Social Inequality Of Public Schools - 1812 Words

Social Inequality in Public School The subject of social inequalities in public schools affects all social classes and the learning experience by students coming from different social groups. A great curriculum taught by talented teachers can reduce inequality, helping students manage their learning skills and achieve their goals. It is said that most inequalities are recognized as race, gender, and class inequality, but let s start with â€Å"nested Inequalities† Jennifer L. Hochschild, Department of Government and Afro-American Studies Harvard University, writes, â€Å"the pattern of socioeconomic class differences in schooling outcomes indicates some of the causes for those differences that lie within the public realm, included are â€Å"nested inequalities† which cross boundaries of states, school districts, schools within a district, classes within a school, and sometimes separation within a class. Urban public schools demonstrate a particular set of problems that generate differential schooling outcomes by economic class. This also demonstrates ways in which class biases are closely entwined with racial and ethnic inequities. It concludes with the broad outlines of what would be necessary to reduce class (and racial) disparities in American public schools.† Other patterns of inequality in schools include â€Å"race inequality† African American, and Latino, in which race has been a long standing issue and is seemingly becoming less and obstacle in modernShow MoreRelatedSocial Class And Its Relevance1702 Words   |  7 Pagesbeen an ongoing debate about social class and its relevance in contemporary society. Marx’s social class theory was relating to man and his access to the means of production. He stated there are two classes the bourgeoisie, those who own the means of the production and the proletariat who only possess their labour power to sell ( Ollman, 1976). Pakulski and Waters argued that social is dead, due to changes in economic and social structures along with adaptions in social identity and belonging (1996)Read MoreThe Social Problems in Communities 1624 Words   |  7 PagesIntroduction Social problems are undesirable conditions that relate to the way in which a majority of people in society perceive certain issues. Social problems may also be referred to social ills or issues. People from diverse communities may perceive social problems differently and have varied solutions to these issues (Stark, 2007). Social problems differ from personal problems where issues are dealt with at an individual level. On the other hand, social problems may destroy values held collectivelyRead More Increasing the Minimum Wage Will Reduce Income Inequality Essay1252 Words   |  6 PagesCorzine Income inequality has been a major problem facing American society for decades, but has recently become a major concern. I personally believe the major gap between the income of the rich and poor is a not just, but is not a major concern for the government and society. If the Federal Government addresses other major concerns facing American citizens the inequality will be adjusted due to other changes. The government needs to step in and adjust minimum wage and public education. If theRead MoreU.s. Public Education System952 Words   |  4 PagesThe U.S. public education system contains tremendous inequality, much of which is maintained through the institution itself. We believe the system to be based on the principles of a strong work ethic and equal opportunity – key components of the dominant American ideology, which are in turn made reasonable by the schooling system. Furthermore, structural factors such as cumulative advantage, which explains how those who are successful gain additional success, offer an explanation for the inequalitiesRead MoreRacial Segregation And The Educational Institution964 Words   |  4 Pageswhile growing up. Since social class is determined in large part by education, the effects of education carry forward into the rest of each person’s life even after they’ve long left the institution itself (Roy, lecture 10). In his lecture on the institution, Professor Roy adds that education allows for a path to social mobility while also reproducing inequalities. This paradox can be seen in both race and gender – albeit in varying degrees. Race is a perpetuated inequality in the educational institutionRead More Improving the Educational System Essay1568 Words   |  7 Pagesinterests, social and cultural background, gender, prior attainment or aspirations. As future teachers, we need to know the aspects of society, so that we can ensure that each one of our students is successful and achieves his or her potent ial through the education provided. In this paper, I will be using the articles from the Social Class/Race and School Finance section of the class to evaluate the effects of social stratification, cultural capital, and social reproduction, school financing, andRead MoreSocial Inequality : A Social Institute Of Society And Its Leading Function1628 Words   |  7 PagesSocial inequality differentiates society, divides it into different social groups and classes. Inequality has many facets and it appears in various sections of the unified social system: family, institutions, enterprise and social groups. For normal functioning of society, it is needed the optimal combination of all activities. The society reproduces inequality, because it needs it as a source sustenance and development. In terms of functionalism every society does need a class stratification,Read MoreFinancial Capital And Cultural Capital859 Words   |  4 Pagesadvantages over those with low financial capital (349). Additionally, those with higher financial capital also tend to transfer greater cultural capital to their children. Specifically, wealthy individuals have access to quality education, healthcare, social networks and various other advantages denied to those with low financial capital. Among those advantages is cultural capital. According to the text, in opposition to their more affluent counterparts, â€Å"working-class mothers and fathers are moreRead MoreSocial Stratification : Australia A Study Of Structured Social Inequality1371 Words   |  6 Pagescauses of material inequality in Australia a study of structured social inequality must be conducted. This is known as stratification, an important element of macrosociology. ‘Social stratification refers to the systemic ways that groups of people are organised unequally within a broad social hierarchy.’ (Mayeda, 2007, p. 80) An important component of social stratification that is alluded to here by Mayeda is class. In this paper three of the main causes of material inequality in Australia will beRead MoreConsequences of Inequali ty and the Ways in Which are Reproduced628 Words   |  3 PagesInequality focuses upon the way that resources are distributed across the whole society. In this distribution there are significant differences for children who come from varying social backgrounds. The study of such differences or inequalities has become one of the main concerns of sociological research in education. Sociologists have also paid attention to the consequences of inequality, and the ways in which inequalities are reproduced and transmitted from generation to generation. The most

Visual Rhetoric in Persepolis Free Essays

Nils Tangemann Josh Holland English A SL C-Code Section: Part 3 Works read: Satrapi, Marjane. Persepolis. Pantheon. We will write a custom essay sample on Visual Rhetoric in Persepolis or any similar topic only for you Order Now New York. 2003 Question: How and why is a social group represented in a particular way? The Display of Revolutionists in Marjane Satrapi’s Persepolis In Marjane Satrapi’s Persepolis there are several important social groups that all play a role towards creating the whole picture that describes little Marji’s everyday life in 1970s Iran. The nature of the revolution during that time created a huge divide between the different social groups. This was dominated by different opinions that were expressed using violence, intimidation and other mental and physical threatening methods. Satrapi uses visual representation and plot devices in her graphic novel Persepolis to expose the hypocrisy of the Islamic revolution. First of all, the author displays all members of the army and Islamic revolutionary groups without any distinction from each other; they are one homogenous group. Secondly, a story about the corruptness of policemen and government officials is used to demonstrate how detached those people act towards their fake values that they preach to other people. Lastly, the fact that the army is recruiting new soldiers through a method that is obviously aimed at non- or less-educated youth shows that the regime is scared of the higher educated population knowing that they will not have a chance in recruiting this social group because of their opposition. An aspect of the novel that comes to mind immediately when reading the text is Satrapi’s choice to display the members of the revolutionist Islamic regime in a different way than the family or friends of ten year old Marji. While the individuals that are a direct part of Marji’s social life are displayed in great detail, the revolutionists are always shown in a more general fashion, therefore not distinguishing those characters. An example of this can be found in the chapter â€Å"The bicycle† when the burning down of a cinema by police forces is described (Satrapi 14). Using this technique, the followers of the regime are displayed as individuals that do not have an individual opinion, but rather blend into the crowd of people and go with the mainstream ideology hat is prevalent during the current political situation. This makes this social group stand out in such a way that the reader considers them generally as less educated and unable to question the political views that society has. The fact that Satrapi shows the persons that lean towards the more communistic political opinion in greater detail than revolutionists shows her political beliefs, therefore furthering the idea that this n ovel can be considered a memoir. In addition, the policemen of the revolutionary regime are depicted as corrupt and detached from their values. When the family almost gets caught having alcohol in their house, the policemen accept money from Marji’s father and leave again without checking his flat (Satrapi 10). If the actual religious core values of the regime were important to those policemen, they would not have left the site without checking, since the possession of forbidden substances is obvious to them. This depicts how separated the followers of the regime are from their own values that they promote. Satrapi tells the reader this story because she wants to expose the hypocrisy with which the government officials and therefore also the police operates. In this case, the author uses a plot device to express her political opinion. She makes the conscious decision to include this memory in her novel because it illustrates her opposition to the government and demonstrates a strong reason why using these policemen as bait. Similarly, in Marji’s description the army uses techniques that clearly aim for the less educated and poor people to join the military. A plastic key on a chain is distributed to the less educated in order to convince them that they will go to heaven if they fight for their country. Satrapi uses the dialogue between her mother and their housekeeper to indicate how upset the upper social class us about the strategy that the government uses to persuade the innocent youth of Iran (Satrapi 99). The government clearly aims for the young adults that do not have much of a choice other than joining the army and dying at a young age. On top of that, they are also naive enough to believe that the key will bring them to heaven. Mrs. Nasrine tells the story of how her son is being convinced to go to the army (Satrapi 100). The family helps to convince Mrs. Nasrine’s son that the government is spreading lies (Satrapi 101). Marji’s mother is debunking the myths of the government in front of everyone’s eyes. The author uses this technique to express her own, negative opinion for the government and the manner in which they treat the young adults and not caring about their lives. In conclusion, certain techniques of visual rhetoric and plot devices can be detected in the novel and are utilized to express the personal opinion of the author whilst displaying the revolutionary government as incompetent and unqualified. The followers of the regime are displayed homogenously without distinct characteristics or an individual opinion. The police that is associated with the government is corrupt and the methods of recruiting new soldiers for the army are only intended for uneducated and naive people because others cannot be tricked into the belief of going to heaven. The author makes great use of this technique not only when describing the revolutionists, but also when she is delivering her own opinion about how women were treated in Iran during her childhood. When deciphering these methods and finding the hidden comments on the social structure we really see the author in her mid-forties who is writing. The novel far expands from the view of a ten year old and is not only a story of a childhood, but also a critical commentary on moral issues and personal opinion. [Word count: 958] Citation: Satrapi, Marjane. Persepolis. Pantheon. New York. 2003. How to cite Visual Rhetoric in Persepolis, Essay examples

The Nineteen Seventies and Eighties Were a Period of Change in American Society free essay sample

They had been working together for common interests. Now, many wanted to spend more | | |time on their own personal interests. emgt;Transcript of radio broadcast: | | |04 July 2007 | | MP3 Download Audio [pic] Listen to MP3 [pic] Listen in RealAudio [pic] VOICE ONE: This is Rich Kleinfeldt. VOICE TWO: And this is Ray Freeman with THE MAKING OF A NATION a VOA Special English program about the history of the United States. Today, we tell the story about some social and cultural issues of the nineteen seventies and nineteen eighties. VOICE ONE: An economics professor from the United States was teaching in Britain in the early Nineteen-Eighties. One of his students asked this question: What is most important to Americans these days? He said: Earning money. Clearly, his answer was far too simple. Still, many observers would agree that great numbers of Americans in the Nineteen-Eighties were concerned with money. These people wanted the good life that they believed money could buy. VOICE TWO: In some ways, the Nineteen-Eighties were the opposite of the Nineteen-Sixties. The Nineteen-Sixties were years of protest and reform. Young Americans demonstrated against the Vietnam War. African Americans demonstrated for civil rights. Women demonstrated for equal treatment. For many, societys hero was the person who helped others. For many in the Nineteen-Eighties, societys hero was the person who helped himself. Success seemed to be measured only by how much money a person made. VOICE ONE: The period of change came during the Nineteen-Seventies. For a while, these years remained tied to the social experiments and struggles of the Nineteen-Sixties. Then they showed signs of what American would be like in the Nineteen-Eighties. There were a number of reasons for the change. One reason was that the United States ended its military involvement in Vietnam. Another was that the civil rights movement and womens movements reached many of their goals. A third reason was the economy. During the Nineteen-Seventies, the United States suffered an economic recession. Interest rates and inflation were high. There was a shortage of imported oil. VOICE TWO: As the Nineteen-Seventies moved toward the Nineteen-Eighties, Americans became tired of social struggle. They became tired of losing money. They had been working together for common interests. Now, many wanted to spend more time on their own personal interests. This change appeared in many parts of American society. It affected popular culture, education, and politics. VOICE ONE: For example, one of the most popular television programs of that time was about serious social issues. It was called All in the Family. It was about a factory worker who hates black people and opposes equal rights for women. His family slowly helps him to accept and value different kinds of people. Other television programs, however, were beginning to present an escape from serious issues. These included Happy Days and Threes Company. Music showed the change, too. In the Nineteen-Sixties, folk music was very popular. Many folk songs were about social problems. In the Nineteen-Seventies, groups played hard rock and punk music, instead. VOICE TWO: Self-help books were another sign that Americans were becoming more concerned about their own lives. These books described ways to make people happier with themselves. One of the most popular was called Im Okay, Youre Okay. It was published in Nineteen-Sixty-Nine. It led the way for many similar books throughout the Nineteen-Seventies. VOICE ONE: The Nineteen-Seventies also saw a change in education. In the Nineteen-Sixties, many young people expressed little interest in continuing their education after four years of study in college. They were busy working for social reforms. Many believed that more education only created unequal classes of people. By the middle Nineteen-Seventies, however, more young people decided it was acceptable to make a lot of money. Higher education was a way to get the skills to do this. Law schools and medical schools soon had long lists of students waiting to get in. VOICE TWO: Politically, the United States went through several changes during the Nineteen-Seventies. There were liberal Democratic administrations for most of the Nineteen-Sixties. Then a conservative Republican, Richard Nixon, was elected. During his second term, President Nixon was forced to resign because of the Watergate case. Vice President Gerald Ford became president after Nixons resignation. About two years later, he was defeated by Democrat Jimmy Carter. The election showed that Americans were angry with the Republican Party because of the Watergate case. But they soon became unhappy with President Carter, too. They blamed him for failing to improve the economy. He lost his campaign for re-election to conservative Republican Ronald Reagan. VOICE ONE: The Nineteen-Eighties were called the Reagan years, because he was president for |[pic] | |Ronald Reagan | eight of them. During his first term, the recession ended. Inflation was controlled. He reduced taxes. Americans felt hopeful that they could make money again. Observers created several expressions to describe some groups of people at that time. One expression was the me generation. This described Americans who were only concerned about themselves. Another expression was yuppie. It meant young urban professional. Both these groups seemed as if they lived just to make and spend money, money, and more money. Entertainment in the Nineteen-Eighties showed the interest society placed on financial success. The characters in a number of television programs, for example, lived in ostly homes, wore costly clothes, and drove costly automobiles. They were not at all like average Americans. They lived lives that required huge amounts of money. Two of these television programs became extremely popular in the United States and in other countries. They were called Dallas and Dynasty. VOICE TWO: |[pic] | |Wall Street | At the movie theater, a very popular film was called Wall Street. It was about a y oung, wealthy, dishonest powerful man who traded on the New York Stock Exchange. Power was a popular program idea in action films, too. The most successful action films were about a man called Rambo. Rambo was impossibly heroic. Naturally, he always won. The films showed good winning over evil. But Rambo rejected established rules and was extremely violent. Another form of entertainment became popular in the Nineteen-Eighties. It was the television talk show. People appeared on these shows mostly to talk about themselves: their politics, their families, their sexual relations. They talked in public about things that were once considered private. Much of the popular music of the time also showed this new openness. Heavy metal rock groups sang about sex and drugs. And then there was the new form of music called rap. In this form, words are spoken, not sung, over a heavy beat. Many Americans found all these kinds of music to be too shocking, too violent, too lawless, and too damaging to the human spirit. VOICE ONE: People may have talked and sung openly about sex and drugs in the Nineteen-Eighties. But as the years went by, many became increasingly careful about their own activities. This was because sex and drugs became deadly. A new disease appeared at that time. It was called AIDS, Acquired Immune Deficiency Syndrome. The disease spread in several ways. One was through sexual relations. Another was through sharing the needles used to take illegal drugs. VOICE TWO: A big change in American life during the Nineteen-Eighties came as a result of the computer. Computers were invented forty years earlier. They were large machines and were used only at universities, big companies, and in the military. By the Nineteen-Eighties, computers had become much smaller. Anyone could learn |[pic] | |The IBM personal computer arrived in 1981 | how to use them, even children. Millions of Americans soon had a personal computer in their home. They could use it to read newspaper stories, buy things, do schoolwork, and play games. Such technological improvement and a bright economy filled Americans of the early and middle Nineteen-Eighties with hope. Many felt there were almost no limits on the good life they could lead. VOICE ONE: This program of THE MAKING OF A NATION was written by Jeri Watson and produced by Paul Thompson. This is Rich Kleinfeldt. VOICE TWO: And this is Ray Freeman. Join us again next week for another V-O-A Special English program about the history of the United States.