The Relationship Between Education And Socioeconomic Status

In Sara E. Keene’s essay she says that the American Dream is being pushed higher for low income groups to achieve because of community colleges having remedial courses in the curriculum. Keene says that the main solution will be to redefine the education system by adding “critical reading, writing and reasoning skills” back into the system. By the same token Susan B. Neuman in “The American Dream: Slipping Away?” observes that making the American Dream attainable to the low income groups will be by, more reading materials, higher parental support, and more funding to low income groups. While Neuman’s proposal is for those of early childhood education, Keene focuses on college level education. As Neuman’s article is based on the studies she

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

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.

Poverty leads to insufficient opportunities, especially in college education. For instance, according to U.S. Department of Education, students who do not enter college or drop out of their classes are “predominantly persons from low-income families.” In support of this argument, the article states that “only 21 percent of those with family income of less than $25,000 were highly qualified for admission at a four-year institution” compared to the 56 percent of students with family income above $75,000. Therefore, students with bad economic conditions struggle with attending university even after entering it. The problem is that the African Americans race gets the harshest disadvantage from their poor economic conditions. U.S. Department of Health & Human Services publishes that almost 40 percent of African Americans under 18 are below the national poverty line, which is three-times higher than their white counterparts. This explicitly proves that unequal economic conditions are the main reason for inequality in education; African Americans are the most disadvantaged. Furthermore, the correlation between poor economic conditions and a lack of education among African Americans creates a chain of inequality. The poor economic backgrounds of African Americans obstruct their children from attending colleges and subsequently, the lack of higher education makes

The 2001 census bureau report 22.2 percent of people without a high school diploma lived in poverty as opposed to 9.6 who had a diploma. 14.2 percent of high school dropouts were lived in long term poverty, while 3.8 percent of people with high school diplomas lived in long term poverty. In less affluent neighborhoods, there is usually no funding available to hire quality teachers and equipment needed to educate the youth. As we progress education has become one of the main keys to battling poverty. It is harder to earn a decent living without having some kind of

Fifty years after the declaration of war on poverty, an increasing number of children still grow up in poverty in this country. Poverty is now more determinative than race as a predictor of student educational success (Reardon, 2013). The achievement gap between the poor and the more economically advantaged child has actually widened over the last three decades (Reardon, 2013). If we are to provide all children with equal and excellent educational opportunities, it is imperative that we utilize the most effective strategies and enhancements to overcome the educational disadvantages that poor children experience.

In the article “Who Gets to Graduate” by Paul Tough examines a problem about low income students are less likely to graduate from college than students from middle class or wealthier families. In the United States, school systems are not created equally. Middle and upper class students have access to safe and modern schools equipped with everything they possibly need to stay in that high rank because they came from a family who has the money to support their studies. Students from low-income families don’t have a lot of the support, stability, and money from home that higher-income students can take for granted.

The results from this study show that students from low income households have a significantly lower chance of receiving a bachelor degree than those coming from higher income households, which one could probably assume. Even the students that preformed at the top of their class in eighth grade, but lived in low income households had less than thirty-three percent chance of completing college (Roy). This astonishing fact proves that even the highest achieving students still do not have a guarantee of receiving a college education, if their parents have no way to afford it. Another study, conducted by the National Student Clearninghouse Research Center, tracked two million, three hundred thousand people from high school into college to track their performance while in college based on where they attended college. They found that low income students from lower income high schools tended to wait a couple years before enrolling in college while high income students attending higher income high schools enrolled in college the fall semester after graduating high school. Out of these participants, twenty-two thousand, one hundred eight students continued their education into college, and eighty-one percent of these college students successfully completed at least their second year of schooling (Sparks ).

Children living in poverty or low-income neighborhoods are known to have lifelong struggles because of their education. The link between poverty and poor education is a known fact because children living in poverty will rather provide for their families than their own education. As a community, we need to come together to help low-income families and their children obtain a better future in their education. The effects of children living in poverty or low-income neighborhoods is a known issue worldwide and is only affecting our children’s future and ours.

Poverty within neighborhoods throughout the United States has increased immensely throughout the past 50 years. In 2011, nearly 46.2 million Americans were living in poverty compared to the 353,000 Americans who lived in poverty in 1959. (Dosomething 1) Poverty is hardly just defined as a lack of financial resources, it is defined as a condition that results in an absence of the freedom to choose arising from a lack of the capability to function effectively in society. (Poverty and Education 1)  For a person to be impoverished or to be living in a state of poverty is to live where they do not have the economic means to provide a healthy lifestyle for themselves and their family.  A majority of public school students across the country are considered “low-income”, according to a new study by the Southern Education Foundation.  Areas of concentrated impoverishment are often characterised by crime, unemployment, and lack of resources.  Children represent 24 percent of the population, but they comprise 34 percent of all people in poverty.  The shift to a majority-poor student population implies that a growing range of students who attend public schools are less likely to possess support at home, are less often exposed to enriching activities outside of school, and are more likely to drop out and never attend higher education.  Children living in poverty have a higher number of absenteeism or leave school altogether because they are likely to have to work or care for family

People living in areas that do not offer a quality public education suffer, as their chances at achieving the American dream are diminished. Many American inner city and rural schools do not have funding to properly educate its student, which results in high dropout and failure rates. The stigma that surrounds dropouts affects society’s perception of a person, and therefore their ability to rise in social classes. In recent years, the people and politicians have called for change, however, there has been little done to improve these situations. In today’s day in age, many jobs require a high school or college degree. If these children are dropping out, failing, or not continuing to higher education, it is hard for them to find a job that pays more than minimum wage. One cannot reach the American Dream and change their status in society on a minimum wage job, as they will not have the money that allows them to rise from a lower class

Kathleen Blanco, the 54th governor of the U.S. state of Louisiana, once pointed out that “ Every educated person is not rich, but almost every education person has a job and a way out of poverty. So education is a fundamental solution to poverty.” It is almost gratuitous to say that everyone desires a higher education. And why not? It is perhaps the best way to avoid a life of poverty; a life in which one must struggle to meet the basic necessities of life. Unfortunately, not everyone has the opportunity to receive a higher education, especially students living in poverty, who are often forced to live on a day-to-day basis, let alone even think about school. Poverty deprives these students the quality education they are entitled to, thus inhibiting their potential for future success. This predicament has contributed to a widening racial wealth gap that is not only a threat to the individual’s themselves and the economy, but also a significant threat to upward mobility, which is defined as the ability of an individual to climb up the socioeconomic ladder. One particular factor that has and continues to contribute to this widening racial wealth gap is the lack of a college education among these low-income students. More importantly, this lack of college education is the direct result of a poor-quality K-12 education, especially in poverty-stricken neighborhoods. To mitigate the prevalent racial wealth gap, each

Many high school student and young adults who dream of becoming well educated are unable to because they do not have access to higher education due to their economic status. Nearly 85 percent of middle school aged children in the US say they would like to earn a college degree yet only 44 percent of students from poor families are enrolled by October following high school graduation (Haveman, 2006). About 59 percent of students finish their

Though we often boast about our country being the best; there are clear discrepancies that demonstrate how we as a society have forgotten about the needs of the lower classes. All of these social and political factors influence and affect the potential for success of children in different rungs of the socioeconomic ladder. Furthermore the “American Dream” is the built upon the belief that hard work will lead to prosperity in this country. However it more or less acts as a veil cloaking the reality that not only are resources stacked against low income communities but access to the resources and specifically those in the educational system are unequally distributed, thus perpetuating the social stratification of the working class and specifically immigrants.

Some of these include Social Security, Social Security Disability, Social Security Income, Temporary Assistance for Needy Families, Earned Income Tax Credit, Food Stamps, Medicare, and Medicaid (Kelsey, lect. 09/28/15). Due to various budget cuts for these programs, the “government spending and funding which once benefitted society” no longer applies (Kelsey, lect. 10/05/15). Although it has been proven that “American government policy does reduce inequality by aiding the poor”, the U.S. “does less than any other advanced nation to reduce poverty through government benefits” (Fischer, 1996). Even though the United States is one of the wealthiest nations in the world, it seems to be failing in establishing laws and programs that help the poor. What is frightening, however, is that these policies are many times the ways in which class differences are reduced and how individuals escape poverty. Jesse and Cheryl for example would not have had access to higher education without the funding for some of these policies. The success of these educational policies is what allowed them to escape the cycle of poverty that many families face. The access to higher education is detrimental, because “educational attainment seems to be the key variable for upward mobility in the United States” (Giddens 2014). Therefore, by failing to implement the necessary funding and focus that education needs, the United States is failing many individuals to receive the opportunity of an education and escape their current economic situation. In other words, Putnam summarizes how “poor kids now are in much worse shape than their counterparts