Teresa
McDowell, Andrae’ L. Brown, Nicole Cullen, and April Duyn. “Social Class in
Family Therapy Education: Experiences of Low SES Students” Journal of Marital and Family Therapy Vol. 39 (2013): 72-__. Print.
In this article, the
authors conduct research on low SES students and they’re higher education
habits when they go into their career choice of Family Therapy. They first
define how they view social class and what factors that they have found effect
their definition of social class. Some of the factors they refer to are
education level, income, and occupation prestige and then go on to further
explain how these factors and how they are specifically affected. For my paper
I only needed the education level part of the article which was very
interesting in its own right. The authors of this article believe that pursuing
higher education degrees and attending graduate school are directly related to
social class.
In this article they
lay some things out that I had suspicions were true. They have done extensive research and surveyed
many students, to get their results. The authors of this article believe that
social class makes you who you are, and it has an influence on the education
decisions you make. In the long run these authors believe that these students
choose to pursue higher degrees and graduate school. They also believe that
these people are more likely to work with people of low SES status after their
own career is established.
In my paper I will use
this article for the facts and it’s also very quotable. These things I can use
to back up my own opinions about my inquiry question within my paper. It also
begins to answer my inquiry question; with my other sources my question will
eventually be answered.
·
It
is also striking given the emphasis on recruiting and retaining diverse
students(including students from lower- and working-class families) in graduate
programs.(pg.72)
·
Career
and occupational development including the possibility of attending graduate
school and the range of choices relative to pursuing higher degrees, is
directly influenced by social class.(pg.73)
·
We
expected our research to contribute a corrective agenda; that bringing the
collective thoughts, ideas, and experiences of students from lower- and
working-class families to the forefront is a way to promote more inclusive and
just family therapy programs.(pg.74)
Dong Zefang, Wang Yanbin, Chen Wenijiao. “Social
Mobility and Educational Selection.” Educational
Research and Experiment vol. 1 (2009): 13-18. Print.
This article goes more in depth with
the relationship of social mobility and education selection. To begin they also
define their definition of social mobility and the different types of social
mobility, whether it would be vertical or horizontal. I can also be divided
into inter-and intra- generational mobility. The authors then go on to say that
these types of social mobility can happen to different people based on their
social class. To tie in the education aspect the authors of this article say
that social mobility is joined with social choice and education selection is a
part of social choice. They define education selection as the quality of
assessments, examinations, and assignation of students to different levels and
types of educational unit. This is the
two things that are closely related and interact according to these authors.
The authors of this article believe
that education is a bridge to social mobility and can give underprivileged
people they way to a more privileged life. They also believe that in a more
traditional since of social mobility is closed and educational selection can
only be carried out within the ruling class, but now that we live in a
modern society it’s more open and
educational selection can be more geared to the needs of different people.
Like in the article “Social Class in
Family Therapy Education: Experiences of Low SES Students” this article makes
very good points. It also has good definitions that I feel are necessary to
make my points again with my own opinions in my inquiry paper.
·
On
one side, the character, direction, speed, level, methods and trends of social
mobility affect the aims, goals, functions, scope, strategy, content and
methods of choice in education.(pg.610)
·
The
function of social mobility in education is achieved by training and selecting
members of society, enabling them to transform into members of different
occupations, thus generating a degree of social stratification.(pg.611)
·
Especially
in modern society, education has become the basis of social mobility and
irrational social mobility and a bridge leading to the ideal career.(pg.612)
A Century Foundation
Book. A Notion at Risk. New York:
Richard D. Kahlenberg, 2000, Print.
In
this book I used 2 different sections that I think would be helpful in my
inquiry paper, “Making K-12 Public Education an Engine for Social Mobility” and
“Equalizing Education Resources on Behalf of Disadvantaged Children.” In the
first section the author describes what he believes will make public education
an engine for social mobility. He focuses on poor students and how to raise
their education level to middle class or even private school levels. Summer
school and increased funding for education within these underprivileged areas
are what the author believes will give these students an even playing ground
later on in life.
That’s
exactly what the author of this book wants to change, the fact that
underprivileged students are getting the same or even a similar education as
even middle-class students. The book proposes that summer school or an extended
school year would be good for these students to further explain the curriculum.
It also proposes increased funding and not just in school systems, but it goes
all the way to individual classrooms. I liked these ideas because it seems like
the author of this book really wants to help these underprivileged students to
better them and only them.
Using
this book will be simple because it has great ideas to change the problem that
has arisen in the United States. To actually put in my paper, this paper gives
me solutions for my inquiry question.
·
Summer
programs should provide poor children with the types of enriching experiences
that middle-class children receive during the summer, as opposed to the
traditional approach of reviewing curriculum taught during the year.
·
Rothstein
also provides guidance on addressing other forms of school spending inequality,
and he urges that more resources be provided to improve the social capital of
disadvantage families outside of schools through programs that improve
nutrition and housing.
·
Americans
are at once deeply committed to the institution of public education and fairly
pessimistic about the current state of public schools—suggesting the time is
ripe for public school reform.
Stanford
University Press. Mobility and
Inequality. Stanford, California: Board of Trustees of the Leland Stanford,
2006. Print.
This book puts forth a
lot of research to break the cycle of inequality and mobility not happening to
those less fortunate. They gather their research and research of others to
construct the section that I used for my paper, “Educational Attainment and the
College Enrollment Decision”. In their research they first compare student’s
entry to college with that student’s parent’s income. Then they look at how the
amount of students that want to go to college has grown so much because of the
fact that degrees can provide them with more of an opportunity to grow and of
course more income themselves. Even though these numbers have grown the authors
believe that it’s still low for such an advanced nation, like the United States,
so they believe that we can do more to improve the numbers.
Throughout their research the authors of this book have
exposed a lot about social mobility and educational attainment. Their research
tells us that, many low SES students and families haven’t picked college just
because they don’t have the means to afford that option. They also believe that
despite the income of a family, you can’t predict if someone’s family is very frugal
and saves for their college tuition before they’re even born. They even say
that underprivileged people can sometimes have more of a drive to go to college
because of how they grew up. So, their research is accurate, but there are some
exceptions.
This book lays
everything out on the table, research wise and lets the reader know just how
social mobility and educational attainment is laid out within the United States.
We are growing as a nation and some of the things that couldn’t be attained by
the some of the less fortunate. But we can do so much more than what we are
already doing. I will use this extensive research in my paper to elaborate on
ideas that others have from my other sources and also ideas that I have myself.
·
The
customary practice of measuring family advantage with socioeconomic status was
challenged by those who wished to focus more directly on the availability of resources.
·
Wealth
differences across families are interpreted more broadly, either as indicators
of differential behavioral orientations correlated with savings behavior and
lifetime success or reasons families to pursue alternative strategies for human
capital investment in their offspring.
·
In
particular, increases in college enrollment should be smaller for prospective
students from resources-poor families, as these students’ relative access to
liquid funds to finance a college education has declined.
Attewell,
Paul and David E. Lavin. Passing the
Torch. New York: Russell Sage Foundation, 2007. Print.
This book brings up
some very interesting points. The authors of this book describes the
relationship between the maternal grandparents and mothers income and education
level compared to what you can expect in that mothers child. It describes how
studies have been done to show that grandparents with low education or have a
low income, their grandchildren are less likely to go to college and the
opposite for high of both situations, same for the mother in the same
situations. Another factor to a child entering college is if their mother has a
high or low IQ and something they call high-mastery. This is defined as, “a
sense that one controls one’s own fate”.
The authors of this
book are very meticulous with their research; they have very organized and
thought out tables to explain this research. They believe that this is as close
as you’re going to get when predicting what your child can achieve in life. Saying
that high-mastery women raise high-mastery children is just some of the thought
they put into their research. They also
say that these factors combine and something can outweigh or even balance
another factor. So for someone with one factor can still achieve a lot in the education
department because other factors outweigh that one less than complimentary
factor It’s not “one strike and you’re out”.
Because the information
in this book is so organized it will be very easy to understand and add to my
paper. Because the authors explain that about everyone can go to college based
on the information about their mother and grandparents, I will add that
information to my paper to enhance the idea that even low SES students can go
on to secondary education.
·
To
what extent do social privilege and social disadvantage reach across the
generations and affect the life prospects of grandchildren?
·
We
find that the probability of a child’s educational success is substantially
related to the resources of the maternal grandparents and mother, measured in
most cases before the child was born.
·
This
is partly because this psychological orientation is itself passed on from
mother to child, so that high-mastery women bring up high-mastery children.
