Over the course of this semester, I felt that I was able to truly comprehend the work of David Shipler, John Iceland, Anette Lareau, and the like, who reported on the effects of relative poverty. The reason for this being was because my former school, Parkland Magnet High, was a manifestation of the crippling effects of inequality. Income disparity, lack of social capital, and inadequate cultural capital all interacted to define the educational experience of several of my peers. As I take into account all of the information I have gained through this freshman seminar, I now understand how these sources of inequality within my high school are interconnected and a reflection of America’s …show more content…
Several of my peers simply did not have the connections to affluent individuals who could provide them with insight on navigating the education system. The effects of having inadequate social capital were most notable when it came time for students to make their post-graduation plans. As my senior year rolled around, it became evident that quite a few of my classmates did not have contact with individuals who could inform them about the college application process. I witnessed several situations in which students expressed that they did not know how to sign up for the Scholastic Aptitude Test (SAT) or how to use the Common Application, a website that standardizes students’ college applications. Students without sufficient social capital are put at a disadvantage because they must work much harder to compete with students who have additional resources to guide them through a path to higher …show more content…
Knowing how to properly act, dress, talk, and navigate affluent spaces can only be learned through personal experience or second-hand knowledge from accomplished individuals. However, in environments like Parkland Magnet High, students find it difficult to gain access to enriching cultural experiences. In addition to the fact that 73% of Parkland Magnet High’s students are classified as “economically disadvantaged, 43% of students are African-Americans, and 39% identify as non-white Hispanics. Severe underfunding and the public-school zoning system both discourage diversity within Parkland Magnet High. Students from affluent backgrounds choose to go to more prestigious high schools while poor students who rely on the busing system are confined to attending schools close to their neighborhoods. The racial and socioeconomic homogeneity of my high school’s student body has led to an environment with a lack of diversity, and more importantly, insufficient cultural