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Essay / Research Paper Abstract
This 5 page paper provides an overview of this issue. Educational experts often contend that there is a direct correlation between educational opportunities and upward social mobility. In fact, researchers have argued that the best way to break what some have deemed the "cycle of poverty" in the United States is to support efforts towards educational enrichment and encourage students to move forward in education. But while there is a link between schooling and social mobility, assessments of the educational process, educational choices and the issue of upward mobility suggest a somewhat less concrete link. Bibliography lists 6 sources.
Page Count:
5 pages (~225 words per page)
File: MH11_MHEdUpMo.Rtf
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Unformatted sample text from the term paper:
poverty" in the United States is to support efforts towards educational enrichment and encourage students to move forward in education. But while there is a link between schooling and
social mobility, assessments of the educational process, educational choices and the issue of upward mobility suggest a somewhat less concrete link. In considering this view, it is necessary to relate
the differences in educational attainment and the impacts on upward mobility. Educators and administrators have readily argued that children who excel in the educational setting are more likely to
succeed after they have left the educational setting. But there are social problems, environmental issues and disparities in public education that can hinder the realization of this view.
Unequal funding for "poor" and "rich" schools in "poor" and "rich" neighborhoods and cities goes against the democratic system, but is a prevalent problem in the United States. Our
democratic society is no longer equal when our children do not have access to equal levels of education due to income differences and ethnicity, and this defines one of the
most significant social problems of the current era. It can be argued that this type of behavior essentially amounts to financial discrimination against the poor, which in turn contributes
to the "vicious cycle" inherent to poverty. It can be argued that the poor have no way to succeed or to break this cycle if they only have access
to inferior schooling and an educational process that is underfunded, that allows for inequities in test scores because of socio-economic conditions because schools cannot attract the best teachers, programmers, service
providers or administrators. In other words, even in the midst of an educational setting, children are experiencing factors that reduce the chances of upward mobility, even when educational experiences result
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