social class Data Analysis “Class distinctions and conflict are ever present in the ongoing life of school, and there is a dominant / subordinate delineation in adolescents’ thinking about social classes” (Brantlinger, 1995).
While the statistical data that was collected from Xavier University High School (XUHS) does not generally support Brantlinger’s conclusion, students at XUHS are aware of class distinctions. XUHS is a college prep school and tuition for the 2002 – 2003 school year is $6, 745 per pupil. I found it difficult to identify the lower class student at XUHS. While 26% of the student body receives financial aide, a certain number of this percentage would not classify as lower class but figure in the data analyzed. Due to the inherent errors associated with this data, I also looked at the students who live in seven of the traditionally poorest zip codes in Milwaukee (this constitutes 7% of the student body).
There is no special education program at XUHS so I compared social class data to our Academic Support & Academic Probation lists (3. 4% or 36/1036 students are on one or both of these lists).
The Research paper on Maritime Students Perception on School Related activities
School activities are very important for the students and for the school. For the students, because they gain new skills and motivation. It’s a real chance for them to enjoy school and choose to do something they are really interested and passionate about, and therefore their motivation for learning and their motivation for their teachers and the school increase. It makes them relate ...
Students who qualified for financial aid and were on ASAP make up 30. 5% of these lists. In addition, those students who live in the poorest zip codes, they make up 16. 6% of the list.
The ASAP comparison to financial aide appears fair. The comparison to the poorest zip codes seemed surprising in part because our readings and class discussions suggest that we would find an over representation in this area. Two other major categories that I compared included the AP offerings and attendance. In both cases the numbers equate. Where I found some differences were in the choice of homerooms. Students apply to and are accepted or denied to student government (conclave).
This homeroom consists of 10. 3% (8/77) students on financial aid. Two other homerooms with no application process and no denial include Pride, 71% (5/7) on financial aid and Orgullo Latino, 92% (23/25) on financial aide. While it would seem that XUHS is academically inclusive, statistically speaking, for social class, students on financial aide and students living in the poorest zip codes still find comfort in associating with one another when given the opportunity. In addressing this issue, it is important to share this data with the faculty. As an administrator I’d emphasize the good things as well as address the areas for improvement.
I’d like to gather more data. For example, if we asked students similar questions as Brantlinger (1995) would students answer with language similar to “grits” and “preppies”? I believe it is necessary for the school to increase the Work/Grant/Scholarship program in an effort to attract more students from the poorest zip codes. Ideally, we’d become fully endowed.
