Punctuation In Education

731 Words 3 Pages
Furthermore, as a result of pre-established class differences not everyone has an equal chance to succeed. The top 1 percent are getting significantly wealthier, compared to the middle fifth of the population; between 1979 and 2003 the real income of the wealthy increased by an enormous 111 percent compared to that of the middle fifth’s which only rose a meager 9 percent. Although as common sense as it may seem that the rich have a higher chance than the poor to become richer, the method through which this is achieved may not be. America’s educational system may be perceived as one of the only factors that is constant amongst classes, a closer look at this deems it to be actually capricious in nature. Anyon who studied the implications of education …show more content…
Students in middle class schools participated in work that was marginally more independent, and required more thought process. The next tier of affluent professional schooling included strong individuality, emphasised creativity and free thought, and required students to apply ideas and concepts. The last executive elite tier schools fundamentally taught children how to think analytically and solve problems. Students at this tier derived formulas and were responsible for their own management. Language arts is not merely simple punctuation, but an intricate system that has to be learned. The executive elite language arts teacher put it best, ‘It is not enough to get these right on tests; you must use what you learn in your written and oral work’ (Anyon 167-177). These vast discrepancies in the pedagogies taught to students shed reality on the first myth Mantsios mentioned, in which, “we are all equal in the eyes of the law, and such basic needs as health care and education are provided to all regardless of economic standing” (283). Education, indeed is provided but not on the same plane as it should. The school system is not …show more content…
The integrating function, or what Inglis refers to as “the conformity function,” (qtd. in Gatto 146) attempts to produce children who are as homogeneous as possible. The next, directive function serves to determine a student 's role in society based on their permanent record. Likewise, once social role has been established students are differentiated through training only as far as it takes to fulfill that role. However, for those children that don’t make the differentiation function, the selective function will cause them to become naturally isolated via bad grades, remedial positioning, and other consequences. Lastly, the propaedeutic function requires there to be an elite group who can command, manage, and ensure control in order to keep the reproduction of this socioeconomic cycle indefinite (Gatto 146-147). With all these factors working in favor of the wealthy and in opposition of those born in a lower class, the chance for success is without a doubt not equal for everyone. Class status has an enormous influence on an individual 's chances for survival and

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