believed that by furthering or completing education automatically guarantees individuals endless opportunities to a job, increased income and upward mobility. In conclusion, class, race, parental influence and education are all interrelated factors to economic mobility.
"What has happened in America is that achievement is so important that everyone wants everyone else to know what they have done. . . And in case you don't know, they want to tell you with a lethal combination of houses, cars and diamonds. (Fabrikant 2005))" Inequality in the United States is changing, and for the worse. People who are not wealthy are now competing to have the "status" of wealthy, which causes the wealthy to literally get wealthier while the middle class and upper middle class are going increasingly in debt trying to keep up with the wealthy.
But according to Dilley-Knoles in “Making the Grade: Academic Success in Today’s Athlete,” he seems to believe the total opposite. He points out “attention has not always been solely about games and competitions” apparently the “spotlight” has recently been “redirected to academics (Dilley-Knoles). Today, athletes wanting to participate in athletics have to meet specific criteria before being on a team of some sort in high-school (Dilley-Knoles). Knoles explains how over the last few years, the National Collegiate Athletic (NCAA) has created certain standards for academic performance for those students who are in sports (Dilley-Knoles). Certain programs have been created to reward sport teams that do well academically, and penalizing those that don’t (Dilley-Knoles). Although Gabby Douglass was the first women of color “of any nationality and the first African-American gymnast in Olympic history” to become the “Individual All-Around Champion,” I believe the photo shows that athletics was more important than academics (Mike). The young girl below her suggests that she’s more focused on school because she might have not had the same opportunity as Gabby did. Athletes, similar to Gabby, find the pursuit of athletics to be “lucrative” which is something that society values through money (Kannan). In “Which is more important, sports or academics, and how can the choice are
The analytical lens that will be constructed aims to allow for an interpretation of how students who are attempting to be upwardly-mobile are helped with moving beyond roadblocks that prevent mobility. This is mobility is achieved through a combination of adherence to meritocratic systems and the borrowing of cultural capital. I will argue that reproduction occurs when reliance on meritocracy in the educational system and the limited cultural capital of the student’s working-class parent/s are solely employed. In order to move beyond a mere reproduction of the parent’s social class, I argue that the student must interact with individuals or groups from higher social spheres who know how to activate cultural capital in specific instances
It is perpetuated by the way wealth, power, and prestige are distributed and passed on from one generation to the next
They don’t think themselves as talented. They do not have good GPA and they would choose impressive majors. However, they can find employment through their parents who can set them up in apartments in hip, happening neighborhoods in the desirable cities. Their parents mostly would support them until they get married. There are also “wannabe” who also have a low GPA and they choose easy majors. They cannot be successful as those out-of-state women because their parents could not help them land jobs after they graduate. For women who cultivated to success, despite parents’ involvement earlier, it does not guarantee success once these women leave school. The “achievers” who have strong relationships with highly involved parents are able to reproduce their parents’ privilege. In contrast, the “underachievers” who don’t have good relationships with parents are at risk of downward mobility. The “strivers” lack financial support and parental guidance so they did not find a pathway at MU. As a result of that, some left MU and transferred to regional schools. They got track for upward mobility in less prestigious
In Australian society, many people agree that the socio-economic class that you are born into will determine the life chances you ultimately have for the rest of your life. Australian society is highly based upon the concept of social stratification which “refers to the division of the population of a society into strata arranged in a hierarchy” (Aspin, Lois J., 1996: page 39) Sociologists study the social world through paradigms, which are theoretical frameworks such as functionalism and conflict theory. The way that they view society is through these paradigms in which they evaluate the life chances that individuals get throughout their life. Life chances are defined as “the chances an individual has in sharing in the economic, social and cultural resources of the society in which he or she lives.” (Aspin, Lois J., 1996: page 37.) Some of the ways in which socio-economic status can be seen throughout society is through housing, education, youth and health.
In a New York Times article by Jason DeParle, he tells the story of three young women who dreamed of going to college to "get off the island". The island is their lives in Galveston, TX with dead-end jobs. All three did well in high school and showed the ability to do the same in college but none succeeded. "Not one of them has a four-year degree"(NYT). Two returned with massive debt and crushed dreams. Lack of money and family issues impeded the women's ability to succeed. And their social class did not afford them a safety net like their counter-parts. Students from wealthy families don't have to worry about rent, bills, or the needs of their family. "Everyone knows life is unfair- being low income puts you at a disadvantage"(NYT).