ipl-logo

Why People Gather Together In Urban Areas

615 Words3 Pages

During week twelve of class we continued our ongoing discussion of why people of the same political party gather together in certain geographical areas. We wanted to know what caused people to gather with like people without any outside forces. For example people from northern Maine, particularly the rural parts majority voted for Trump. However there were no signs or indicators telling people who were voting for Trump to live in northern Maine. So why did those individuals vote majority one-way? We discussed many possibilities such as education, jobs, or being with individuals in a similar social economic class. We decided social economic class had the biggest influence on why like people gathered together in certain areas. Job was also a factor, due to the fact social class can be directly tied to jobs. In rural areas the work is different then in an urban area. There is more farming and physical labor. Also there are very limited job opportunities. In urban areas there are more job opportunities, and the work available is different. For example someone living in northern Maine may grow up learning how to harvest hay, and plow the land. The family job may also be passed down to them once they have mastered the trade. Someone in southern Maine however may be expected to go to college and obtain a degree before moving into the work force. We also looked at the value sets of people from rural areas, and also urban areas. According to Benjamin Forman, from …show more content…

Indeed, research nationally finds that increasing economic segregation increases the performance of children from high-income families and reduces the educational attainment of students from low-income

Show More
Related
662 Words | 3 Pages

Within the reading of chapter four of Our Kids by Robert Putnam one key point of his argument is that it really matters where kids attend school and who they are attending school with. The overall growing class gap is extremely evident within the American school system. However, schools are not responsible for the creation of the opportunity gap because the gap already exists before schools are put into the picture. While this may be true, the schools that kids from affluent families are attending are significantly different than schools that children from poorer families are attending. This could be a product of the fact that affluent and poor families are usually not living in the same areas.

Read More
1291 Words | 6 Pages

She points out that around the time the separations start, puberty and the questions of identifying themselves start to arise, making the black kids feel like outcasts to the white kids. While kids start to segregate themselves, the issues at hand being to strengthen, making them harder to fix as the kids age. With segregation rates as high as they still were, Kozol then goes on to argue that schools reflect lives of the students attending the schools, which corresponds to the dominant races of the school. I agree with what Kozol argues that white schools are normally better built and nicer, reflecting the higher income families. Dominantly black and Hispanic schools reflect much lower income families and are typically broken down, such as one elementary school he described.

Read More
1269 Words | 6 Pages

“The intent behind closing these gaps is to break the connection between race or family income and achievement while at the same time continuing to improve the performance of the top students. ”(28) Gaps between race and wealth have always been issues in schools. Historically, children living in poverty are more likely to score lower on tests than those

Read More
1103 Words | 5 Pages

Have you ever look around your community and realize that segregation between different racial, economic, and educational groups still exists, but people tend to not make it as obvious as it was before? Like we all know segregation is defined as being the action of setting someone apart from other people. Still, for various people, it is not a big deal, until it becomes a serious problem in school and is not only affecting them personally but now is affecting their children. In the book titled “The Children in Room E4” by Susan Eaton, is telling a story of a little boy whose name is Jeremy. Jeremy seems to be a very polite child, but he is poor and is being a victim of segregation in a school.

Read More
650 Words | 3 Pages

Still Separate, Still Unequal by Jonathan Kozol I found this article to be very interesting and extremely heartbreaking. Jonathan Kozol paints a vivid and grim picture of predominantly black or Hispanic schools in and around some the largest cities in America. Even in areas where the distribution of races is somewhat equal, Kozol tells us that most white families would rather send their kids by bus to a school where more than half of the students are white. Some schools, like Martin Luther King Jr. high school in New York City, are located purposefully in upper middle class white neighborhoods in hopes to draw in a more diverse selection of children, i.e. more white kids. It seems however, according to Kozol, that this plan not only did not work, but has made it a prime and obvious example of modern segregation in our schools.

Read More
1061 Words | 5 Pages

These students don’t get equal opportunities as those students attending elite schools. Authors Toni Cade Bambara and Jonathon Kozol have written vivid examples on how working class students have been impacted by segregation in school. Working class schools

Read More
1804 Words | 8 Pages

President Obama has promoted charter schools as a way to give advantages to a disadvantaged population in the Rtt program, but the programs seem to have given way to separateness for students of color. All cities and towns have an economic segregating mechanism earthier property values, or location. In some urban areas segregation is used in the admission process. Parents are ushered to a lengthy presentation of how tough this will be with longer hours and intense parental involvement. Many parents of lower economic levels are unable to commit to such schedules and still be able to provide for their families (Knaak, & Knaak, 2012).

Read More
778 Words | 4 Pages

There is an assortment of social factors that make up a person’s social location. They bring to bear an effect on every person’s development as an individual. Social location can be defined as the groups people belong to because of their place or position in society. The three factors that have contributed the most to my social location are my social class, race, and gender. These things have shaped my life experiences in the United States.

Read More
833 Words | 4 Pages

These different views show us how each group was different and the ways these choices shaped their

Read More
1087 Words | 5 Pages

There is nothing new about achievement gaps between racial and ethnic groups and between children from families at different ends of the income distribution. Such differences exist wherever there is inequality,

Read More
731 Words | 3 Pages

Schooling also is used to explain white 's residential and social segregation. People go to segregated schools these days, but that does not mean that the students hang out with the other races. One interviewee explained how

Read More
1344 Words | 6 Pages

In general there are several reasons for moving from rural to urban areas. The main reason is that people are hoping to experience a better life in urbanized regions. As economy thrives in industrial territories, those migrants want, by shifting from agriculture and by finding employment in the service economy, be part of these dynamics. By doing so they hope for a better future for themselves and their families. Companies and industries settle down in areas surrounding cities, thus creating jobs.

Read More
1010 Words | 5 Pages

Moreover, McEachern (2014) cited that the achievement gaps are found in all education systems. Studies, concentrated in the United States but also conducted in other countries, have considered racial and ethnic achievement gaps (Lee, 2002, 2004), urban-rural achievement gaps (Graham & Provost, 2012; Provasnik, 2007), gender achievement gaps (Benson, 2005b; Marks, 2008; Shafiq, 2011), private-public school achievement gaps (C. Lubienski, Weitzel, & S.T. Lubienski, 2009), and more. Certain groups of children may perform below average based on a variety of factors, such as poverty, family composition, teacher/school quality, school access, technology, and motivation, among others (Davis-Kean, 2005; Entwisle & Alexander, 1992; Rankin & Quane,

Read More
795 Words | 4 Pages

If this goes on, the under-privileged children would grow up beneath the privilege children in all aspects of their lives. For example, in America, the dropout rates for under-privileged children age 16-24 are seven times more than those privileged children age 16-24. This means that more than 85% of school dropouts in America

Read More
728 Words | 3 Pages

The differences of rural and urban areas are their facilities, education, living costs, but the similarities between village and city are in their language, religion, laws, and government. One obvious difference is the facilities. City life has more facilities and opportunities to progress life. People in urban areas are integrated with technology that makes their lives much easier.

Read More

More about Why People Gather Together In Urban Areas

Related Topics

Open Document