# data[].attributes.body
Alita’s Group: Jenna, Breanne, Madison, Emma, Amanda

Samantha comes from an affluent family with highly educated parents who are both professionals. She has access to private music lessons, the latest musical instruments, and state-of-the-art technology.

Samantha excels in playing the piano, participates in prestigious music competitions, and is considering attending a prestigious music school.

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Erin’s Group: Shauna, Annika, Christine, Melissa, Tiana

Luis hails from a lower-income family. His parents work long hours in low-wage jobs, and they face financial constraints. He often helps his family with various responsibilities.

Despite the challenges, Luis has a passion for singing and has taught himself to sing by watching YouTube videos and practicing on his own. He aspires to showcase his singing talent at the school talent show.

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Kelly’s Group: Curtis, Deanne, Diana, Macy

Alex belongs to a middle-class family. His parents work as teachers and are supportive of his interests. They can afford to send him to community classes and purchase basic equipment for his talent.

Alex is drawn to stand-up comedy and has taken community classes to develop his skills. He dreams of making people laugh and spreading positivity through humor.

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-parents have the time and financial resources to take Alex to acting classes

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benefit, more grit

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Lots of privilege - supportive parents, double income home, parents are supportive of his interests, sent to community classes to further his passion, given opportunity other students may not have access to

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Lots of privilege - supportive parents, double income home, parents are supportive of his interests, sent to community classes to further his passion, given opportunity other students may not have access to

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educated parents, supportive, able to gain access to lessons, etc

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educated parents, supportive, able to gain access to lessons, etc

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Challenges: prejudice or judgement from peers/teachers

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Challenges: prejudice or judgement from peers/teachers

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Samantha has support from her parents, financial access to lessons, and fancy equipment to use. Her confidence for this upcoming talent show is likely high as there are so many supports in place for her.

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Samantha's financial status allows for exploration of musical talents and interests

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Samantha's financial status allows for exploration of musical talents and interests

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Alex is able to attend community classes, but may not receive 1 on 1 professional help/guidance 

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Alex is able to attend community classes, but may not receive 1 on 1 professional help/guidance 

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self-esteem from parents supporting his passion

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self-esteem from parents supporting his passion

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barriers: lower-income so less able to receive lessons/if funding was available, not able to get to lessons due to family not able to transport as they are at work.

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barriers: lower-income so less able to receive lessons/if funding was available, not able to get to lessons due to family not able to transport as they are at work.

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Student has advantages that other students do not. Access to better equipment.

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Samantha would feel more confident at the talent show as she has the privilege to access many resources to explore her musical talent!

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Supports: school involvement in clubs/programs like choir, band, theatre

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Supports: school involvement in clubs/programs like choir, band, theatre

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Parents work long hours, so they have less time to help Luis. This also means Luis has more responsibilities at home, leaving less time for practice.

Luis is self-taught, likely not a long history of practicing his skills.

This could be a great opportunity for Luis to shine, but his competition would likely be intense.

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Not have as much time at home to practice as well as at school, may be behind on work so teachers may not see him performing as something he should spend his time on

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Perhaps not having empathy or compassion for others who do not have the same privilege

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Support through providing lunch groups or class time to practice

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1. What might be some generalized barriers or privileges you would experience if you were a student of this background? Socially? Institutionally?

2. How might your confidence, motivation, self-esteem & performance in the talent show be affected by your socioeconomic status?

3. How does socioeconomic status affect your student's access to resources and opportunities in preparation for the talent show?

4. What types of supports could be put in place for your student to help them be successful?

5. What could you change about the talent show to make it more equitable?

6. What does your school/district do to help support different SES groups?

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Allow in school practice and using school resources

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-can only use equipment from school

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Making sure access to equipment is equitable

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Run school events like talent shows with both an evening and daytime performance to allow for more families to attend/ support

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Luis educators being in tune with him and recognize his talent, encourage his involvement 

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Luis educators being in tune with him and recognize his talent, encourage his involvement 