Associate Level Material Appendix D Educational Implications of Socioeconomic Status Matrix Directions: Based on your personal experiences and on the readings for this course, answer the questions in the green section of the matrix as they apply to each of the listed socioeconomic classes. Fill In your answers and post your final draft as directed by the course syllabus. 350- to 500-word Summary: The economic condition of persons and groups can be measured with a criterion allied socioeconomic status (SEES).
It serves as a composite of the economic status of a family or unrelated individuals on the basis of occupation, educational attainment, and Income. Many educators place their students at specific SEES levels on the basis of similar observations about their families, based on the way students dress, the language they use, and their eligibility for free or reduced lunch. Many social reformers, educators, and parents view education as a powerful device for achieving social change and the reduction of poverty.
The United States can be divided into classes based on income and occupation. The following classes are of the unemployed and homeless, working class, middle class, upper middle class, and upper class. Educators must consciously review their expectations for students and their behavior toward students from different levels of SEES to ensure that they are not discriminating. Instructional methods and teaching strategies may vary greatly, depending on the environment in which students live. It is essential that all students be provided with a quality education. The few U. S. Dents who live in high-income communities within generous states attend public schools funded at $1 5,000 or more per student per year, whereas other students In poor communities within stingy states are supported by $3,000 or less per year In funding for their schools (Goggling & Chin, 2006). I think that all public schools should have the same funding, no matter what the income is in their community. Our children will most certainly suffer, because the lack of resources will not allow them to extend their academic achievements. The curriculum should reflect accurately the lass structure and inequities that exist in the united States.
Too often, low-income students are placed In remedial programs because of discriminatory testing and placement. Also, teen curriculum does not serve students well IT It rennet’s only teen perspective of middle-class America. Students in rich schools and poor schools experience very different kinds of education and environments in which learning is to occur. It is little wonder that the gap in academic achievement in such different schools is so great. Students need to see some of their own cultural values reflected n the curriculum, in addition to learning about the cultural values of the dominant group (Goggling & Chin, 2006).
We should expect that our schools teach the same values that we teach our children. We should not make assumptions of ones learning abilities based on the color of their skin, the name on their clothes, or how much money they have in the bank. Everyone should be treated equally and be evaluated for their individual abilities and achievements. Reference Goggling, D. , & Chin, P. (2006). Multicultural Education in a Pluralistic Society (7th De. ). : Prentice Hall/Merrill.
