I also agree with the
2503). Another broad and incorrect definition and explanation is the implication of Race in Payne’s framework. Now Payne does not explicitly mention any connections to poverty and certain Races, but her use of scenarios and examples lead the readers to assume a connection between Race and poverty. Out of nine examples and case studies, only three discuss a child that is caucasian, and Payne does not make bold statements throughout the chapters about certain Races and poverty (Miseducating p. 2506). This combination tends to leave the impression that people of color are the majority of poor people in the US even though that title belongs to the caucasians (Miseducating p. 2506).
In this era of colorblindness, it is not acceptable to talk about race nor class. Conversations about class, Alexander argues, tend not to be talked about because one tends to see class as a reflection of one’s character. With that, the premise of American ideology is the idea that if one can work hard enough it is guaranteed that one will make it—AKA meritocracy. Hence, when one does not have the “proper discipline” nor “drive” to move from the lower to upper class—it is a reflection of one’s moral character. Alexander maintains that what is missed in this debate is that Blacks are not free to move up at all; yes they also do not have the same opportunities and are plagued by poverty, but they are prevented by institutions to move up.
“The Female Face of Poverty,” by Maria Shriver focuses on women who are at or near the poverty line. It discusses the issues women are faced with financially, including no paid sick days at work, lack of paid maternity leave, and low wages in general. It also includes poll results of low income women and how their views in life differ compared to the overall population. Shriver wants women to unite in this fight against the poverty they are unfairly faced with. Maria Shriver wants people to become more aware of what low-income women go through due to their lack of fair opportunities in the workforce.
The author talking about the distribution of students in a school with less money says, “even within urban school districts, schools with high concentrations of low-income and minority students receive fewer instructional resources than others.” Now I do agree with what this says because if schools get the better books or better teaching technology it can affect
Breger’s quote explains that schools with a higher number of students living in poverty have been shown to have lower test scores increasing concern. “Poverty and Its Impact on Students’ Education'' published by NASSP presents that factors of poverty can negatively impact
After conducting an interview, Dan W. Rea understands stereotypes from a different perspective after an interview with Pedro Noguera. Noguera, a student who experienced poverty first hand in Boston, states, “...we should not conclude that simply because a child is poor they won’t be able to learn as much or that they can’t be as smart or as intelligent. There is no evidence to support that”. Not only are the students having opportunities stripped away at home, opportunities offered at affluent schools are not available at schools in low-income neighborhoods. The country refuses to expand the budget for these areas.
In that, I think Ms. Driver shows typical signs of inherent inferiority complex that grows on most people from working-class or poor families as a result of the low sense of entitlement established in them. This shapes how these families take advantage of the resources around them as well as interact with institutions that require that they show more assertiveness (which, to me, translates as exhibiting signs of higher entitlement - something attributed to the higher social classes). That being said, I think the author makes a salient point in stressing on the influence of social class on the views, the distribution of and engagement with economic and educational
I was amazed to read that in the affluent school, some of the children mention they will rather not be rich. Rich meant that they could not work and they will rather work since they liked working. In the executive school, I was bothered by the comment that a teacher stated. A teacher associated low-income children with discipline problems. I think that teacher generalized an observation he
The Truth About Poverty “Poverty is like punishment for a crime you didn't commit” this quote was said by Mahatma Gandhi and it relates so well with this article “It is Expensive To Be Poor”, answer the question yourself, Is it expensive to be poor? This article is titled like that to get the audience's attention early and have them thinking ahead of reading. The author Barbara Ehrenreich is building a pre thought when she does this which helps support her claim. “It is Expensive To Be Poor” by Barbara Ehrenreich is an article posted on “The atlantic” “which is where you can find your current news and analysis on politics, business, culture, and technology”. Knowing what “The Atlantic” offers for readers this gives Ehrenreich a detailed look at who she is writing to.
I agree with both of the authors, because I grew up with many different people of different classes. I had friends who were part of families who struggled to make ends meet every month and I had friends who were born into a wealthy family who were better off. As I get older I notice class differences in everyday life. The gap between the upper class and working class is undeniable to me. Mantsios and Kendall agree with each other because they both touch on the issue of class.
This feature page focuses primarily on poverty in the 1960's. The war on poverty began in the 1960’s to battle the poverty that was striking Americans. It was to reveal and combat the causes of poverty alongside with prevention methods (1). In the 1960’s, more women were becoming the head of their household, mostly due to the Vietnam War. The more women that became the head of the household, the more the poverty rate for families grew.
2/28/18 Poverty and Education For this literature review, I conducted an analysis of poverty and how poverty affects children and their education. For my internship I work in a low-income school system, I really wanted to dive into what and how this has a role to play in brain and education. The major question that I feel needs to be answered in order to continue this research project is: has been shown to negatively influence child brain development, thus interfering with their success in the academic setting? There are many environmental factors that influence how a child’s brain develops before the age of six. These effects include prenatal care, health conditions, and poor school readiness skills in their language. Children raised in poverty are adversely affected both indirectly and directly through their family’s lack of resources and education.
