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Essay / Research Paper Abstract
7 pages in length. Struggling within a society where class structure is all-important to one's social standing is difficult enough for adults who work hard to assimilate into communities otherwise segregated by economic barriers; however, children have long been the unwitting victims of such social stratification by way of an unjust educational system manipulated by and for the middle class. The extent to which Ellen A. Brantlinger's book entitled Dividing Classes: How the Middle Class Negotiates and Justifies School Advantage pointedly addresses the socioeconomic injustice of caste influence upon academic achievement is both grand and far-reaching; that such issues as standardized testing, vouchers and mainstreaming at-risk students epitomize the power of middle class influence speaks to an educational system that fails to provide for its minority populations. No additional sources cited.
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7 pages (~225 words per page)
File: LM1_TLCBrantlngr.rtf
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otherwise segregated by economic barriers; however, children have long been the unwitting victims of such social stratification by way of an unjust educational system manipulated by and for the middle
class. The extent to which Ellen A. Brantlingers book entitled Dividing Classes: How the Middle Class Negotiates and Justifies School Advantage pointedly addresses the socioeconomic injustice of caste influence
upon academic achievement is both grand and far-reaching; that such issues as standardized testing, vouchers and mainstreaming at-risk students epitomize the power of middle class influence speaks to an educational
system that fails to provide for its minority populations. "...Middle-class people presume that those of lower socioeconomic levels are less intelligent and less motivated to do well in school.
The belief that poor people do not value education...reverberated through mothers narratives: kids dont see school as important, getting good grades does not matter for them, they dont value
education, they have modest aspirations" (Brantlinger, 2003, p. 43). The psychological impact of being told over and over again one cannot accomplish something begins to sink in and take
hold to the point of ultimately making it reality in the minds of those on the receiving end of such negative reinforcement. This, notes Brantlinger (2003), is precisely the
situation that has manifested where academic injustice is concerned, inasmuch as the social schism that exists between and among social classes has led to the middle class usurping virtually every
equitable component. As such, the clamor for educational reform is both constant and unfulfilled by those who fall far short of meeting the unspoken requisites of middle class mandates.
The issue of educational reform exists because the very notion of academic achievement has been lost within a quagmire of social, political and
...