Social Class Education

Does social class have any correlation with education? How do these authors define class? Do these authors fail to fully understand completely what the most essential element of education is? These authors determine that the different classes affect students learning capacity. Those of lower and middle class could and should be receiving a higher quality of education.
Knoblauch looks at class as though it is dependent upon literacy; believing that, to some extent, the rich are some of the most literate people. “It’s appealing pragmatic emphasis on readying people for necessities of daily life—writing check, reading a set of instructions—as well as for the professional tasks of a complex technological society. Language abilities in this …show more content…
People who are born into the upper-class hate to be classified as upper class but are well aware that they are much wealthier and are expected to uphold to certain standards. “In her study of thirty eight wealthy and socially prominent women…One participant responded, ‘I hate to use the word ‘class.’ We are responsible, fortunate people, old families, the people who have something.’ Another said, ‘I hate [the term] upper class. It is so non-upper class to use it. I just call it ‘all of us,’ those who are wellborn. He gathers that since the education received is different between the three classes that it makes it much more difficult for people of lower class to move up in society. Society is controlled by those with power and education. It is difficult for people in lower classes to move up between social classes in view of the fact that a better education is expected and given to kids who are born in a higher class since little encouragement and inspiration goes to kids in lower classes. “A little more than twenty years ago, researcher William Sewell showed a positive correlation between class and overall educational achievement…he found that students of upper class were twice as likely to obtain training beyond high school and four times as likely to attain a post-graduate degree. Sewell concluded: ‘Socioeconomic background…operates independently of academic ability at every stage …show more content…
Generally schools with a high minority percentage are schools that receive low funding. “His presence in her class was something of wonderment to the teacher and the other pupils… ‘I’ve been at this school for eighteen years,’ she said. ‘This was the first white student I ever taught.’” Schools are isolated based on statistics and demographics. “It’s as if you have been put in a garage where, if they don’t have any room for something but aren’t sure if they should throw you out, they put it there where they don’t need to think of it again.” Schools with the highest minority percentage are also taught needless material; the students have the drive, nevertheless, they do not receive any educational challenges. These students who have goals and aspirations are not given any outlets or expected to achieve van extreme amount in life, even the ones who are given power in the