They describe in an economy under capital rule there will be the producers of more capital (bourgeoisie) and, “a class of labourers, who live only so long as they find work, and who find work only so long as their labour increases capital” (Protelerriat) (Marx and Eagales,18). Yet, the motivation to participate in the United States capitalistic class society is social stratification. Marx Weber theorized that there is probability of a few factors such as: style of life, education, and intergenerational prestige as determinants of status (Weber 179,180). This evolves to the idea of social mobility; that acquiring more wealth, marrying into a higher class, and education will allow people to receive positive privileges and a better quality of
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Language is a big part of “English learners” identity. Many parents heavily rely on their children, as personal translators to communicate with the school and other parents who are monolingual English speakers. Since English learners do not feel comfortable in English they tend to migrate to other students who are being assimilated to California’s education system creating a bond and a further separation to the group of students the school is trying to bring together. This is not true for all, some students pick up English rather faster than others, for various reasons, may migrate to students who are fluent in English. However, there seems to be no in between. This creates stigmas and assumptions about English –learners and students who are not fluent in English. This preserves race prejudice through group position according to Herbert Blumer, Race Prejudice as sense of Group Position, is defined as one group who will, “have a feeling of superiority, the feeling that the subordinate group is intrinsically different and alien, a feeling of proprietary claim to certain areas of privilege and advantage…” (Blumer 4). Many English learners are put into opposition with native English speaking students because of the portrayal of Mexican …show more content…
So the socioeconomic status of the family has limited the opportunity for their children to go to a Spanish-immersion school. In the 2013 Poverty Index done by Stanford states that, “housing is cheaper in rural areas, lowering poverty there” (Stanford Report 2013). However, this may be true, Stanford also reported, “twenty-five percent of the state’s children are poverty stricken. They tend to live in urban areas, where rents are high. In overall numbers, more poor children live in California than in any other state” (Stanford Report 2013). There is a correlation between Mexican immigration and poverty because of the policies in the United States that do not protect Mexican immigrates from discrimination in employment. As result it limits the quality of resources accessible for them acquire social mobility. So English Learning Programs or signing a waiver stating that your child knows English is the option that is left. Figure 2 shows Teachers able to instruct English Learning
Language is a big part of “English learners” identity. Many parents heavily rely on their children, as personal translators to communicate with the school and other parents who are monolingual English speakers. Since English learners do not feel comfortable in English they tend to migrate to other students who are being assimilated to California’s education system creating a bond and a further separation to the group of students the school is trying to bring together. This is not true for all, some students pick up English rather faster than others, for various reasons, may migrate to students who are fluent in English. However, there seems to be no in between. This creates stigmas and assumptions about English –learners and students who are not fluent in English. This preserves race prejudice through group position according to Herbert Blumer, Race Prejudice as sense of Group Position, is defined as one group who will, “have a feeling of superiority, the feeling that the subordinate group is intrinsically different and alien, a feeling of proprietary claim to certain areas of privilege and advantage…” (Blumer 4). Many English learners are put into opposition with native English speaking students because of the portrayal of Mexican …show more content…
So the socioeconomic status of the family has limited the opportunity for their children to go to a Spanish-immersion school. In the 2013 Poverty Index done by Stanford states that, “housing is cheaper in rural areas, lowering poverty there” (Stanford Report 2013). However, this may be true, Stanford also reported, “twenty-five percent of the state’s children are poverty stricken. They tend to live in urban areas, where rents are high. In overall numbers, more poor children live in California than in any other state” (Stanford Report 2013). There is a correlation between Mexican immigration and poverty because of the policies in the United States that do not protect Mexican immigrates from discrimination in employment. As result it limits the quality of resources accessible for them acquire social mobility. So English Learning Programs or signing a waiver stating that your child knows English is the option that is left. Figure 2 shows Teachers able to instruct English Learning