Analysis Of Uphill Battle: How Income Equality Has Eroded The Lower Class

Uphill Battle: How Income Equality Has Eroded the Lower Class I. Introduction Income inequality refers to the large variations in income distribution amongst citizens. A disproportionate concentration of resources in the U.S. economy takes away and limits the opportunities for middle and lower incomes, handicapping their ability to advance. In political science, the topic of income inequality has harnessed large amounts of attention, stemming from its underlying implications on the economy, political states, and social adhesion. Citizens in the United States have the ability for their relationships in society, their economic involvement, and their quality of life to all be stripped away if they fall into this category. Within U.S. politics

In the book “The Vanishing American Dream”, Daniel Markovits, Professor of Law at Yale Law School, recalls that over the past 30 years, the gap between the top-quintile and bottom-quintile of enrichment expenditures has tripled. When observing the average middle-class family compared to a lower-class family, the difference in spending on education is about $5,000. When set side by side comparing the middle to the upper elite class, the difference can be up to $60,000 (Ludwig 87). This remains just one way the system exemplifies being “broken”. Even if a student comes from a lower income and can compete academically at the same level as a student from a higher income, they are far less likely to make it to secondary education, and in turn, the skilled sector of the American job market. This is solely based on the amount invested in the students as they learn. Political reform is required to even the playing field for students. The data collected from these studies provides insight into much more than just a difference in spending. Economists and professors Greg Duncan and Richard Murnane analyzed the effects incomes have on students, concluding that accountability held by the government for how they provide education to students unequally based on income is necessary. They reason that regulation is necessary to ensure the allocation of

It involves economics, racial disparities, corporate injustice, and many other physical issues. Even if someone believes that they are wealthy amongst their peers, that does not mean much when compared to others above them, because the numbers are not changing. These groups of people, convinced they don’t need economic reform, will ultimately fail because they haven’t implemented the required changes seen in the upper class. Ignoring income inequality will only doom future generations, and the mindset that it does not exist will only increase the speed at which it consumes Americans. Americans must address the issue more concretely and physically. This topic has been gaining relevancy and urgency as time progresses. Convincing future generations that the problems they face are “all in their heads” will lead to an unproductive economy for the working class. People will convince individuals that their concerns are not valid in question, which is not true. Income inequality runs far further than a thought process, and Americans should not take it lightly. IV. Conclusion: In America, some of the wealthiest figures live in the same cities as some of the poorest individuals. It seems imperative to the success of the nation to address this rapidly growing issue in the near future. Working as a country to increase equality in education and technology would