Policy Makers: Fight for Equality

 

   

     When we speak about social mobility, we can focus on income, jobs, and higher educational opportunities, but it is vital that we do not overlook the racial injustices that are involved in stimulating upward social mobility. Educational opportunities and upward mobility are not available to everyone equally (Schwartz & Brody, 2012). When we really break down social mobility to its core, we will find that race, social status, and parental education all play a part in how likely an individual is to find success in life (Stephens, Hamedani, & Destin, 2014). Statistically speaking, if you are a black American born into poverty, there is a 51% chance that you will remain in poverty and only a 3% chance of making it to the upper class (Brookings Institute, 2014). In contrast, white Americans have only a 23% chance of remaining in poverty and a 16% chance of making it to the top (Brookings Institute, 2014). According to the Center for American Progress’s report on Systemic Inequality, authors Hanks, Solomon, and Weller (2018) indicate that “the persistent racial wealth gap leaves African Americans in an economically precarious situation and creates a vicious cycle of economic struggle.” In our homes, jobs, and schools we so often talk about a society that is fair and just, but I wonder if we are really focusing on the end results or if we are just satisfying the issues presented in the here and now. Policymakers, people that we have elected to offices across the nation, you are capable of efficiency, but that is not enough. To be effective, we have to focus on the end and begin there (Covey, 2004). If this “American Dream” we’ve discussed in our culture is something that we genuinely believe in, we have to address the equal opportunity for all.   Policymakers across America, I am asking you to evaluate your leadership and ask yourself if equality and justice for all is what you are authentically fighting for.

                When discussing the promotion and advocacy of upward social mobility and racial equality, we have to start at the top. Educators and individuals alike can put motions in place to make schools and jobs more equal, but genuine change has to come from laws and policies. Politics can be controversial in its nature, but this is not an issue that should be debated. Our country has a long history of inequality and it will not go away on its own. Policymakers, when you take an oath to serve and defend, that encompasses Americans from all walks of life. I challenge you to ask yourself why you are in the position you are in. Is it to cultivate a more meaningful society, one that will make our children proud? If that is the case, we have to allow others from all walks of life and from all socioeconomic statuses the opportunity to thrive. We should challenge how schools are funded, as property taxes play a large role in this area. We should evaluate how resources are allocated to those in vulnerable populations and ensure that they can maximize their potential. We must ask the hard questions about how race plays into this and why are white Americans more advantaged? What can we do to foster a community and a nation that is essentially this “land of opportunity”  that we speak of and how can we do it equally? This is how we can walk together towards a peaceful society. If we keep our focus on a better end, then we can start at the beginning (Covey, 2004).

(Sawhill, Winship, and Grannis, 2012)

                Policy makers, I understand that it is not an easy time to be in politics. Our nation is more divided than ever and the stakes for your current role are extremely high. Leadership roles are never easy, but genuine leaders have the capacity to empathize with those they are leading, and they have the resources to be innovative and create real social change. Anyone can be taught to manage something, but valued leadership is about the individual and their ability to be self-aware and to think about those they are leading (Covey, 2004). Budgets and funding are hard, and it always comes down to money, but you were put in your position of power because you are capable. Social equality, justice, and the ability to move upward in society are priceless. Stimulating social mobility is complex and involves many factors, but with more people tackling this crisis together we can find a solution.

                Policy makers, I am asking that you fight for equality every day. Not just with words, but with actions. We have to come together and be partners in this advocacy for stimulating social mobility. One of the first steps we can take is to evaluate our public school’s funding. A mix of federal, state, and local money provides the school with the finances they need for each student, but property taxes – that which makes up most of the local money- are not the same across the country. Children born in poverty are more likely to attend schools that are not well-funded and in turn, they might not receive the fair education they deserve. The interactive map on this page allows you to see the discrepancies in our funding of education for counties across the U.S. We need policies in place that will ensure an equal opportunity for students from these vulnerable populations so that they can attend higher levels of education and have a chance to be whatever they desire. That is the real American dream. Finally, we have to acknowledge years of systemic racism and be innovative in our ideas to end it. Leadership begs us to look at ourselves and to identify what it is we care about the most and never cease in our efforts to achieve our goals and dreams. I hope that the policymakers in our country and people-driven, and in this, they can find the compassion and empathy to help grow a society that is utopian in its nature.

References

Brookings Institution. (2014, August 19). Is America Dreaming? Understanding Social Mobility [Video file]. Youtube. Retrieved from: https://www.youtube.com/watch?v=t2XFh_tD2RA&feature=youtu.be

Covey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic. New York: Free Press.

Hanks, A., Solomon, D., & Weller, C. (2018, February 21). Systematic Inequality: How America's Structural Racism Helped Create the Black-White Wealth Gap. Center for American Progress. Retrieved from: https://www.americanprogress.org/issues/race/reports/2018/02/21/447051/systematic-inequality/

Schwartz, R. & Brody, B. (2012). ETS POLICY NOTES: News from the ETS Policy Information Center. ETS Policy Information Center Educational Testing Service. (20)3. 1-12. Retrieved from: https://www.ets.org/Media/Research/pdf/PICPNV20n3.pdf

Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the Social-Class Achievement Gap. Psychological Science, 25(4), 943-953. doi:10.1177/0956797613518349

Media References

Brookings Institution. (2014, August 19). Is America Dreaming? Understanding Social Mobility [Video file]. Youtube. Retrieved from: https://www.youtube.com/watch?v=t2XFh_tD2RA&feature=youtu.be

Sawhill, I., Winship, S., & Grannis, K. (2012, September 20). Pathways to the Middle Class: Balancing Personal and Public Responsibilities [PDF]. Center on Children and Families at Brookings. Retrieved from: https://www.brookings.edu/wp-content/uploads/2016/06/0920-pathways-middle-class-sawhill-winship.pdf

Florida Educators: Why We Should Work Together

 

    The United States of America has one of the largest economies in the world and yet, approximately 11.9 million children are living in poverty which equates to about 1 out of every 6 children (Children’s DefenseFund, n.d.).  Poverty is a dire issue for the children of our country, as toxic stress and food insecurity can create severe opportunity gaps in our society and have an impact that lasts well into these children’s adulthood (Children International, n.d.).  Children that grow up in low-income families are more likely to have family transitions, frequent moves, and they tend to change schools often. When they do attend school, their schools are typically not well-funded, therefore, the education they receive is not going to be comparable to that of a child who was born with more advantage (Wagmiller & Adelman, 2009). Parents who are low-income earners may not have the tools and resources they need to enrich their environment; therefore, these children may never receive the cognitive stimulation opportunities that their peers of higher income may (Wagmiller & Adelman, 2009). These alarming facts contribute to the idea that upward social mobility is a problem in our nation because studies show that those born into poverty will more than likely remain there throughout adulthood (Brookings Institute, 2013). While these facts are national statistics, I am asking educators here in my state of Florida to hear me when I say that these issues exist in our communities as well. Educators are in the classroom working hand-in-hand with our state’s most vulnerable children, and we have the platform to insight into real, authentic, long-lasting change. There are many people I can ask to help tackle this problem, but teachers in my state are on the frontlines working day in and day out with those students closest to home. If we want to go big with our change, we must begin by reflecting on ourselves and then extend out into our home base, which in this case encompasses the state of Florida.

(Baldari, 2019)

 

    Social mobility can be a subject that is slightly controversial, simply because it demolishes the American Dream ideology we’ve always been taught (McDermott,2013). It challenges us to look at the inequality in our communities and to set aside our political and societal views for the sake of the future of our nation and to see the evidence in front of us. If we want to be an educator who paves the road to a bright future for our students, we must work to close the achievement gap and allow these vulnerable children the same opportunities as their peers of better future. We can begin to do this by first changing the way we perceive our students. We should partner with community members that have the resources to help these students in poverty so that they can have a chance for a better life. This idea is also a great way to cultivate a harmonious relationship between schools and their communities. We have to challenge ourselves to look at teaching as more than just curriculum. We are investing time into our students so that they can have a chance at being the best version of themselves. This response translates to a society that is better because it would be one that is fair and just. Students of poverty with great talents will have the chance to use those talents and make our society better. This is a win-win situation for both the educator and the student.

    I have had the wonderful opportunity to spend some time in several classrooms in my area and it was during this time that I realized that teaching can be a monotonous job for some. Educators may build rapport with their students, but I often wondered if they thought about what happens when the children leave the classroom. What kind of life do they go home to? Do they care? These are tough questions to present, but they are the reality. As educators, we must ask ourselves what do we value most about the career path we have chosen? Anyone can teach anything, but educators know they are doing so much more than just providing curriculum. We have to take care of our children and that begins right at their basic needs. Children in poverty may not perform well in school simply because their most basic needs aren’t being tended to. Educators have the unique opportunity to reach out to these students and explore their needs, as they spend a lot of time with them in the classroom. Getting the students what they need can translate not only to a better student but also to a better classroom environment.

    Educators, specifically those in the state of Florida, I am asking you to first examine yourself. Why are you an educator? What is it that makes this career worthwhile? I challenge you to explore any implicit biases you may have and to understand why they’re there and how you can work to change how you may view some of your students.  Children from low-income homes can have behavioral issues, making teaching them a challenge, but if we shift our perspective from surface thinking and dig deep for answers, we will often find that these students are simply products of their environments, and we have access to resources that can help change their situation. If there aren’t resources, we have the power to create those resources. All of these small actions contribute to a society that is better for you and one that is better for the student. Every child deserves the chance to thrive and we can help them in our classroom, through our interactions, and by always working for what is fair and just.        

References

Baldari, C. (2019, September 10). We Know We Can Cut Child Poverty in Half, So Why Aren’t We? First Focus on the Children. Retrieved from: https://firstfocus.org/blog/we-know-we-can-cut-child-poverty-in-half-so-why-arent-we

Brookings Institution. (2014, August 19). Is America Dreaming? Understanding Social Mobility [Video file]. Youtube. Retrieved from: https://www.youtube.com/watch?v=t2XFh_tD2RA&feature=youtu.be

Children’s Defense Fund. (n.d.). The State of America's Children® 2020. Retrieved from: https://www.childrensdefense.org/policy/resources/soac-2020-child-poverty/#:~:text=Children%20remain%20the%20poorest%20age,and%20older%20(10%20percent).

Children International. ( n.d.).  Child poverty in the U.S. facts & stats about children in poverty in the United States. Retrieved from: https://www.children.org/global-poverty/global-poverty-facts/facts-about-poverty-in-usa

Schwartz, R. & Brody, B. (2012). ETS POLICY NOTES: News from the ETS Policy Information Center. ETS Policy Information Center Educational Testing Service. (20)3. 1-12. Retrieved from: https://www.ets.org/Media/Research/pdf/PICPNV20n3.pdf

Wagmiller, R. & Adelman, R. (2009, November). Childhood and Intergenerational Poverty: The Long-Term Consequences of Growing Up Poor [PDF]. National Center for Children in Poverty. Retrieved from: https://www.nccp.org/wp-content/uploads/2020/05/text_909.pdf

 

Social Mobility and The Achievement Gap

In the United States, children from low-income families and high-income families can be born with very similar abilities, yet children from high-income families are more likely to go on and achieve greatness, while children who are more economically vulnerable will statistically remain in the same socioeconomic class they were born into, regardless of the capabilities (Greenstone, Looney, Patashnik, & Yu, 2013). Although educators and other resource providers have access to data that shows these achievement gaps, there is still not enough being done to stimulate upward social mobility in our country's educational system. Left unattended, these children born into poverty will remain in poverty throughout their adulthood and they will miss all of the opportunities their peers from a higher socioeconomic status will inevitably have. This blog's purpose is to bring awareness to this crisis and to find innovative solutions for closing the achievement gap and ultimately stimulating upward social mobility for our country's vulnerable population of children. 

Reference

Greenstone, M., Looney, A., Patashnik, J., & Yu, M. (2013, June 26). Thirteen Economic Facts about  Social Mobility and the Role of Education. Brookings. Retrieved from:  https://www.brookings.edu/research/thirteen-economic-facts-about-social-mobility-and-the-role-of-education/