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William Bracken
Rebecca Agosta
UWRT 1102-016
18 November 2014
Education shapes the identity of social classes

Education shapes all members of society in ways one can only understand with
passage of time. Knowing information others dont has been the way forward for
generations, but over the last century that upward overall mobility has staled into a one
way cycle based off of which class you where born to. A culture identity has taken root in
which education level you reach is tied to what position you take in society. As education
is better for upper class members they are more likely to use their education to stay in the
same classes as their parents. While lower classes members are affected by the lack of
access to resources for education resulting in a one-way circle in social mobility. Only
collegiate education associated with upper members in that identity in society while
lower class association is secondary education. Therefore a person identity is affected by
educational level restricting movement in society.
Methods
Procedural wise the research methods combined with no ordered steps in the way I find
my information. With no ordered method I went by so that questions arise as I studied.
Deeping my understanding of my subject area after a new question arose. In one of the
first steps I toke. I search the web for surveys, academic opinions, and interviews for my
subject. My goggling subjects were based around: identity on social class, education in

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identity, education of social classes, pew survey on social class, New York Times on
education and social class, interviews on education and social class etc. Other methods
included me personally interviewing a professor of Engineering at the University of
North Carolina at Charlotte in charge of freshmen class. Professor Harkins is also an
academic advisor to all engineering students in the college. During my interview I was in
a time constraint environment resulting in a summarized viewpoint of the interview with
quotes from Professor Harkins. My last method was from my English professor who
offered me help by providing an article from the Washington Post on wealth inequality.
Through that article I find more articles on my subject on the Washington Post website.

What separates middle class verses upper class in education views or options?
At an early
Early on in a childs life, education takes pace at different paces depending on social
class. For children of the upper class statues these differences add up to huge head start
advantages because of their parents viewpoint on education. According to Sean Reardon,
a professor of education and sociology at Sanford University, found that an upper class
students standardized math and reading test are 40 percent larger then it was 30 years
ago. By the time theses upper class students take the SATs the difference between lower
and upper class students are 125 points on average. Even the economists of the
University of Michigan, Martha Bailey and Susan Dynarski, found that upper-income
families who earn a bachelors degree has increased by 18 percentage points over a 20year period, while the completion rate of poor students has grown by only 4 points(Sean
Reardson). Suggesting that the correlatation of higher SAT scores are directly

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proportional by the rise in upper class families having a bachelors degree. Richard
Murnane and Greg Duncan reported that from 1972 to 2006 high income families
increased amount of enrichment actives by 150 percent compared to lower class families.
While lower income families icreased 57 percent in the same period. These enrichment
actives offset the balance so bad that at the start of Kindergarten rich children score much
higher on readiness tests. Howerver this gap does narrow over the peroid between
kindergarten and high school. It only widens in the summer mounths when middle class
children are out of school. This early start combines with a continuous academic plan laid
out for rich student which drives the favor in rich children so by the time to apply to
college they are much better perpared. As Professor Reardson puts it high-income
families are increasingly focusing their resources their money, time and knowledge of
what it takes to be successful in school.

Are more selective college associations with the upper class or is middle class?
As younger generations of upper class children out perform the middle class because of
their access to resource. Professor Reardsons sums it up with (money provides) a
more stable home environments, more time for parents to read to their children, access to
higher-quality child care(Reardson). As these children have head start over the lasts
couple of generations they also have better access to higher education. One example of
have better access to higher education is the old boy system. Where the system plays
against lower class students where in this system alumni have all the advantage
(LEONHARDT-Class matters). Old bot system is just the tip of the iceberg when it

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comes to college. While top colleges over the last decade have made claims to change the
whole system for lower income children few followed through with this claim. For some
like University of Florida and Grinnell this has become a fact. Florida raises money for
low-income students while Grinnell devotes 15 percent of freshmen class for students
whose parents didnt go to college (LEONHARDT-Behind Ivy Walls). These are just a
few colleges who have tried to change their behavior from systems like the Old Boys.
Still there is an issue with the whole system for example in 2004 more freshmen at most
selective private universities who had fathers who were doctors verses father of working
class (Behind Ivy Walls). As big private universities are looked upon for guidelines in
ways to run a school the whole system reflects that fact through out but at lower degrees
of unfairness. Even for upper class the admission rates are extremely low. Harvard
University is now accepting just 6 per cent of undergraduate applicants (Julie J. Park).
Therefore pushing upper class student to public schools and pushing out lower class
students. This is not just the only problem for completion on lower class struggles in
school because in 2008 a study find that high school seniors who were lower clas at the
top 4 percent. Only one out of three attended a selective name brand college (Hoxby and
Avery). This is what Harvard president, Lawrence Summers, pointed out in the middle
of the last decade. Which she lead the charge to make Harvards financial aid more
generous. Helping other college to look into the problem. In modern times University of
North Carolina at Chapel Hill and Harvard have done better to indorse a more diverse
student population. That is if you go to Harvard the student population is more
geographically located mixing more upper class from California and New England
together. That said the total student population getting a Pell grant or other aid is up by a

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couple of small points. According to college index done by the New York Times on
finical aid showing UNC Chapel Hill is up 8 percent in 2008. Comparably Harvard is up
only 4 percent over the whole last decade. Others like Yale and John Hopkins are up 2
percent and I guess that is better then Dartmouth down by 1 percent. Still across the
nation upper middle class students dominate the big Name Brand Universities where
nothing has changes for the regular middle class. Where only a decade ago colleges
across the nation including UNC Charlotte promised to increases access to their
education system. My own beloved UNC Charlotte has instead ignored the problem and
focused on minority groups. According to an article by Antoinette Flores for the Center
for American Progress UNC Charlotte defies the odds by closing the gaps across
demographic groups while rising low-income students. UNCC has median of 40 percent
students receiving Pell Grants in 2012 and has a 51 percent graduation rate across all
radical groups. School like University of Virginia has just 8 percent of undergraduates
came from the bottom half of income distribution (Class Matters). For lower class student
where getting in just a problem they also face a completion rate of 41 percent in 4 year
verses 66 percent of high income student (Dept. of Education). Everywhere from small
institutions to large ones the student graduates increasingly come from the top of nations
income ladder then two decades ago (Class Matter). While in the last 70 years since
world war two college entry has increased by 50 percent or more (Chuck Collins).
Is it based off of wealth generated today or inherited?
Education for most of us is the only way to a career for movement up the social ladder. In
this land of opportunity we call home is even still here? As rich parents can afford to
spend more money and time on their childrens education the gap increasingly grows

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with time (OBrien). For the poorer income side of student population that does
everything right will not be much better then rich kids that do everything wrong. At the
Federal Reserve annual conference in Boston presented a research paper done by Richard
Reevers and Isabel Sawhill, point out that statically speaking rich high school dropouts
are 14 percent more likely to stay at the top. When 16 percent of poor college grads being
stuck in lower bottom end of income ladder. A one project led by Markus Janttia, at a
Swedish university, found that 42 percent of American men raised in bottom fifth stay
there. Leaving question Can you move up the ladder in today society? Well, if you live
in the middle class this still holds true. A Pew Research study showed that in Middle
America 36 percent of Americans rise in Middle fifth, while 23 percent stay the stame,
and 41 percent move down over their individual life time (DeParle-Harder for Americans
to Rise from Lower Rungs). With that in mind most movement does come in the middle
of the middle class. Whereas the upper middle class or higher stay in places but across
the world higher mobility still takes place at an even pace. But those places are becoming
more American like for example in Canada where two Danish researchers, Paul Bingley
and Niels Westergrd-Nielsen, find that 70% of upper class children work for the family
business. This is one of many benefits start out early in adult life for rich children. This is
especially concerning that a new book by Dr. Meg Jay The Defining Decade indicates its
your early 20s that define your overall lifetime earning potential. That two-thirds of
lifetime wage growth at happens in your early 20s. All the while the best internships, jobshadowing opportunities, grad school programs combated with no-debt give the upper
class college grad the huge jump in society. This is cycle, which gives the upper class
combined benefits to start the cycle again.

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How does the upper class and middle class view each other and themselves?
In Pew Research origination found that Americans found that the rich viewed as being
different than others people. As the survey find that the rich where viewed as, more
intelligent and more hardworking but also greedier and less honest (Kim Parker). It
would seem so, steaming on that, suggestion that they are more likely to be college
graduates. In that same study the Pew Survey floated a verity of questions where 92
percent of people admire the rich but 65 percent say that the wealth has grown and is a
bad thing. Adults who self-identify as upper or upper middle class, are on average
healthier and more satisfied with job according to Kim Parker. Parker states this all steam
from the fact that they [upper-class] are much less likely to have suffered economic
hardships as a result of the recession. In the recession 7 percent of the upper class had
problem with mortgage and middle and lower had a combated 61 percent pay their
mortgage. Demographically break down of the survey found that the upper class selfidentify 53 percent of time had a bachelors degree, while 31perent of middle class, and
15 percent of lower middle class did. Person problems shape a persons out view but this
survey found that social class determines your political party with 63 percent of upper
class backing the Republican Party. The Democratic Party had more of a mix of 25
percent or so of lower and middle class baking the party.

How to break down an identity?

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In Identity as an Analytic Lens for Research in Education: Review of Research of

Education a report done by Professor James P. Glee on self-identity breaking down an
identity into four groups. These are Nature identity, which explores the topic of nature
verse nurture issue. Institutional identity, which is a perspective on how to label who am
I. Discourse identity of how you are shape by society around you. Laying the
questioned: Can you be angry person if you are the only one alive? Finally there is
Affinity group identity described by what type of group or origination you are a part of
such as fans of same team or same college grad. All the parts are viewpoints which to
use an Analytic lens on a group or person. While remembering that all the parts play
into each other and are hard to place into one define group.
What types of stereotypes are identified is change over the course of moving
through the education system?
Questioning the fact that rich kids are just going to get ahead in life just by being upper
class I interviewed Professor Meg Harkins P.E. of the University of North Carolina at
Charlotte. She is currently the freshmen coordinator of engineering program at Charlotte.
In such away Professor Harkins sees all walks of life enter into an insensitive program of
study and could provide a microscope into the situation at hand. I started with the
Questions of: In your time as a Professor, do you see wealthier background students or
more first generation students? & Which type of student does better overall? Professor
Harkin: Depends on the wiliness of the student [while] Student from lower income
more willing to change. Higher income are more set in their way academically wise.
Leading me to follow up with the Do you see education as the great equalizer in

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American society? Professor Harkins: Yes, it pays a part in providing a way for people
to enter into a new career with higher pay. My last big question to Professor Harkins
was Long term do you see student from lower classes having better opportunities in the
business world verses one that came from money? Professor Harkins: This school
UNC Charlotte does the good job of preparing a student for business world with the
introduction of etiquette and manner for the business world. Going to provide that even
with an education it is what you do with it that matter. Professor Harkins was a first
generation student and still believes that education is the best way to learn skills and how
to apply them.
Conclusion
Identities of upper class members are different for a combination of factors. Upper class
members are raised from the start for an academic path that. So that, an upper class
member whole early lifes nature is of nurture value for going to college. They are taught
to have that goal above all else for success. With a high-income parent reinforcing the
idea with research into better school districts, preschool programs, and what activities
they do with their children. Lower income parents are less likely to do so because they
themselves where not raised that way, dont have the time, and stuck in geographic
location for job. As lower income parent are so more likely to not go to college they
develop serotypes of college like: just for the rich, you dont need it, or you get ahead by
just hard work. While hard work will get you places it will never pull up the social ladder
according to the Brooking Institute reporting on the Hamilton Project. That Education is
the pivotal role to social mobility because it families incomes have decline for all but the
college graduates. With middle class families the way they see education shapes the

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families accusation to that group. Wealthier or more affluent people are more likely to
live in better neighbor hoods together. Paying better taxes for recourses leading to a
better societal look on collegiate education. Every one in that neighborhood is grouped
into an identity of college equals a better social-economic stand point. Members are
going to say I went to that college what about you?

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Citation page

Collins, Chuck. "The Wealthy Kids Are All Right." The American Prospect. The
American Prospect, 28 May 2013. Web. 20 Nov. 2014.
Deparle, Jason. "Harder for Americans to Rise From Lower Rungs." The New York

Times. The New York Times, 04 Jan. 2012. Web. 20 Nov. 2014.
Flores, Antoinette. "How Public Universities Can Promote Access and Success for All
Students." How Public Universities Can Promote Access and Succes for All Students.
Center for American Progress, 9 Sept. 2014. Web. 22 Nov. 2014.

Gee, James P. "Identity as an Analytic Lens for Research in Education Review

of Research of Education, Vol. 25 (2000-2001), pp. 99-125: American Educational
Research Association. Web. 3 Nov. 2014
Greenstone, Micheal, Adam Looney, Jeremy Patashnik, and Muxin Yu. "Thirteen
Economic Facts about Social Mobility and the Role of Education." The Brookings

Institution. Brooking Institution, June 2013. Web. 21 Nov. 2014.

Harkins, Meg P.E. Personal Interview. 3 November 2014.

Hoxby, Carolime M., and Christopher Avery. "Key Findings from "The Hidden
Supply of High-Achieving, Low-Income Students"" The Brookings Institution. The
Brookings Institution, 21 Mar. 2013. Web. 22 Nov. 2014.

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"How Public Universities Can Promote Access and Success for All Students." How

Public Universities Can Promote Access and Succes for All Students. Center for American
Progress, 9 Sept. 2014. Web. 22 Nov. 2014.

Kids Who Do Everything Wrong." Washington Post. The Washington Post, 18

Oct. 2013. Web. 31 Oct. 2014.

Leonhardt, David. "The College Dropout Boom." The New York Times. The New
York Times, 23 May 2005. Web. 22 Nov. 2014.

Leonhardt, David. "Top Colleges That Enroll Rich, Middle Class and Poor." The
New York Times. The New York Times, 08 Sept. 2014. Web. 03 Nov. 2014.
Leonhardt, David. "Top Colleges That Enroll Rich, Middle Class and Poor." The

New York Times. The New York Times, 08 Sept. 2014. Web. 22 Nov. 2014.

O'Brien, Matt. "Poor Kids Who Do Everything Right Dont Do Better than Rich
Reardom, Sean F. "No Rich Child Left Behind." The Opinionator. New York Times, 27
Apr.

2013. Web. Sept.-Oct. 2014.

Park, Julie J. "Class Warfare: Class, Race, and College Admissions in Top-Tier

Secondary Schools, by Lois Weis, Kristin Cipollone and Heather Jenkins." At the Heart of

the Higher Education Debate. Times Higher Education, 7 Aug. 2014. Web. 22 Nov. 2014.

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Parker, Kim. "Yes, the Rich Are Different." Pew Research Centers Social Demographic
Trends Project RSS, 2012. Web. 22 Nov. 2014.

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