California State University Fresno 2 Poverty and Social Inequality Reflection Paper

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California State University Fresno


This final assignment will be a 2 page, single-spaced reflection on one substantive topic that we have covered in the class. Topics to choose from include gender, the racial wealth gap, the criminal justice system, education, policy, family, wealth, or poverty. You will describe how the topic is an example of and reflects social inequality using examples from the reading or from other sources, how this inequality operates at the intersections of race, class, gender and other identities, and what solutions we should consider. For citations, please use ASA format. PDF format only.

This is the book we used all year-

Manza, Jeff and Michael Sauder. 2009. Inequality and Society: Social Science Perspectives on Social Stratification. New York: W.W. Norton & Company, Inc. 1st Edition. ISBN: 978-0-393-97725-7

  • A documentary we watched was Robert Reich Inequality for All
  • All the different readings are attached
  • Please use other sources as well

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7. THE LAND OF OPPORTUNITY Labor ß prior to, anå independent oJ capítal. Capítal ß onþ theJruit oJ kbor, and coulà nner have existed f labor haà had once believed tbat we were all masters oJ into anl Jorm we pbased, . I happ1, anà iantþ into that l ..I hJe's strug¿b, to rße in But as I witlt assurance on the woild is not is .the superior oJ capital, -ABRAHAM LiNCoLNI ourJate-that we coulã mold our had overcome fuaJnus and blíndness f a subject l knew l¡til¿ absut, the reach oJ neryone. the whol¿ toeat, - lives sulfcientþ to he threw himselJ went ffiore and more about tbe country within in our country could bu1 Ten men lnbor suppæed that anlone could come out victorious bad spoken po\),Er existed. consiåeration. anà deservesmuchthehigher I notfrst I be wl- learneà ...l l¿arned that the HEL N E KELLER world and ten million can't buy -WILL 2 enough RoGERS, t93t The hßtory oJ a nation ß, unJortunateþ, too easiþ written as the history oJ its domi- nant ckss. IGH I. -KwAME scHooL sTUDENTS have many have their own ,1 TV eyes, ears, NKRUuaH3 and television sets (all too sets), so they know a lot about relative , privilege in America. They measure their familyt social position against that of other families, and their communityt position against other communities. Middle-dass students, especiall¡ know little about how the American class structure works, however, and nothing at all about how it has changed over time.These students do not leave high school merely ignorant of of the class structure; they come out as terrible sociologists' "'Why are people poor?" I have asked first-year college students. Or, if their the workings own class position is one The answers Iie of relative privilege, "Why is your family" received, to characterize them charitabl¡ are half-formedand naïve'The students blame the poor for not being successful.aThey have no understanding of the ways that opporrunity is not equal in America and no notion that social strucrure pushes people around, in{luencing the ideas rhey hold and the lives they fashion. ORTUNITY High school history textbooks can rake some of the credit for rhis srâre of effairs. Some textbooks do cover cerrain high points of labor histor¡ such as the I894 Pullman strike near chicago that President Cleveland broke with federal troops, or the 19I I Tiiangle Shirtwaist fire rhat killed 146 women in New York cit¡ but the mosr recenr evenr menrioned in mosr books is the Tâft- Hartley Act of sixty years ago. No book mentions any of the major strikes thar the Jruit of kbor, and the superior oJ rapítal, ¡Hau llNcor-N we I nuld molã our liyes suljcímtþ rcbe fu threw himsef ualtfu country ... I learned Ilearned that ELsr'Ì Iabor lost in the late rwentieth century, such as the I98s Hormel mearpackers' strike in Austin, Minnesora, or the I99I carerpillar strike in Decatur, Illi¡sl5-dsfs¿¿5 that signifi labor's diminished power today.s Nor do mosr rexr- books describe any conrinuing issues facing labor, sucå as the growth of multinational corporations and their exporting of jobs overseas. wirh such omissions, textbook authors can consrrue labor history as something that happened long ago, like slaver¡ and that, like slaver¡ was correced long ago. It the r¡LL¡n2 can't bult enou¿h ROGERS, oJ E r93r ix àomí- NKRUMAH3 t tc f (all too Iot about relative sets s{ social posirion how the how it has rgnorant of sociologists, Or, if .þ' rheir well-off?" *, This photograph of a sweatshop in New yorl
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Explanation & Answer



Poverty and Social Inequality
Institutional Affiliation




Poverty and Social Inequality
Poverty is a significant problem in society today. The gap between the rich and the poor
continues to widen. Family incomes are not equal between the rich and the poor, and this is the
primary cause of stratification in society today. The tax cuts are only applicable to the wealthy,
and this accounts for the increased gap between the haves and the have-nots. There is no social
mobility in American today, and this helps to echo the American tradition. Inequalities between
classes are the main constraint of social mobility. Social class is the main variable in society
today. Affluent people can access better healthcare and education services. Rich mothers, for
instance, can get healthier babies. Poor children are more expected to be exposed to toxic lead in
their surroundings and bodies as well—poverty results in the gap in the access to healthcare
services and educational opportunities.
Children who belong to low-income families lack access to better educational
opportunities. Rich children profit from residential schools since their parents devote twice the
amount that they would have to ensure that their children good educational opportunities. Poor
children are educated in classes and that are often 50 percent bigger than the classes of rich
children. The dissimilarities in access have been blamed for the increased rates of...

Really useful study material!