Experiences Of Middle Class

Unfortunately, the school's lack of appropriate education results directly from poor government funding. So even with hard work, the lower-class student is still held down by his socio-economic status. Poverty-stricken parents are unable to offer their children the same attention and motivation as parents of a higher-class can, therefore never providing these children with the mindset that they are able to accomplish the American dream. According to Mantsios, 40 million Americans live in poverty, and the mental and physical affects the low standard of living has on them is undeniable (Mantsios 328). Citizens who live in poverty work long hours for little pay, yet return to a household that in no way symbolizes the hard work put forth. Within this environment, very few people have the positive outlook to mentor children successfully.

After the Financial Crisis of 2008 the economic status of the country began taking a toll on the middle class. As the years have progressed, the increase in inequality without any aid to these hard working middle class families has grown to be a problem for Americans. Currently, the attitude of the American middle class is that they are being ignored by the United States government. This comes from many factors that have diminished the value and definition of a middle class American, in addition to forcing these Americans to struggle to make ends meet. The sense of pride of being a working middle class American has lost its appeal and has changed the predisposition of what it means to live above the means. Middle class families are struggling to provide necessities for their children. They are constantly worrying about how they will stretch their incomes and provide a comfortable lifestyle for their families. In order to provide immediate relief to the middle class action must be taken directly by the United States government. This concern for direct impact is shown with the initiatives by Democratic party leaders to aid the middle class. The Democrats have been strong proponents of pushing the middle class back up to its previous standard. They have actively defended the middle class, showing their support for immediate reform that would benefit specifically middle class workers. The middle class has continued to shrink and without action taken immediately this problem

As Connell, White and Johnston (1990,p.9) state, 'There is not a “culture of poverty”, nor any key “deficit” that makes poor people different from everybody else and therefore and educational problem'. Teachers and Education Assistants need to adapt into the culture of poverty and be sensitive and understandable to the extensive bar of needs that children of poverty bring to the classroom and they need to consider the cultural values of these children as they arrange their learning. The basis of Groundwater-Smith, Ewing and Le Cornu's opinions in the article is they position readers to view that the teachers dispositions low income students and that rarely the educators offer the same level or enough aid and attention than the other students and they are less likely to succeed in school when compared with the more advantaged children. According to Groundwater-Smith, Ewing and Le Cornu's and Geoffrey D. Borman and Laura T. Rachuba they both state that students from lower income families may not have as high expectations from their parents, teachers or their peers within the school. The students may also not be confident in their own abilities and

The first determinant of one’s fate is their family’s background. Almost none of the children from low-income families made it through college. With the expenses of college today, I’m actually not surprised by that statistic. Of the children from low-income families, only 4 percent had a college degree at age 28, compared to 45 percent of the children from higher-income backgrounds. "That 's a shocking tenfold

Andrew Simmons published his article for The Atlantic, “The Danger of Telling Poor Kids that College is the Key to Social Mobility” on January 16, 2014, which raises his concerns that higher education is only being promoted as an opportunity to increase their economic status, when it should be an opportunity to experience an education (Simmons). Through the use of students such as Isabella, Simmons disagrees with the way students now look at higher education and blames the educators through the students’ lives for this view. Instead, Simmons views education as an intellectual opportunity rather than a way to elevate ones economic class which is all people see when they see “higher education.” He believes that education, ambition and work ethic is how you have a satisfying life, not with how much you make. He makes the point that when economics becomes the main goal of education it’s all children begin to think about and they might not pursue something that they are truly passionate about or what they want to learn about, which then does not create an intellectually awakening experience (Simmons).

Everybody loves a good success story. When the underdog, usually a lower class high school age student, defies the odds and comes out on top, beating his circumstances to get where nobody thinks he should go, everyone goes crazy for it. So crazy that Hollywood gets in on the act, with movie productions such as The Blind Side, Life of A King, and Slum Dog Millionaire. Sadly, these stories are not commonplace, in fact, they are very few and far between. More often than not, students from lower class families struggle to get by, as a result putting school to the back burner. Less than 75% of students in lower income households graduate high school, and even fewer go onto college (http://nces.ed.gov). From this group, excuses began to come out, the main reason underlies them all; they have become a product of their circumstance. The position they were in restrained them, forcing only one path, a

This is usually due to the lack of a strong school system, poor funding, or the unlucky chance that a person is born into difficult socioeconomic standards. Whatever the reason, it is safe to conclude that many children of affluent backgrounds do not need, or do not appreciate in a sense, the education that children of less-fortunate families need and want. Jonathan Kozol has brought upon this paradox throughout his life, especially when talking with these students of need, who understand and explicitly state the situation they are in. As one of the students puts it, “It isn’t a question of what students want. It’s what the school may have available” (Kozol 206). While students like Mireya know what they want to do in life, the school they attend restricts pursuing these aspirations and instead confines them to practical but unrelated elective classes. Deprived of the proper education because of the school she attends, Mireya is aware of the tension between wanting to feel liberated but being confined to her situation at hand. In this sense, it is clear to see that the students deserve more than they

With poverty comes a certain attitude, in higher up communities the children and parents are more respectful towards their teacher, education itself is respected; however, in poverty stricken areas the children are at home alone, or running the streets, the parents are usually too busy working to worry about how their child is doing in school. Districts also have the same attitude, schools in upper class neighborhoods have the essentials; such as, running hot water in the gymnasium, and showers that actually work, new books and just the overall approach to the education, of its students is superior. Compared to that of lower class, neighborhoods the essentials are overlooked for instance, classrooms are in need of repair, as well as the bathrooms and gymnasiums. Their books are torn, and outdated, and their approach to education has been to just make it through the

So, in Warren’s The Vanishing Middle Class, her question initially was, “What is the middle class?” Which laid out her platform for her main stance: to expose the true issues of the middle class and why they’re suffering. For example, she counters the idea that they’re spending too much money on consumer goods by observing that “fixed” and necessary goods are up while their wages aren’t keeping a pace. With that being said, she makes a suitable point that the cost of living in America for the middle class is rising at a higher rate than the families can handle. In recent studies, like the ones she’s cited using figures and diagrams, have shed light among the profound changes within the incomes of these middle-class families and how they’ve been kept in the shadows. For instance, she addresses the issue of savings and debt in our nation, by providing statistical information based on families over a thirty-year time period to show the dramatic change generation after generation. Warren also emphasizes that people are quick to blame middle-class’ short comings in wages on overconsumption (especially those of luxurious goods), however the facts, stats and graphs don’t match up with that, but that of fixed costs, the things you can’t avoid (housing and childcare) have gone up so the middle-class can’t be to blame for that. Finally, she discusses the impact taxes had on two-income families by emphasizing the ups and downs of family’s incomes over the past generation. Ultimately, what is at stake here is, if the majority of the middle class doesn’t get some form of recognition and attention needed soon, they’re going to be whipped off the spectrum of today’s society.

“ A lack of money is the most common explanation for why lower-income children do not go to college” ( Lindsey 341). In this quote, the author shows how hard it is for some lower-income kids to go to college when they are out of high school.

Rendon (1994) points out “students from underrepresented backgrounds often experience isolation, a lack of self-efficacy, and a lack of a sense of belonging in college contexts”(p. 48). Furthermore, one needs to take it one step back and realize that most students of color are much more likely to attend schools where most of their peers are poor or low-income. Therefore, socio economic status (SES) determines the education a person receives throughout K-12. Walpole (2004) also describes how “low SES parents are more likely to define success as a secure full-time job after graduating from high school. College attendance is not an expectation and often means enrolling in a community college or technical school when it does occur” (p. 47). When a student reaches the

Andrew Simmons, author of the article “The Danger of Telling Poor Kids That College is the Key to Social Mobility,” argues that educators have utilized one tool in the toolbox to inspire minority students into believing that their upward social mobility is dependent on four years of college education. These educators only considered the difference in earning power of college graduates versus high school graduates to buttress their argument. With so much emphasis on going to college, Simmons also contends that the educators miss the boat and end up causing harm to the poor students. There is no denying that poor students start from disadvantaged position compared to their white counterparts in high school, their career parts seem to via in two different directions. Many of the poor students gravitate towards the liberal arts colleges while the privileged kids dream of medical or law schools and becoming future doctors and lawyers. Simmons offers the study conducted by Jean Anyon as another example of how schools teaching poor students from low-income families emphasize “keeping students busy and managing behavior,” while a middle –class school “deemphasizes individual expression and in-depth analysis and reward the dutiful completion of specific rote tasks.” Because the educators have stressed so much on attending college, thirty-two percent of students end up with a major they never intended to, or

The killer of the middle class in the USA! GLOBALIZATION!! The direction the billionaires have brought this nation and the middle class in the US are sick of getting taken advantage of, sick of no jobs and getting screwed in trade and at the border. Open borders agenda is a part of it allowing open travels to work and jobs to bring up developing countries economies at the expense of hard working Americans! North Atlantic Free Trade Association Clinton backed (NAFTA) - NAFTA sent the jobs of U.S. autoworkers to Mexico, a developing country, where wages are significantly lower than those in the U.S. A few years later, some of those same jobs were relocated to third-world countries in East Asia, where wages are even lower. In both cases, the auto

Another problem with American society is how hard it is for poor individuals to find success because “the rich are richer and the poor are poorer,” (Goode 88). The top 1% in America hold most of the money, leaving very little for those who are considered poor. This then becomes a never-ending cycle because middle and upper class kids attend very good schools and receive educations that will allow them to find success in life, and those kids who are in working and lower classes, go to over-crowded schools with very little resources. This makes it very difficult for these kids to take their educations further and go to college. I personally struggled with the transition from high school to college due to the education I received. I went to a Denver Public School which has a reputation of being “trashy” or “ghetto”. Luckily, as a whole Colorado has a good education system, but I know I wasn’t challenged enough in high

Teaching children of poverty can be very challenging. These children are more likely than their peers to experience poor nutrition, parents with low educational attainment and underemployment, broken families, child abuse and neglect, drug abuse, teen-age pregnancies and high rates of dropping out (Holt & Garcia, 2016). It has been my experience that these students are a little rough around the edges which may cause an educator the inability to see beyond the exterior of the child thus treating them more harshly than their peers. Being employed in a Title 1 school, I have had the pleasure of working with students and families whose major source of income is welfare. They often came from a single-parent household and arrived at school improperly dressed and usually hungry. I found that meeting the child’s basic needs helped them focus on school and took some of the stress off of their parents as they knew their child was in a safe, caring place. One thing that was vital in our classroom was firmness and consistency. Unfortunately, many teachers and schools do not possess the knowledge and experience required for success in these more challenging schools. Impoverished students often do not care about their education nor did their parents seem to care how their children perform in school (Holt & Garcia, 2016). I feel this can be attributed to distraction from just trying to survive. In order to have greater success in the classroom of impoverished students, teachers need to