Social class and education go hand in hand and almost always accurately predict ones level of success. The higher ones standing on the economic social ladder, the more likely they are to receive a good education and seek a high paying career path. The works of Kozol, Anyon and Mantsios provide a solid stance on the issue of lower class not receiving a solid education and identify specific key factors that prove this to be true. Through each author’s unique approach, they mutually reflect the linkage between social class and education by usage of statistics and naturalistic observation to reveal the segregation, unequal opportunities, and limited resources that many schools are faced with.
Kozol focuses on the lower class school systems and proves that minority groups are not treated equally in regards to their educational opportunities. The students are not encouraged to seek a successful career path or have high hopes for their future. He speaks with a student who wanted to be a doctor or social worker; however, her school required her to take classes irrelevant from her desired career path such as, Sewing and Life Skills This exemplifies the government’s role in the school systems and their underlying motives to maintain working class jobs in society (Kozol 469). He elaborates on the ineffectiveness of SFA, a program designed to “improve” the quality of learning at impoverished schools, and visit’s numerous inner city schools to hear what would normally be left unsaid by the students. His essay reveals their unhappiness toward their schooling system and desire for equal treatment in society. Many of these schools, which are built
in low-income areas with a high percentage of minorities, are named after civil rights activists, such as Thurgood Marshall and Martin Luther King Jr.; yet it is a shame to find they serve as prime examples of classic segregation (Kozol 458). Aside from Kozol’s desire for fully integrated schools, he wants more opportunities to be offered in the underprivileged school districts.
Anyon’s study is very similar to Kozol’s, as she explains the contributing factors in defining a social class and the effects of social class on quality of education. Like Kozol, she conveys much of her information through visitation of schools from each class level
and describes the typical nature of each. Her interviews with students, teachers, principals and administrative staff provided first hand encounters and valid proof of her postulation
(Anyon 359). The working class schools mandate basic tasks that require...