School the great Equalizer In his essay, I should have never quit school, D. DeMott rejects the myth that all social classes receive the same education. He supports his essay by denying that the stating line is the same for all students in the American educational system. DeMott begins his essay by giving us an example of the mythological belief that school is a fair institution where everyone begins at the same starting line.
Next, DeMott gives general ideas about the American publics denials, and the educational system, provides for students. To support these denials DeMott gives us some assumptions of the general public s beliefs on education. The first assumption is about intelligence, an individual is college material, intellectual because he / she was born smart and it s up them to take advantage of it, and that teachers see this genetic trait. According to your intellectual level the school system will see this and place you in the proper educational training which best sues you. The next assumption is that your community motivates lower class students to attend institutions of higher education by providing them with financial assistance. The difference of the social economic level of the community abilities to provide for the student differs in how much the town can invest in your education.
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To What Extent Should High School Students be allowed to Exercise Freedom of Speech While on Campus I think that nowadays to deal with an issue of students free speech rights is a tough problem for High School administrators. The matter is that students free speech is protected by the First Amendment. Thus it means that students are allowed to exercise free speech while on campus. But what should ...
The inequality differs in the sense that wealthy communities see as smartness as a gift. Your occupation is determined by you level of intelligence. Poor people don t share these ideas. The rich believe that if they tax themselves heavily, they will produce better quality of students, they call this fairness. DeMott then analyzes American education by its beginnings and how this question of education being equal came to be. The belief that immigrants saw that in order to be Americans yo needed an education, therefore there are many different ways different people from different backgrounds apply the education system, and that one system is better than the other.
The education systems are divided, and approach different views between the rich and the poor. Autonomy was the question and education give autonomy to individuals. To gain an autonomy that was best suited for the new immigrants two developments were to be discussed. The rich cowed the schools and therefore were biased. The other was that schools were un-coerced by societies powerful and was fair. To support the first development; education was not design to be equal for all but it supported its purpose, high school educational success was due to social nurturing, people who could afford to stay out of the manual labor market, could get a better education.
Although education was provided there wasn t any change in privilege. The second development is supported, by the triumph of social science. In order to have the triumph of social science; social conflict was extricated from school. These led to the foundation, which claims education advancement to be the cause of justice. Supported by mass intelligence tests during, World War I.
The use of this new approach was used to revolutionize and find fairness. DeMott, then discredits these developments and abandons these myths. With researches done over the last recent years. The Coleman report for example, showed that class status determines a student s achievement from start to finish, American education doesn t complete its mission as an equalizer. Even when schools begin to do their job they didn t allow lower class students to achieve their highest intellectual ability.
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... participation in adult education programs, student drug use, sale of drugs at school, threats and injuries to public school teachers, and classroom ... times. If the schools cannot adapt to changing conditions and social forces, how can they expect to produce people who do? ... on educational ideas that did not necessarily have widespread support from legislators or policy makers, much less the public. ...
Well off students with weak academic records was still far off more likely to attend college than poor students with strong academic grades. The idea that only for minorities school was seen as an alien culture. This approach of fairness had an education problem. Public education institutions are largely attended by children of higher social classes, therefore under privilege students tend not to take advantage of an education because they seem not to understand the greatness of an education.
DeMott then gives examples of how teachers tend to prefer rich students to poor or minority students. The mythology of school and life being fair concerning education is clearly stated by DeMott as unrealistic. We all begin the race towards an education some are motivated towards achieving an education while others are not. Wealthy people have the clear advantage over disadvantage people, and minorities.
