¶ … achievement, or of influence, that one finds one's self in, regarding education, health, self-esteem, business, politics, housing; class, as a sociological concept, is based upon the relationship an individual has to the means of production and distribution at his or her disposal. The "upper class" is wealthy, and the "lower class" struggles for subsistence. And when a group of "working class" individuals band together to petition management for better wages and working conditions, they may decide to join a union.
"Status" on the other hand refers to the standing a person achieves or experiences with respect to the way in which that person is treated in part of a social order. Everyone has a "status" -- even the person with no money and no home, a "homeless" person has that "status" -- although most people strive to achieve a higher status than what they start out with, with the exception being those born into wealth and privilege.
Equality of opportunity is about equal formal rights for all citizens, and it is about society attempting to assure that the rules are fair and that the playing field is as level as can be for all the players. It does not mean making a society in which all achieve the same status or find themselves in the same class; rather, it just means that everyone has a chance, that jobs are open to all applicants -- and applications are reviewed based on their merits, not on the status of the individual applying for the position. Equality of condition is about believing that people should...
The achievement gap also may ultimately negatively affect the U.S. As it may cause the nation to become less competitive in the increasingly global communities (What is the…, 2009). In addition, research indicates that the achievement gap contributes to students who more likely grow up to be unemployed, incarcerated, and poor. Consequently, a quality education proves critical for Black children (Elder, ¶ 3). Causes Contributing to Achievement Gap Causes contributing to
Metacognition and Academic Achievement in College Students THE RELATIONSHIP BETWEEN METACOGNITION AND ACADEMI Constituent Elements of Metacognition Metacognitive Awareness Inventory Gender differences in metacognitive skills Relationship to Other Concepts Growth of Metacognition Over Time The Relationship between Metacognition and Academic Achievement in College Students It is obvious today those college professors are being faced with classrooms that are full of students who are coming to them with different levels of knowledge in regards to the way they
That responsibility is of the school -- to ensure that the adult citizens so needed by contemporary society are produced by the school system -- those individuals being responsible for their views and able to analyze and synergize information so they may "vote intelligently." For Dewey, the central tendency of individuals was to act appropriately to perpetuate the "good and just" society (Tozer, 2008). This of course set the stage
In grade four white males performing "At or Above Basic" math skills is stated at 90% while black males were performing at only 59% "At or Above Basic" skill levels. White males in the "At or Above Proficient" skills level is stated at 49% with black males in this category stated at a mere 13%. The following labeled Figure 2 shows the statistical report of NAEP (2005) in relation to
Career development helps workers grow their potential, gives them the opportunity to be involved when organizations change, and makes them happier and work more productively. It is show than ever before today's high school graduates need more education and highly technical skills for blue-collar jobs such as welding, manufacturing and fixing cars. In the economy of the 21st century, this is essential. More importantly, all workers, including blue-collar ones, want
Other factors included family problems and family substance abuse. Two common aspects occurred in all three blocks: first, interaction between the individual and the collective perspective; and second, the relationship between the subject's interior (e.g., individual, family) and exterior (e.g., environment and peer pressure) facets (Alvarez, et all 2006)." One of the interviews revealed a combination of peer pressure and family problems as the catalyst for her drug debut. Female, 16 years
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