Socioeconomic Status And Race The Role Of Teachers And...

Reflecting on the Intersections of Socioeconomic Status and Race: The Role of Teachers and Staff Members of Urban High Schools Introduction A study conducted by Miller, Rainie, Purcell, Mitchell, Rosenstiel (2012), for the Pew Research Center, evaluated different community types—including urban, suburban, small town and rural communities—on various measures, including education levels, income levels and racial and ethnic makeup of their populations. What was found in regard to the differences between these communities was that suburban areas, in comparison to urban areas, have higher income and education levels. Large cities, or urban areas, were found to have one of the highest rates (35% of the population) of income levels below†¦show more content†¦In light of this information about the demographics and outcomes of urban populations, along with the readings discussed in lecture pertaining to these populations, the purpose of this paper will be to explore the intersections of race and socioeconomic status of urban high school students. Lastly, this paper will explore how teachers and staff of t hese high schools may be able to better serve these students by knowing their histories of oppression, advocating for success, and promoting change. Socioeconomic Status Since urban areas, and subsequently urban high schools, have a high population of low-income residents, it is important to explore how this aspect of their social status has affected these individuals historically. According to Mantsios (2006) a majority of the United States (60 percent) hold less than 6 percent of the wealth. What is more, one in eight people live below the federal poverty level Mantsios (2006). This is important, because class level is strongly correlated with educational outcomes and success, which can be explained by class domination Mantsios (2006). Essentially, people who are born into wealthy families versus poor families have more opportunities provided to them on the basis of their class status or familial connections Mantsios (2006). Take for instance the example Schmidt (2007) given of white students with mediocre grades getting into Ivy League