Everyone is given an ascribed status. Whether it is race-ethnicity, sex, or social class it is involuntary and determines how people look at the individual. Someone can not change the stereotype that comes along with their ascribed status, but a person can earn an achieved status by not following the norms they associate with. For example, it is common for people to connect a low-income student with failure in education. The targeted child can disprove this propensity by getting honors in school and graduating college. Society has conformed to these learned ideas of a dominant group with specific characteristics holding power over those unlike themselves, from our society’s subculture. The Civil Rights Act of 1964 was a benchmark for the American nation which prohibited discrimination for any individual whether their race, color, religion, sex, or origin. Unfortunately, to this day our culture has it still imbedded in their minds that people unlike themselves are inferior and therefore is given unequal treatment. One instance of taught prejudice is watching a parent lock the car doors when driving though certain parts of town. Although racism is not always verbally spoken someone who is unlike the majority is likely to be directly scrutinized with subtle actions. This idea of unconsciously judging others follows into schools today. It is a controversial issue that teachers are unintentionally treating their students differently according to how they look. Educators within school districts are unknowingly sharing bias among their students depending on their social class, race, or gender which is leaving some students more advantaged than others.
There are many stereotypes about poor families and education. The top five most common state that poor people are lazy, they are linguistically deficient, and are substance abusers, because the working class families have inattentive parents. Research can prove and disprove this argument.
Studies have shown, indeed, that low-income and working class children begin school with less-developed reading skills on average than their wealthier counterparts. This initial discrepancy can foreshadow lags in reading proficiency throughout their school lives. However, there is no evidence that this discrepancy in reading skills is connected to a language use deficiency or that it reflects parental disinterest in education. Dupere and her colleagues concluded that reading score differences between low-income and wealthier students could be explained largely by discrepancies in the sorts of institutions to which they had access throughout early childhood (as cited in Strauss, 2013).
If a poor student shows up to class with dirty clothing and matted hair unconsciously the teacher, like anyone else, would come to a conclusion that they do not care and therefore are incapable of working hard. For this reason the teacher may not feel the need to help them or attempt to push them beyond their limits...