The measures of socioeconomic status that contribute to a person’s economic well-being.
Learning Outcomes As you read this chapter, you should be able to: 3.1 Describe the measures of socioeconomic status that contribute to a person’s economic well-being. 3.2 Analyze the class differences that exist in the United States. 3.3 Understand the struggles in which people have been engaged to reduce economic injustice. 3.4 Probe the interaction of class with race and ethnicity, gender, and age and its impact on inequality. 3.5 Develop curriculum and instructional strategies and create classroom environments that open opportunities to students from all socioeconomic groups. Opening Case Study A veteran English teacher, Tyus Loftis was teaching in Baltimore had been turning in her homework on time, for the most part, but County where most of his students were from low-income families. she had not been participating as actively in class as she had at In fact, the school was a high-poverty school. Many of the families the beginning of semester. Now that he thought about it, she had were working class, and most parents had held a steady job until been exhibiting signs of depression. about 5 years ago when the primary employer, General Motors, He soon learned that her family had recently moved. They left town. They had found it difficult to find another full-time job, had been staying with neighbors who could no longer share their and many of them now worked part-time, sometimes holding two house with another family of five. They had applied to the city for obs with wages that do not come close to matching their earlier temporary shelter, but in the meantime they were living in their car earnings. Many families had lost their homes, and some were while her parents searched for jobs and a place to stay. Christina, even homeless, usually sleeping in subsidized hotel rooms, their who had been a good student and involved in several school cars, or the homes of family or friends. They were struggling but activities, was ashamed of her family’s current economic condi- not giving up. tion. She was reluctant to go to school where someone might By Thanksgiving, Mr. Loftis realized that Christina had not find out that she was homeless, especially when it was becoming been in his class for several days. He was used to her not being very difficult to shower on a regular basis or wash her clothes. She in class periodically through the fall semester, but this was the wanted to help her family and thought she might be able to find a first time that she had missed an extended period of time. She job at one of the fast-food restaurants nearby. (continued)
Mr. Lows thought if he could talk to Christina he might be able to conVInce her to return to school. School officials could arrange for her to shower at school early in the morning and she could wash her clothes at school using the equipment that was available for that purpose. He worried that if she left school now, she might never return, and she had built up an academic record that would make her eligible for a scholarship to college. He recalled attending a professional development session about retaining students who were experiencing homelessness in school alk with but couldn’t remember the details. He decided he should t one of the school counselors for advice. Measures 0 B Class and Socioeconomic Status 69 Reflect 1. Why might Christina be avoiding school, especially when the school has resources that could support her during this period? 2. What are the steps that Mr. Loftis should take to assist Christina during the period in which she and her family are homeless? 3. What are the school’s responsibilities for supporting students experiencing homelessness? ‘oeconomic Status That _Ws,ell- eing 7. – ea in the experi-
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