Aed 204 Appendix D

Only available on StudyMode
  • Download(s) : 112
  • Published : March 17, 2013
Open Document
Text Preview
Justin VillaNeuvaAssociate Level Material
Appendix
| |Socioeconomic Classes |

Questions |Unemployed and Homeless |Working Class |Middle Class |Upper Middle Class |Upper Class | |Who is most likely to be a part of this socioeconomic class? |The portion of the population who suffers the most from the lack of a stable income or other economic resources is the unemployed and homeless. The long-term poor fall into this group; many others are temporarily in poverty because of a job loss or family illness. | The working class is those that require manual work for which income varies widely, depending on the skill required in the specific job. The factor that is most important in the description of the working class is the sub- ordination of members to the capitalist control of production. These workers do not have control of their work |Most Americans move in and out of a variety of family types over the course of their lives—families headed by a divorced parent, couples raising children out of wed- lock, two-earner families, same-sex couples, families with no spouse in the labor force, foster families, and families headed by grandparents.

|Professionals, managers, and administrators are the elite of the middle class. They rep- resent the status that many who are concerned with upward mobility are trying to reach. |The upper class is comprised of two groups. One group includes the individuals and families who control great-inherited wealth; the other group includes top-level administrators and professionals. | |How do teacher expectations positively or negatively impact this socioeconomic class? |Such students should not be blamed if they show acceptance, resignation, and even accommodation to their poverty as they learn to live with their economic disabilities. I believe that this group can be determined how well the teacher does to motivate the student. |They want to be success- full and often hope that their children will not have to spend their lives in a factory. Mistakenly, they are often perceived by others as authoritarian and intolerant of civil rights. This can be the hardest to impact this student, the parents are working and the student is alone for most of the night after school. Students not classified as middle class are often viewed as not able to achieve at high academic levels. |The teacher’s expectations of the student in this class can go either way, negative or positive. The teacher’s impact determines the student’s success. |In most cases, the student comes from a success driven family. The teacher really has less of an impact than their family on their success. The student is also normally driven to do well on their own. |They are well educated, although a college degree is not essential. The educational mark of prestige is attendance at the elite private prep schools. These students are given the most encouragement and demand toward greater success. Students from the upper middle class usually benefit from a teacher’s judgments because they are expected to perform better in school, are treated more favorably, and perform at a higher level in most cases.

| |How does tracking positively or negatively impact this socioeconomic class? |The learning environment is often uninviting, boring, and not challenging. Rather than preparing these students to move to higher-level courses, these courses keep them at the lowest level of academic achievement. |Tracking also occurs when students are assigned to classes based on their perceived intellectual abilities or other characteristics such as speaking a language other than English or having a disability. |Middle-class students have disproportionately high representation in gifted and talented programs while African Americans, Latinos, students from low-income families, and...
tracking img