Opportunities to acquire good jobs lie in schools of the wealthier communities, while the poor communities remain desperate. There is a great difference in resources, teaching methods and education attitude in the wealthy and the poor school categories. Some schools prepare students to become future lawyers, business leaders, and doctors, while others have other vocational education curriculum. Working classes are presented with practical curriculum which equips them with clerical knowledge and manual skills. On the other hand, the more advantaged social classes are fed with important skills which will lead them to regard and social power (Anyon 169). This includes managerial, legal and medical knowledge. There is a difference in the curriculum offered in working class, middle class, affluent schools and executive elite schools. This determines the future of the students in each school category.
Working class schools prepare pupils to remain in the same professions in future, just as their parents. Parents in working class social group acquire blue-collar jobs which require hard work with little pay. A few are skilled while the greatest percentage is either unskilled or semiskilled. Eighty five percent of the fathers have typical jobs, working as boilermakers, pipe welders, stockroom workers, foundry-men, storeroom keepers, mechanics, security guards and plumbers. Fifteen percent of the fathers are not employed. They survive with the little amount they get from time to time jobs. Women who have jobs in this social class are thirty percent or less. They work for part-time or full-time working as barmaids, waitresses, clerks, storekeepers or sales persons. Fifteen percent of the families in these schools are below the poverty level. The rest percentage earns twelve thousand dollars on average (Bowles & Gintes 346).
Working class schools follow specific procedures of working
These procedures are mechanical and involve rote behavior. There is little freedom of choice and decision making for learners. Teachers do not take their time to explain the importance of doing the work. Text books are not utilized as expected. Teachers prepare some work for learners and write it on the board. Rules are designed to cater for what children have to do without questioning. Teachers tell learners what is expected of them, then write the steps on the board for them to copy. Evaluation is based on whether the learner followed the steps, but not on the correctness of the work done.
Middle-class schools have a mixture of various social classes. Parents in these schools come from three social classes. A small percentage comes from blue-collar workers who are a bit rich. This group includes skilled workers like carpenters, construction workers and plumbers. Secondly, there is a group of white-collar workers and working class members. This group includes technicians, policemen, supervisors and school teachers. The third class is comprised of better paying jobs such as accountants, directors, some doctors, middle managers and businessmen. The families earn between twelve thousand dollars to twenty five thousand dollars. This is the middle age salary which allow for middle lifestyle (Anyon 185).
Middle class schools concentrate on the right answer in every working
The higher the number of correct answers a learner gets, the higher the attained grade. Learners are expected to follow the correct steps to achieve the correct answers. However, there is freedom of choice and open decision making. Furthermore, the main aim is to get the right answer. The end justifies the means. Text books are utilized as well as class tutorials by the teachers. Learners write the correct answer on paper. The answers can be in form of numbers, facts, dates, words or sentences. Neatness is valued in each and every work. This means order of answers has to be as instructed.
Affluent professional schools are occupied by children of predominantly professional parents. The income level of these parents is high. Parents in this class have well paying typical jobs such as interior designers, cardiologists, engineers and corporate lawyers. Some families are more affluent than others in this class. Ninety percent of the learners in the school are probably whites. Parents earn executive salaries ranging from forty thousand dollars to eighty thousand dollars.
Affluent professional schools concentrate on creativity which is done independently. Learners are given a chance to express their concepts and ideas after every now and then. Work in these schools involves expressiveness, expansion, illustration of concepts, individual thoughts, and freedom of materials and method selection. Answers in this school category are presented in form of essays, editorials, written stories, craft, graphs and mural forms (Apple & King 140). Learners are expected to present good designs as well as applied empirical reality. Rules in the class are based on limits on, criteria for, and individual activity. Evaluation is based on the quality of presentation and appropriateness of the concept in the task. Learners are encouraged to have confidence in what they are presenting as this shows they are sure of what they have done. Teachers encourage learners to think critically and derive answers after analyzing the possibilities.
Executive elite schools have children from capitalist class
Parents in this class are top executives in the country and to some extents internationally. These are presidents, vice presidents and other prominent members of the country. Fathers are the most conspicuous as they work in big ministries as well as famous corporations. Managers and senior staff in large multinational corporations fall in this category. Mothers volunteer to work for the society in special organizations such as Junior Fortnightly and Junior League. Some mothers are actively involved in politics while others have well paying jobs. Minority children are absent in these schools. The families earn huge amounts of dollars ranging from one thousand dollars to five thousand dollars.
Executive elite schools aim at developing analytical and intellectual powers of the learners. Teachers are actively involved in molding the future executive leaders. They encourage children to reason and analyze the problem in order to come up with intellectual answers. The main objective in these schools is to produce excellent academic quality which is logically sound. Rules are conceptualized to fit in the system and be applied in solving problems. Schoolwork prepares learners to achieve, excel and be successful in future (Anyon 169).
In conclusion, there exists a conspicuous difference in social class schools
This hidden curriculum prepares children from each class to grow up and follow their parents’ trend. This is why the poor remain poor while the rich dominate the world from generation to generation. There is a big difference in curricular, learners’ evaluation, pedagogical, behavior and cognitive skills in social class set schools. This is why children in working class, middle class, affluent schools and executive elite schools behave differently in their childhood and in their adulthood. These differences contribute to childhood development, social class creation and economic status in future. This is why the gap between the rich and the poor is impossible to bridge.