1. AFFECTS SOCIAL CLASS HAS ON
STUDENTS AND THE IMPORTANCE
OF QUALITY EDUCATION
Jaime Shipman
2. The Need to Understand This
Issue
Social Economic status has many effects on
student performance
-Physical effects (hunger, fatigue, mental and
physical illness)
-Social effects (teenage pregnancy, verbal abuse,
higher likelihood of committing a crime, etc.)
3. Evidence of collaboration with
community to address the issue
Food Drives/Food Banks
-These organizations address the issue of hunger
in our society. Without proper nourishment,
students aren’t likely to succeed in schools.
Libraries/Book Drives
-These events and libraries help provide students
with literature and resources in order to expose
them to literacy throughout their educational
journey.
Community members volunteering as tutors and
guest speakers in schools.
-These people and events serve as positive role
models for students who may lack a strong
example in their homes.
4. Implications/Assumptions Made
About Lower Class Members in
Society Today
Lower class students are unable to perform at a desired
level in schools (Gnadt, 2012).
Parents from economically disadvantaged neighborhoods
do not wish to contribute/be involved in their child’s
education (Leonhardt, 2005).
Lower class neighborhoods are without quality teachers.
While many of these ideas can host some truths, it is
essential
to understand that lower-class students can rise about the
implied beliefs about them throughout the years.
Teachers MUST maintain equality and remove all biases
within their
classroom!
5. The Issue of Lower-class Student
Success in the Community and
Schools
Communties and schools addressing child
hunger:
-Food banks/food drives
-Free and reduced lunch programs where
students qualify based on income.
Communities and schools addressing lower class
families’ need for education and literacy:
-Free museum nights and events
-Libraries
-Clothing drives/ Goodwill stores
6. My Philosophy About Success of
Lower Class Students
Financial woes are a constant issue families all over the
world continue to face. Hunger, illness, social issues,
biases, and lack of resources are constant problems that
lower class families continue to face. However, as I have
completed this service project, it has become my
philosophy that the quality of education students are given
is the ticket to success in life. While these immeasurable
struggles will always be prevalent in schools, I believe
teachers, administrators and communities can assist these
children so that they can rise above their current living
situations. In addition, students who are engaged are more
likely to be interested and proud of their educational
journey. This can be done with the help of quality teachers
and administrators and strong community involvement in
the schools. With encouragement, support, quality
education, and assistance comes success. As I reflect on
this project, it is my belief that positive events discussed
above, in collaboration with positive role models, and basic
resources can be the ultimate recipe for success in
students.
7. Sources
Austin, M. J. (2004). Serving low-income families in poverty neighborhoods. Zellerbach
Foundation, 2-6. Retrieved from http://cssr.berkeley.edu/pdfs/lowIncomeFam.pdf
Codell, E. (2009). Educating Esmé: Diary of a teacher's first year. (2nd ed., pp. 59-155).
Chapel Hill, NC: Alogonquin Books of Chapel Hill.
Dickinson, S. (2009, August 03). How does social class affect educational attainment?.
Retrieved from http://www.helium.com/items/1539707-how-does-social-class-affect-
educational-attainment
Gnadt, P. (2012, November 14). School districts see increase in students on free and
reduced lunch. Retrieved from http://www.keenestar.net/ci_21994116
Leonhardt, D. (2005, May 24). The college dropout boom. Retrieved from
http://www.nytimes.com/2005/05/24/national/class/EDUCATION-FINAL.html?_r=1&
Nath, J. L., & Cohen, M. D. (2011). Becoming and ec-6 teacher in texas. (2nd ed., Vol. 1,
pp. 46-67). Belmont, CA: Cengage Learning.
Wyatt-Nichol, H. (2012). Social class and socio economic status. Journal of public
affairs-Education, 17(2), 187-208.
