I was drawn to the work of Anyon (1981) while Anyon was conducting ethnographic research. During their research, Anyon observed a male teacher labeling a school as “tough.” The school principal advised the teacher to just do his best and not worry too much about whether the students learned math. This type of labeling is often stereotypical of how teachers from working-class backgrounds view working-class students. Anyon (1981) points out that teachers often label working-class students as “lazy.” Anyon spoke of a social studies teacher who simply put notes on the board and had students copy them down. This teacher believed that the students didn’t know anything about history, so there was no point in trying to teach them. Many working-class students face similar issues. Often, teachers who come from a middle-class background live in a capitalist society and teach in middle-class communities. They may struggle to connect with working-class students and may not understand what it is like to grow up in poverty and attend schools where the teachers do not relate to them. In such situations, students from working-class backgrounds often have to teach themselves. However, as pointed out in the middle class, parents have the financial resources to send their children to schools with better infrastructure and teachers who are committed to their success.

This all leads to one thing: the issue of working-class students and the educational inequality they face. Working-class students are often subjected to discrimination because they are disproportionately falling behind. Additionally, working-class students often did not attend college because their parents did not have the financial means to send them to such institutions. In other words, working-class parents did not have the necessary resources to support their children in higher education.

Unequal resource distribution: Because capitalism is based on the idea that resources should be owned privately, a few people end up with a disproportionate amount of money and resources. In terms of education, this implies that wealthy people and communities have easier access to resources like top educational institutions, generously financed curricula, qualified instructors, and fancy buildings. However, these resources are frequently absent from economically deprived communities, resulting in an uneven educational experience.

Property tax funding: Property taxes are a common source of funding for education in many capitalist systems. This means that compared to schools in economically disadvantaged areas with lower property values, schools in higher-tax neighborhoods, where property values are higher, receive more financing. Because of this, there is a big difference in the resources and quality of education children receive depending on where they live.

Education privatization: Capitalism promotes the privatization of several industries, including education. Education may become a commodity due to privatization, turning it from a public benefit into a business driven by the market. Profitability is frequently given precedence over fair educational opportunities in privatized schools. They might focus on specialized programs that cater to affluent students, excluding those from lower socioeconomic backgrounds, impose high tuition fees, or use selective admissions procedures.

Standardized testing and meritocracy: In capitalist nations, standardized testing and meritocratic educational ideals are frequently highly valued. Despite their goal of equal opportunity, these strategies have the potential to maintain social class disparities. Students from privileged families with more access to test preparation materials will likely benefit from standardized testing. Theoretically, meritocracy pays people according to their skills and labor. It may exacerbate already-existing disparities because underprivileged students encounter several obstacles that make it impossible for them to compete fairly.

How might you connect this analysis to class materials and discussions?

Unequal distribution of resources: This is closely related to the social and economic inequality ideas covered. The notion that resources owned by the private sector give the wealthy disproportionate access to them is related to what we've studied about how capitalism concentrates power and wealth.

Funding for property taxes: This system is more than just a theoretical idea; it is based on local property values. It has practical ramifications, leading to notable inequalities in educational resources and finance. These differences underline the critical need for reform by maintaining the wealthy communities' educational advantages. Privatization of education: The exclusion of underprivileged pupils and the profit-driven goals of private schools align with our criticisms of the commodification of education under capitalism.

Meritocracy and standardized testing have been criticized for appearing neutral when, in fact, they can strengthen class-based disparities, defying the discourse of equal opportunity.

This capitalism exists from those who have power and wealth, white people. Making it hard for those who can't afford a college tuition, books or transportation to have to stay local and not reach their dreams. I believe that sadly the system will always be that way.

Professor Lyons

Soc 335/Spring 24

Padlet 7

Social class injustices in education are engineered by capitalism in many ways, for example capitalism, as an economic system, plays a significant role in shaping social class injustices within education because schools operate with larger contexts, These contexts include systems of race, racism, and white supremacy, as well as systems of migration and ethnic identity formation. Additionally, patterns of socialization, the changing realities of capitalism, and politics all impact educational experiences. A perfect example is the methodology of Jean Anyon in the reading called Social Class and School Knowledge. How certain teachers had the right to choose whether they were observed or not, while other teachers who accepted to be supervised were observed but it should be one equal school system and opportunities for all students and teachers as well. There shouldn’t be any favoritism or exceptions of people because of either their color, title, political party, or gender! In addition, students from higher social class backgrounds may be exposed to legal medical or managerial knowledge, for example, while students in the working class may be offered a more practical curriculum. The reading states that such social class differences in secondary and postsecondary education are a conserving force in modern societies, an important aspect of the reproduction of unequal class structures. 

These school districts served a population of working class and middle class people. The information of the research is gathered by observation and formal and informal interviews. Anyon took a sharp interest in the subject area of these subjects; language arts, Social Studies, Mathematics, and Science. Anyon examined the curriculum and materials such as textbooks, how these texts were organized, the types of content and activities generated by these aspects of the curriculum. The teacher strategy of instruction was also noted.

 The teachers made efforts to impart knowledge as a type of fact or skill and students were trained through the process by way of discussion, discovery, or by practice depending on the school 's social dynamics. An important question that’s important to consider is why are higher education schools that have their white parents funding the school's materials, and other resources, who have the free time getting better treatment than lower class public schools with poorer parents who do not make the same amount of money or have time? The teacher and students were asked a battery of similar questions based on knowledge. These issues were overall of the following: what is the proportion and quality of knowledge which is important for students; what is school knowledge? where does knowledge come from, Is knowledge made of can knowledge be constructed for a specific social class more than other classes?

 These are questions that can pick a person's brain and cause them to think more critically! Education should be equally and freely accessible to all who seek the education and need the education! No discrimination or exceptions of any kind, but in reality we all know this is a white supremacy and man’s world throughout history and still today, who controls absolutely everything! The bigger picture and question is how can we make these injustices right and keep them from ever retracting?

1. Money and property taxes- I first learned about this when my son attended Elementary school. My son and most of his schoolmates were minority kids from low-socioeconomic backgrounds. The school however, had all the resources the students needed for learning, which made them thrive. This was all because the school was located in a wealthy neighborhood. The school even received money to beautify the grounds, and the exterior building so that it could blend in with the neighborhood. After a while, the more privileged kids started attending the school. In NYC I know personally that funding is tied to property taxes because affluent neighborhoods with high property tax values receive more funding, while low income areas face limited resources.

1. Another Social Class Injustice in Education is the high cost of tuition. Higher education comes along with the fees, books and other living expenses, which can put added burden and financial barriers to low-income students preventing them from pursuing higher education. This then cause a social class divide because only students from privileged or more affluent backgrounds will be able to access the opportunities in higher education.

This leads me to the reading, "Coming to Class Consciousness", where the author tells her personal story of capitalism creating unfairness in education based on social class. Her experiences navigating the education system as a student from a low-socio-economic background shows...

• The shame she felt when her parents made her feel bad for wanting expensive things.

• The hidden costs, even if her parents could afford to pay for college they just could not afford the other expenses like transportation and books

• Different Treatment, as a black student in a mostly white women's college, she faced discrimination which made her feel very isolated.

  
  

  Overall the reading shows how capitalism maintain social class injustices in education. The main factors that contribute to these injustices are uneven resource distribution, financial limitations, and marginalizing groups based on race, especially the ones from low socio-economic background.

"Coming To Class Consciousness," bell hooks shares her personal experiences to illustrate how social class injustice is prevalent in education. She emphasizes how a person's various identities can lead to exclusion and disadvantage if they come from a working-class background. One of the instances she recounts is when her dorm room was vandalized, and she felt targeted due to her race. This incident served as a stark reminder of the negative impact of both racism and class differences. hooks also emphasize the detrimental effects of capitalism on education, particularly in perpetuating shame and stigma among students who cannot afford the same resources or experiences as their wealthier peers. hooks' personal experiences and analysis demonstrate howz social class injustice impacts education and highlight the need for systemic changes to address these issues.

Jean Anyon's "Social Class and School Knowledge" delves deeper into the relationship between social class and the quality of education children receive. Anyon provides examples of how different social classes experience education differently. For instance, she observes distinct teaching methods and curricular expectations between working-class and affluent schools. This demonstrates the power of capitalism, where those with financial means have greater access to educational opportunities, resulting in a broader gap in education for low-income students who may struggle to compete.

The article "How School Lunch Debt Creates Shame and Inequality — and Our Fight to Abolish It" sheds light on how economic inequality affects students' access to nutritious meals. In a capitalist society, some families struggle to afford school lunches, leading to lunch debt and financial stress. This often stigmatizes poverty and causes students from low-income backgrounds to feel ashamed. Moreover, underfunded school meal programs worsen the problem by limiting access to nutritious food for students in need. Hunger and lack of access to food can harm students' academic performance and unfairly limit opportunities for marginalized communities.

Capitalism's focus on profit and competition has led to social class injustice in education, creating a cycle of inequality that is difficult to break. Low-income families are disproportionately affected, as capitalism promotes individualism and competition, further disadvantaging them. To create a just education system, we need to prioritize public good, equal opportunities, and collaboration and support. This requires a collective effort to address economic inequality and provide access to resources and support for all students.

It is a stark reality that a significant gap in education quality exists between wealthy and low-income families. The former, with their financial advantage, are more likely to enroll their children in private or high-quality schools. These schools provide better education, updated textbooks, experienced teachers, and enrichment programs, giving their children an unfair advantage. This leads to better educational outcomes, better job opportunities, and the potential for them to become owners, perpetuating the cycle of wealth and privilege.

On the other hand, low-income families often do not have access to the same quality of education due to the lack of funding and resources in their local public schools. This limits their children's potential to excel in their education and future professions, which can perpetuate their position in the working class.

In conclusion, it is crucial to address the systemic inequalities in the education system. By doing so, we can foster equal opportunities for all students, regardless of their social class. Every student, regardless of their background, has the potential to succeed. Recognizing the significant impact of capitalism on education, we must strive to create a fair and just education system that nurtures this potential.

As a student you don't notice it. But now as a parent you do. My son attends a public school and so I do see the gaps where they could offer tutoring for the children who need it. If they don't it falls on us to cover it for them. Now if they parents have the money to even cover then that helps the child but those who don't how will the child succeed?

Capitalism perpetuates social injustices on education by prioritizing profit over human needs, privatizing public resources and promoting policies that prioritize market competition over equity. Until these injustices are addressed, we must continue to advocate for systemic reforms that prioritize the well-being and equal access to a quality education for all students.

Curriculum Focus is a huge one also the Capitalist influences can shape curricular to prioritize skills and knowledge that serve the labor market rather than fostering critical thinking or creativity. This approach may devalue the experiences and knowledge of our communities, further entrenching social class divides.