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Justin T. Lemus

Lit Review

June 9, 2019
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Abstract

This annotated bibliography will be a review of chapter 4 from the Multicultural

Education textbook. The Annotated bibliography will also review two other articles that were

referenced in the textbook at the end of chapter 4. The first article, Social Class and the Hidden

Curriculum of work, is a comparison of social class communities and illustrates differences in

learning experience based upon social class. This contrast of schools is revealing insight into the

disparity of learning experience based upon social class. The second is also a comparison

between the classes although it is done so in regards to perception of college opportunity based

on social class and in turn explores how these perceptions can reduce the gap of disparity

between high and low income students. Both articles provided are comparisons between student

educational views and opportunities based upon social class and should offer insight into social

equity and how educators can best manage themselves in lieu of it.
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Chapter 4 is titled “Social class and education”. This chapter discusses the history of

social inequality and class difference in the United States and the educational disparity that has

existed as a result. As an audience you are exposed to the differences in education based upon

class privilege and the gradual history that has been reversing the trend of the lower classes being

denied higher educational attainment. The chapter goes along in a progression discussing the

various aspects that have contributed to social class educational attainment disparity and the

various measures that have been taken throughout the years to combat these inequalities. During

this chapter, we also learn about the challenges that the future holds in regards to globalization

and the implications that it holds for not only understanding the class disparity within the United

States but the continued integration of the world economically and the continued challenge of

providing educational opportunities for the different parties involved. There are many factors to

consider when thinking about the inequality at home and continued creation of new forms of

inclusion based on the demand for an expanding world market. This chapter is of great use to

educators that will most certainly be dealing with more and more diverse populations in the

future. The two articles that I chose to do further research on are Social Class and the Hidden

Curriculum of Work by Jean Anyon and Student Perceptions of College Opportunities by

Christopher Avery and Thoms J. Kane.

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Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Educaion, 162(1),

67-92.

Purpose

The purpose of this article is to contras examples in work tasks in five elementary schools

of different social class communities. It demonstrates the various differences in

behaviors and perceptions of children in different social class communities. The article

gives an inside look into the existing differences in realities there are for school children

of different classes. The article not only gives insight into these various differences but

also offers insight as to how theory and practice should continue going forward with the

given information the comparison between the schools draws. Educators will encounter

various levels of social classes through out their careers and should find the information

contained within the article useful when considering how to go about educating various

populations of social classes.

Methods

One method used to gather data was classroom observation. Students and teachers were

observed and behavior was recorded and compared with the fifth grade class in each

elementary school. Principles, teachers, district administrative staff were all interviewed
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as well. Each fifth grade classroom was observed for ten three hour periods for

approximately one year. All of the teachers observed were rated as “good” or “excellent”

by administration and with the exception of one teacher; they all had four or more

classroom years of experience.

Results

The theoretical and social implications of each environment is taken into account and

explored for possible solutions to the hindrance of approach tried in poverty stricken

settings and the differences between the classes. The author calls on the reader to take the

time to have a deeper exploration about the social implications about the activity that

occurs at each setting. The author argues this theoretical and social significance is of

paramount concern over the day-to-day activities carried out in each classroom at each

different site

Significance of the Results

The significance of the results are fairly clear and they call for a theoretical and social

exploration of implications of the behaviors and actions that occur in each setting and

how they pervade through and stem from society.

Research Bias

The article seemed clear from research bias to me although anytime behavior

interpretation is left to human observation there is room for bias and error. Seemingly

without a strict controlled experimental format the results are purely theoretical but none
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the less offer insight into the contrast between different educational environments based

on social and economic class.

Avery, C., & Kane T. J., (2004). Student perceptions of college opportunities: The

Boston,COACH program. Chicago: University of Chicago Press.

Purpose

The purpose of this article was to compare to sample groups of different social classes of

high school seniors outlooks and perceptions about their post secondary education

opportunities. This article is of concern because the sample populations are a microcosm

of a greater issue of income inequality that is pervasive throughout the country and in the

immediate state on which I intend on teaching single subject biology. The survey

conducted and the statistics that followed show the disparity of thoughts and behaviors

that ultimately stem from perception differences that exist between social classes and the

negative impact it can have on the less privileged population. Every educator should be

made aware of these differing trends between classes as a means of effectively practicing

the profession with the awareness at hand. The sheer numbers of lack of achievement at

one end of the spectrum should be of concern to all stakeholders invested in the future
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generations. Many of the current findings raise a number of significant questions (Avery

& Kane, pg. 392).

Methods

Surveys were given to both the low-income students and the high-income students. The

students were asked to chose their expected level of postsecondary educational

attainment or future plans in the form of either: will not enroll, vocational programs, 2-

year college or four –year college. The survey also asked students to share whether or

not they had even expected graduate. The answers were then compiled into numerical

data and run under statistical analysis for comparison amongst populations in regards to

perceptional difference in opportunity and eventual enrollment or non-enrollment based

upon expectation.

Results

The survey statistical analysis of the different responses between the two groups

produced a considerable amount of data to draw comparisons from. The difference

between student expectations of achievement between the two groups of students was

quite vast although the unfortunate nature of the statistics do not end their when drawing

comparisons between expected achievement of the two groups and eventual the

comparison between expected achievement and eventual enrolment in some type of post

–secondary program. For example, out of 215 students in the low income group only

37% of students believed they would be able to pay for school compared to the 76.% in

the high income group that believed they would be able to. Furthermore, out of the 70%
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of low income students that had reported plans of attending a four year university only

about 40% had actually still had plans of attending while about 15% more had plans of

attending community college one year later after previously stating otherwise. Before

drawing any conclusion that this may have an equalizing effect on the overall percentage

that decided against eventually enrolling in a four year it should be noted that although

only 5% reported no plans of enrolling the reality a year later was that the non-enrollee

percentage jumped to 11.6%. In comparison to the high-income students these numbers

are highly skewed and the problem of resource and opportunity equality highlighted.

Segments of the population are indeed starting with an extreme advantage in regards to

educational attainment and opportunity. (Anyon, pg. 67)

Significance of the Results

With the problem highlighted so easily in numbers it becomes tempting to think that the

solutions may be as well. The continued review of policy geared toward citizens should

strive for more equitable educational environments for all citizens, which as the results

indicated are of a direct result of lack of financial resource. As time progresses and more

light is shed on the root of these disparities, society will need to continue to explore and

adapt to the ever changing interconnectedness of the world that bring about new

challenges of co-existence everyday. As educators it should be our job to mindfully

educate within our profession with these disparities in mind as a means of best providing

direction and resource to student populations, specifically, to adequately do so under the

given circumstance of the student.

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Research Bias

Some questions that may be brought up in regards to bias regarding this research may be

about the given time frame of the surveys. Although I do not find this particularly

damaging to the numbers I do feel that continued investigation on the matter from earlier

and latter educational levels would give us a more complete understanding of how the

ebbs and flows of educational and unemployment opportunity originate through the

elementary years and continue into adult life as an ordinary citizen. To be fair the study

does give income projections based on attainment of education as well as projected

educational cost based on each income category but I believe that a long term snapshot as

to the unfolding of these human lives would go beyond the statistics in the way of

completing the entire societal picture as well as the possible solutions to these issues of

drawback amongst certain populations.

After reading the chapter and these two articles, I have a larger view of social equity

within society and the continued obstacles that are being created everyday in a globalizing

society (Banks, pg.76). The problem is only recently being addressed within the borders of the

United States while it continues to expand globally across interconnected markets. A person must

not only look at these issues from a personal perspective but from a societal one as well. As an

educator one must use practices that best operate under the given circumstances while continuing

to reflect on the issues that have been and the issues that have arisen. There will be students

within the school who are disadvantaged and you may see this hindrance they deal with at school

which is rooted in outside forces and one must decide how they will best continue forward within
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the best interest of the student within the given parameters of the reality of one’s complete

situational resource opportunity. There may be a long list of kids who may be coming to school

hungry and you simply do not have the means to feed them all and this is when you must direct

them correct resource based upon the systems that have been put in place which constantly need

reevaluations based upon the changing needs of the present time. You must make the best of

your resource and situation while keeping the ideal motive insight when making decisions on

how to proceed on matters of nature as sensitive as this.

References

Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Educaion, 162(1),

67-92.
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Avery, C., & Kane T. J., (2004). Student perceptions of college opportunities: The Boston,

COACH program. Chicago: University of Chicago Press.

Banks, J. A., & McGee Banks, C. A. M. (Eds.) . (2010). Multicultural education: issues and

perspectives (7th. ed.) .Hoboken, NJ: John Wiley & Sons, Inc.