SolutionstoPovertyProject LINK

ATTITUDES, PERSPECTIVES, AND VIEWS ON EDUCATION 1

Solutions to Poverty Project: Attitudes, Perspectives, Views on Education at the Macro Level

Stacia Gregory

Jennifer Beeman

Brittany Pasanen

Chantell Larkins

Samantha Schultz

University of Wisconsin-Stout

HDFS 365

July 24th, 2016

Julie A. Zaloudek

Solutions To Poverty Project: Attitudes, Perspectives, Views on Education

at the Macro Level

© 2014 A. E. Barnett and J. A. Zaloudek | University of Wisconsin-Stout


When thinking about poverty, one might propose a variety of assumptions. Do the

poverty stricken lack aspirations to succeed? Do they not work hard enough to get ahead? Or is it

due to uncontrolled circumstances? Do they have lower morals? Is the government not doing

enough to help the needy? These are all assumptions the public makes. Are they true? No. Do the

views on poverty and education vary among different class systems and political parties? Yes.

Are we going to come up with a solution to these misconceptions to change the public’s

attitudes, perspectives, and views on education and poverty? Absolutely.

According to the United States Census Bureau, in 2014, the official poverty rate was 14.8

percent. There were 46.7 million people living in poverty. For the fourth consecutive year, the

number of people in poverty at the national level was not statistically different from the previous

year’s estimates. Additionally, according to the American Community Survey (ACS), the United

State’s current educational attainment for percent high school graduate or higher is 86.3%. This

tells us that poverty is not decreasing and attaining and education does not guarantee relief from

poverty.

Educational achievement and poverty affects millions with challenges and solutions on

various levels. For these reasons, this paper will help illustrate the issues tied to the Ecological

Theory on education and poverty, with a specific emphasis on the Macrosystem. The

Macrosystem is the most abstract and complex of Bronfenbrenner’s four systems. The

Macrosystem is defined as “the developing person’s society and subculture with particular

reference to the belief systems, lifestyles and options, and patterns of social interchange”.

Specifically, we will be looking at parent and children’s views, low-income, working class, and


upper class attitudes on education for children living in poverty, U.S. Democratic values and

educational achievement views, and the achievement gap. We will also be discussing the barriers

that prevent low-income from getting the education they deserve from a Family Resource

Management perspective.

We argue that the best solution to achievement gap for low income children is to create a

reality show. We will choose a celebrity to take a poverty test processed by living their life in

poverty for one month. This solution will give them an idea of the struggle low income families

encounter. They will be faced with heart wrenching decisions that will go against their values or

beliefs due to the fact of not having enough income and resources to stick with their normal

lifestyle. After doing the reality show the celebrity will raise awareness about the importance of

students in poverty receiving a proper education.

Topic Related to Poverty

Parent/Children Views On Education

Education may have different opportunities and expectations that not only affect parents

view on education, but their children's as well. The views have changed with the newer

generation compared to the involvement from our parents and grandparents (Lin, Isernhagen,

Scherz, & Denner, 2014).

The Parent’s Viewpoint

When families were asked to compare a good education with having a steady career,

there were no significant differences among the four groups as a whole. 47.8% of the

professional or semi professional families, 48.4% of the clerical or sales parents, 42.1% of the


skilled, and 47.4% of the unskilled parents feel importance of both values in the study (Kinloch,

G. c., 1987). The view that a general education is more important than vocational training was

highest among clerical or sales families (75%) with professional and skills parents (54.8%, 57.3)

and the unskilled the least (40.6) (Kinloch, G. c., 1987).

Parents have many different opportunities to be involved in what their child is learning in

schools. They can participate in teacher-parent conferences where they discuss the student’s

improvements and how far they have come. It’s also a chance for the parents to ask any

questions that may be concerning them. Volunteer activities such as fundraising or committee

work are another option (Lin, et al., 2014). Throughout the years, this has been a struggle to get

parents involved. This can be due to working to many hours, not having good communication

with a child or not wanting to be involved period.

The new curriculum is the Common Core that was introduced from Obama. It specifies

the English language along with math skills that students must learn in each grade from

Kindergarten to the end of high school (Neuman, S. s., & Roskos, K. r., 2013). Since this new

curriculum many parents haven’t been able to help their children with homework which leaves

them struggling in their classes.

The Children’s Viewpoints

In a qualitative study from 76 students from six high-poverty urban schools in a

metropolitan area, their findings concluded that students viewed higher education as rewarding

in three ways: economically, symbolically, and personally. To them it symbolized something

more than just a place to get a degree. It represented family betterment; distance from rising up

from the bottom, a symbol of having “arrived” and having “made it”. One student said, “to show


them I’m not a quitter. If I can finish college, I can finish anything. I conquered. I succeeded in

life”. However, they also viewed college challenging many ways and to involve multiple risks.

(Cilesiz, S., Drotos, S. 2016). They are concerned about fitting in since they lack the family

members with college experience. Most of them also believed that college was a promise of a

better economic future. Some even considered it a necessity for a secure and decent income.

They know it is very hard to get anywhere without a college degree. They want to attend college,

but many obstacles are in their way due to their SES.

According to “Bronfenbrenner’s ecological model, each child’s cognitive and emotional

growth, as well as success in school, is impacted through the positive strengthening from a

child’s environment (Lin, Isernhagen, Scherz, & Denner, 2014).). Children who come from a

higher SES family may have a more positive outlook on education compared to those who come

from a lower SES family. For example, children from the SES may display better test scores

which points them into the direction of continuing school while those who do poorly may result

in other problems such as dropping out Children who come from a lower SES family may have

negative feelings as though they don’t belong in that school. They may withdraw from

interacting with other students, withdraw from school activities and may even end what

communication they do have with their families at home.

Upper, Middle, and Working Class Attitudes on Education for Children Living in Poverty

How a person views education for children living in poverty has a potential to become a

barrier or a support system for these individuals. There has been research that shows how

individuals in each socioeconomic class has different views on education for children living in


poverty. How students view their self while attending college play a part in their behavior while

receiving a higher education. The current paper outlines how children living in poverty have an

education that is affected differently than children from the middle or upper class.

Social class is an important indicator of college access and attendance. Research shows

that in 2004 43% of high school graduates that went on to higher education institutions came

from low income families who had an income under $30,000, compared to 75% of students from

families with an income over $50,000 that became enrolled in universities (Soria, K. k., &

Bultmann, M. b., 2014). The study showed by age 24 only 12% of students from low-income

families earn a bachelor degree compared with 73% of their higher income peers. The difference

between classes in the probability of receiving a degree creates a barrier of economic inequality

from students from a working class background.

These results show a positive relationship between social class and education. Within all

social classes, families believe that receiving a good or general education was almost as equally

important as training for a career. Although the types of jobs available are different by class

background, all classes feel it’s important and encourage working class students to receive an

education and skills for a career.

The Working Class Viewpoint

The way working class (lower class) students perceives their education has a significant

effect on their educational success. Working class students often struggle to have social

relationships since it’s hard to find students with similar backgrounds they feel comfortable


around. This factor has a negative effect on their education because they spend less times

working with other classmates compared to middle and upper-class students.

Working class students report feeling intimidated, inadequate, invisible and inferior to

their peers (Kinloch, G. c., 1987). It made working class students feel that students and faculty

weren’t aware of the issues they struggled with in education. This feeling makes working class

students feel like they are isolated and as if they are” never quite measuring up” (Kinloch, G. c.,

1987). They also felt as if people assumed they lack intelligence and do not belong in higher

education due to being in a new culture they are unfamiliar with. The negative feelings working

class students feel prevent them from feeling a sense of belonging compared to middle and upper

class students.

Some researchers suggest that the struggles students from the working class struggle with

during higher education are due to the way they were socialized in their childhood (Soria, K. k.,

& Bultmann, M. b. ,2014). Working-class students have less structure and interactions compared

to middle and upper class children which is associated with student’s academic success. They

feel they lack the knowledge from parents because most of them have parents who had not

attended college. Social class is associated with student’s negative feelings of acceptance and

social experiences while in college.

U.S. Democratic Values and Educational Achievement Views

U.S. democratic values largely support educational opportunity for all as indicated by

compulsory and free K-12 education, but they do not fully support opportunities for low-income

families as pre-school and college are not easily attainable to low-income children and supported


by other values such as individualism. The current section is going to touch on some factors such

as private schools, values on attitudes, and also on early childhood education, on how they could

play a role in the success for low-income students if political parties could find a way to make

these opportunities possible.

Attitudes on Private Schools for Educational Achievement

Wisconsin state legislators debated a series of bills aimed at closing low-performing

public schools and replacing them with privately run charter schools (Lafer, 2014, p. 3). These

bills were aimed for Milwaukee since Milwaukee has the poorest school district in the state.

These bills however have not passed yet, and therefore we have over-crowded schools in our big

cities. Over crowded schools do not allow much room for growth and opportunity, and in fact

plays a role to poverty because children are not getting the proper education that they deserve.

Some politicians share the attitude that children do better academically in private schools or

charter schools because of class size. Class size plays a major role for all students, but especially

for students from low-income families. Smaller classes make such a profound difference because

they change the fundamental dynamic between teachers and students in ways that are particularly

important for children from poor and working-class families (Lafer, 2014, p. 18). Class size

makes a difference because teachers can focus more on each individual student. The child has

more opportunity to learn and grow with a class that is smaller. While politicians share this

attitude, nothing has been done to make charter schools more available for those from low-

income.

Attitudes on Values


Different values underlie the belief that education is a right or a privilege, and there are

differences along party lines. Democrats are more likely to share the attitude that if you are an

American who wants to get an education, you should always be able to get one: money should

never stand in the way (Education Reform Now, 2016, p. 20). Republics may have a different

opinion about this. They are more than likely to view some education as a privilege that should

be earned. Either way, education equals success. Without money and with the fear of going into

major debt, a lot of students from low-income families chose not to attend further education. The

U.S. government has looked at some policies and programs to help students handle debt and

barriers. However, continuing disparities in education of the middle class and low-income

families indicates that these efforts have not gone far enough in addressing the challenges that

the low-income families face.

Attitudes on early childhood education for educational achievement

Democrats also are more likely to have the attitude that we must have the best-educated

population and workforce in the world and this means making early childhood education a

priority, especially in light of new research showing how much early learning can impact life-

long success (Education Reform Now, 2016, p. 21). Republicans might have a different attitude

towards this. They might think early childhood education is not absolutely necessary and is just a

privilege. Democrats are looking into other early childhood programs that can provide all

families of all income statuses to high quality childcare and pre-K programs. It does not matter

how much money people make, they just want to make there more opportunities for every child

out there. The U.S. government agrees on the fact that the children are the future, and how our

children learn today will impact the world years to come. Every child deserves an opportunity to


pursue their dreams and their goals. The government seems to share this attitude and belief, but

they just need to work harder together to make this possible for the children from every income

status.

The Achievement Gap

Achievement gaps in the United States are something that negatively affects many

families across the country. Factors including race, class, familial generation status and

geographical location all play a significant role in a child’s ability to be academically successful

in their K-12 education. In this section, there will be a brief overview on what achievement gaps

are, who is most affected by these gaps along with the factors that cause them and suggested

solution to close the achievement gaps nationwide.

Defining what Achievement Gaps in the United States Look Like

To begin, it’s helpful to understand exactly what educational achievement gaps are and

how they affect millions in the United States every year. According to The Glossary of

Education Reform Online the Achievement Gap can be described as “Any significant and

persistent disparity in academic performance or educational attainment between different groups

of students, such as white students and minorities or students from higher-income and lower-

income households.” Other factors to consider when examining why academic achievement gaps

exist include, but are not limited to, the lack of adequate nutrition, poor overall health,

environmental factors (including one’s geographical location, family structure and dynamics),

the quality of schools themselves as well as the organization and delivery in the instruction

process. Identifying and understanding many of these contributing factors causing educational


achievement gaps in the K-12 system only can help us provide a platform to make changes and

reform policies that better support the students and families these disparities affect.

Who Achievement Gaps Affect the most in The United States

When examining the demographics of who the achievement gaps affect the most,

statistics shows that African American and Hispanic children and families suffer at a much

higher rate in the educational achievement gap than their white counterparts. This is not to say

white Americans cannot fall into the disparity of education but the prevalence of a large disparity

in academic achievement lies strongly in the two minority communities A few of the leading

causes that support the achievement gap in these communities includes a growing population of

Black and Hispanic families residing in low incoming housing which contributes to stressful

family dynamics or poor academic support. The lack of adequate school district funding for

resources and programs. The lack of adequate academic resources in and out the school setting.

The amount of poorly staffed schools. The level of inequality in measurements of academic

success such as test scores and low graduation completion rates among these minority groups.

According to Center for American Progress, “More than half of all babies born in the United

States are children of color, and within three decades, more than half of the population will be

composed of people of color” (Lynch & Oakford 2014, pg. 5). Understanding this factor as well

as wealth and income inequality, families of color are subjected to a stronger probability of

falling into the achievement gap when economic resources are disproportionately lower than in

white neighborhoods. Also, according to the article from the Center of American Progress titled

The Economic Benefits of Closing Educational Achievement Gaps,” School and housing


segregation by race and ethnicity are related to income inequality and weaken the academic

achievement of black and Hispanic children” (Lynch & Oakford 2014, pg.). For many African

American and Hispanic Children, being raised in a low income neighborhood has tendency to

separate them from their white counterparts in school. Many inner city schools are more densely

populated with African American and Hispanic children than schools in suburban areas. Included

in that separation is the quality of materials and supplies to help educate these children

effectively. Many schools in these neighborhoods are also underfunded and poorly staffed

causing the achievement gap to start as early as Kindergarten for many of these children. The

resources available to these children both in and out of school are more limited than in schools in

higher funded school districts. After school and extracurricular activities come a cost most of

these school districts cannot afford causing many of them to be non-existent to help support

children who do not have strong academic support at home. Also mentioned in the journal article

The Economic Benefits of Closing Educational Achievement Gaps” Black and Hispanic children,

on average, have lower test scores than native-born white children in large part because they are

more likely to be raised in poor, low-income families than are native-born white children”

(Lynch & Oakford 2014, pg. 7). As mentioned, due to lack of academic support at home, lack of

academic resources and the low-income and poverty stricken neighborhoods the emphasis on any

measure of academic achievement such as test scores is lower as well. Lastly, when considering

the future projection of lack of academic achievement over time, according to the article Health

barriers to learning and the education opportunity gap from the Education Commission of the

United States “19 percent of all public high school students who don’t graduate on time are much

more likely to have health barriers to learning. These[CL1] youth are less likely to find


employment and more likely to have a lower quality of life with respect to housing, healthcare,

food and a safe environment. Not graduating on time from high school is more common among

blacks (32 percent) and Hispanics (24 percent). (Basch, Gracy, Johnson & Fabian, 2015. Pg. 3).

This final statistic shows the long terms effects of the lack of an adequately achieved education

for African American and Hispanic Students in the K-12 public school system.

Proposed Solutions to Bridge the Achievement Gap

Based on the information provided, minority children of low income families specifically

Hispanic and African American children suffer greatly in the achievement gap within the United

States. When taking a look at areas where improvements can be made, we should focus on how

to help support families in low income areas who have children in school as well as provide

these school districts with more financial and tangible academic resources to adequately educate

and support these children in their academic careers. We have to focus on building a stronger and

more educated youth to help support the generations before and after them. Educational reform

policies should be more adequately distributed on a state wide basis rather than some places

being more funded than others. All children school have access to a satisfactory education so that

they can succeed later in their live and know that should be enough motivation for overall change

in our education systems countrywide.

Application of Ecological Theory

Family Ecological Theory helps us understand individuals and families within their

environments. Families that are struggling with poverty have environmental factors that

potentially limit their academic success and access to education. The needs of families in poverty


may be so basic (e.g. housing, food, childcare) that they obscure the goal of academic success.

Families who may have valued education must shift their priorities to attend to basic security and

stability. Even families who do value education and have educational goals may have limited

resources such as access to quality K-12 education, knowledge of what is needed to prepare for

college, and funding to support educational success. Decision making in impoverished families

may also be difficult, such as the ability to “recognize needs, identify alternatives to fulfill

identified needs, evaluate identified alternatives, select and implement alternative and reflect and

evaluate” (Moore, 2013, p. 58). This is because reflecting and evaluating is challenging in

situations of crisis and disorganization, which is often the living experience of families in

poverty. Lacking the ability to go through the decision process noted above can limit a family’s

ability to make decisions about continuing education or what educational path is best, leaving a

family in a cycle of poverty. This paper will look at connections between education and poverty

at one system level and suggest a solution, based on research.

In our efforts to help find viable solutions to poverty and educational disparities, the

Ecological Theory our group is focusing on is the Macrosystem. According to Mentalhelp.net,

“The Macrosystem is Urie Bronfenbrenner's final level in the Ecological System’s Theory,

which is the largest and most remote set of people and things to a child but which still has a great

influence over the child. The Macrosystem includes things such as the relative freedoms

permitted by the national government, cultural values, the economy, wars, etc." The

macrosystem is the area of development that is affected by social and cultural values. This is

important to the Family Ecological Theory because being in poverty has an effect on education.

Research from the article Education and poverty: Confronting the evidence has shown that


children from disadvantaged households perform less well in school on average than those from

more advantaged households (Ladd, pp.204). It’s important to find the reason why children in

poverty are performing less well than children not in poverty. We need to find out the cause for

this gap in education between socioeconomic status and find a way to reduce it.

Why does this matter you may ask? It matters because we want to see a decline in

poverty and in order to see a decline, children from every income status needs to be educated

because every child deserves that opportunity so they can have a healthy and happy life for the

years to come. Education is the key to success and every child has the right to that key. For this

group project, our focus is going to be the attitudes, perspectives, and views at on poverty as well

as the barriers at a Macro level. We will give solutions about how education could play a role in

the decline of poverty.

Proposed Solution to Poverty

In order for us to demonstrate our explanation from a Macrosystem perspective of the

Ecological Theory, we wanted to propose a solution that could reach millions of people and

could relay our message effectively. For the millions of families who suffer from the economical

and emotional burdens that poverty places on them as well as lack of adequate education

systems, our group chose to use a reality show to help present our solution to poverty. We felt

this would be an up close and personal experience that accurately depicts what so many family

encounter on living with less and receiving sub standard education.

Reality TV has been a huge success for over 20 years on network and cable television.

For millions across the United States, tuning in to their favorite 30-60 minutes of reality

excitement or drama has helped build the television concept phenomena. According to


CivicScience.com “In Q3 2013, 39% of consumers said they watch 1-5 hours of reality TV each

week.” Also something to note is that of that 39% of those who watch 1-5 hours of reality TV

per week, according to CivicScience.com “They are 60% more likely to value TV shows and say

they are important to them or are a passion of theirs.” Knowing that viewers of reality TV shows

are dedicated watchers and align their reality TV watching preferences with their own personal

morals and values, our idea solution could really touch the lives of many causing awareness or

action to be taken to help work toward taking the solutions and implementing them. With such

an important and meaningful message to relay, using a large television network to stage a

simulation where a person from the upper and privileged class experiences what life would be

like to live in poverty and experience what a lack of education looks and feels like. They would

be given the same minimal tools and resources to try and succeed without their regular daily

luxuries of life.

After taking the poverty test and living a life in poverty for one month, the celebrity

would realize how challenging it is to live a life in poverty (especially after living a life for so

many years as a rich and famous person). He or she once had everything they could ever image;

fancy cars, top name-brand clothes, trips to anywhere in the world, you name it, they had it.

Now, for one month, our celebrity would face many obstacles that they have never had to face

before, living in poverty, and their family had to face the new challenges too. The hope would be

that through the challenges, a light would be shed on some real important issues that needed to

be addressed. After taking the poverty test, living out the scenario he or she was selected for,

having his or her family involved, our celebrity will be interviewed. This is where they will share

with the viewers their reflection and how difficult it was to live the life of someone below


poverty level. This is where the viewers, too, will come to a realization and will then change

their perspectives and attitudes towards poverty stricken families. Perhaps the celebrity will take

action and create a successful foundation. Since our research showed by age 24, only 12% of

students from low-income families earn a bachelor degree compared with 73% of their higher

income peers (Soria, K. k., & Bultmann, M. b., 2014). The difference between classes in the

probability of receiving a degree creates a barrier of economic inequality from students from a

working class background that needs to be reduced. If low incomes families are able to attend

college without finances becoming a barrier, the amount of low income students receiving

degrees will increase. We are also hoping to touch members of the government as well to

encourage them to provide more resources and programs. It may put pressure on them to become

more involved.

In addition, we would have a person from lower and under privileged class get the

opportunity to experience what it would be like to live well and experience what an exceptional

education looks and feels like. The goal in all of this would be to raise true awareness as well as

develop a genuine understanding of what it’s like to be in another person’s shoes. The show

would be used as a public service announcement that people could tune into regularly. The good

thing about using a reality show is that this form of information delivery can be something the

entire family would watch. This show could appeal to all ages, races, genders and ethnicities.

Conclusion


In conclusion, to see a decline in poverty, it is necessary that every American have the

opportunity for education that will allow them to earn a sufficient living for themselves and for

their future generations. To change the public and government views and perspectives on the

struggles poverty stricken families face at a Macro level in relation to a higher education our

solution was to turn to the media.

U.S. democratic values largely support educational opportunity for all as indicated by

compulsory and free K-12 education, but they do not fully support opportunities for low-income

families as pre-school and college are not easily attainable to low-income children.

Communicating with our government on these issues and trying to get more opportunities out

there for children of low-income class might really push our government to make a change. If

our government can make the change, maybe we can see a decrease in poverty rates as more

children are getting the education that they deserve.

We strongly recommend that in order to address the inequities in educational

achievement gap, the best solution is to give celebrities the chance to live their life how low

income families have to live. This will give celebrities the opportunity to see the true struggles

people living in poverty are faced with every day. We believe by doing this, it will encourage the

celebrities to speak up and take action to encourage proper education for all students, regardless

of SES.

The achievement gaps in America are growing at an alarming rate especially for Hispanic

and African American children. More families in poverty struggle to provide an adequate

education for their children along with living a stress-filled lifestyle. This does not dismiss the

problem for everyone who suffers in this broken system and now is the time to starting make


gradual changes to help close the gap. More collective attention and efforts need to be made to

these groups children who should be allowed and afforded a quality K-12 experience regardless

of their socioeconomic background race or geographical location.

References

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(2016) The Democratic party education platform positions with Amendments approved

July 9 2016. Education Reform Now, 20-23. Retrieved from:

https://edreformnow.org/app/uploads/2016/07/Democratic-Ed-Platform-with-July-9-

Amendments.pdf

Basch, C. E, Gracy, D, Johnson, D, Fabian, A. (2015). Health barriers to learning and the

education opportunity gap. Progress of Education Reform: 15(3), 1- 8. Retreived from:

http://eric.ed.gov/?id=ED558734

Cilesiz, S., & Drotos, S. M. (2016). High-Poverty Urban High School Students' Plans for Higher

Education: Weaving Their Own Safety Nets. Urban Education, 51(1), 3-31. Retreived

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Lafer, G., & Economic Policy, I. (2014). Do poor kids deserve lower-quality education than rich


kids? Evaluating School Privatization Proposals in Milwaukee, Wisconsin. EPI Briefing

Paper #375. Economic Policy Institute, Retrieved from: http://eric.ed.gov/?id=ED558116

Lynch, R. G, & Oakford, P. (2014). The Economic benefits of closing the achievement gaps:

Promoting growth and strengthening the nation by improving education outcomes of

children of color. Center for American Progress: p.1 – 33 Retrieved

from:http://files.eric.ed.gov/fulltext/ED561084.pdf

Neuman, S. s., & Roskos, K. r. (2013). Why Common Core Matters: What Parents Need to

Know. Reading Teacher, 67(1), 9-11. doi:10.1002/TRTR.1186

Soria, K. k., & Bultmann, M. b. (2014). Supporting working-class students in higher education.

NACADA Journal, 34(2), 51-62. doi:10.12930/NACADA-13-017

The Glossary of Education Reform. (2013, Dec 19). Achievement Gap.

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The Democratic party education platform positions with Amendments approved July 9

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https://edreformnow.org/app/uploads/2016/07/Democratic-Ed-Platform-with-July-9-

Amendments.pdf

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