Initiative
As I learned in SOCY 340, the discrepancies in the education system in America impact social problems such as poverty. Poverty also impacts education. It is is a never ending cycle, just like generational poverty, if no one breaks it. Since having an education is vital to getting a job and earning money today, without an education, many people are unemployed. This leads to severe deprivation in many households. High income families tend to have more time to read with their children, are able to fund pre-school, and have more stable home environments. These elements create a more prepared child, which carries on through high school and beyond. Since low income households tend to not have these luxuries, the children fall behind . Low income children hear 30 million fewer words by 5-years-old than high income children (Operation 2019). Also, poverty causes stress on a child, which can affect their physical and cognitive development. The limbic system, which I learned about in my CHEM555 Biochemistry course, is part of the brain that sends fear and stress messages to the prefrontal cortex. When a child is stressed, their limbic system is constantly overloading the prefrontal cortex causing a loss of ability to solve problems, set goals and complete tasks. Without these skills, low income students fall behind in school. Low-income children are 6-times more likely to drop out of high school than higher income kids. Children without diplomas are more likely to rely on public assistance, engage in crime and generate other social costs (Operation 2019). Having a lack of education just repeats the cycle of poverty. In addition to poverty directly affecting a child, schools in areas with high rates of poverty tend to have a lower funded school. Since property taxes pay for much of the public education costs, the funding of the school depends on the areas they are in. Since 2010, funding to low-income Title I schools has decreased causing cuts in pre-K education and enrollment numbers (Lynch 2016). The more funding a school receives, the more resources they can give to the students and the more they can promote a further education. In SOCY 340, I learned that there is clear segregation today, which I saw in a map of the U.S. that highlighted where each race resided. From viewing Columbia, a city I know very well, it became clear that the lower income areas tend to be concentrated by minorities and the higher income areas are dominated with the majority (demographics.virginia.edu/DotMap/). So, minorities are at a greater disadvantage because they do not receive the same education. The causes the poverty cycle to continue, especially with minorities. This is what causes the segregation to continue. In class I learned that when people are in the same place for generations, they tend to resist change and stay in the same areas. With no education, there will be no diversification and continuing poverty. I want help teens in Columbia, SC see the importance of furthering their education after high school and give them methods to do so in order to alleviate poverty.
Solutions
My solutions are to put on job fairs at local high schools, set up career days where local companies allow teens to see what they can do with different degrees/trades, and give teens a list of scholarships they can apply for and have a scholarship writing hour at the schools once a week during a student’s senior year.
Plan
First, speak to high schools in the poorer parts of Columbia to see if they would allow me to put on a career fair. Once a date and time is chosen, I would speak to local business about sending out a representative. I would try to get a doctor, lawyer, different engineers, college professor, cosmetologist, electrician, entrepreneur, carpenter, welder, mechanic, and medical field workers. I will ask each participant to bring something interactive from their everyday jobs that the students can use or see a demonstration of. I would have each profession articulate to the kids the amount of education needed to become that profession. I would have them explain the experiences after college, whether that be at a college or trade school. At the career fair, I would have the kids break into groups and spend 10 to 15 minutes at each career’s table. I would advise them to take notes and decide at the end which job they are most interested in.
Evaluation
At the end of the career fair, I will have the students fill out a survey with the following questions:
I will know that they have seen the importance education, if they have an idea about what type of career they are interested in and if they believe that the career is reachable. I would then try to set up shadowing experiences for those who said they would be interested in a shadowing experience. In a few years, I would follow up with the students to see what path they took after high school and to see if that career fair was influential in their decision.
- Do you believe getting additional school after high school is important?
- Before the career fair, did you know what you want to do once you graduate high school?
- If yes, what is it and does this require additional school?
- If no, do you know what you want to do now after the career fair? If yes, which career?
- Do you feel like this career is reachable? Why or why not?
- Would you be interested in shadowing someone in the field you want to be in?
I will know that they have seen the importance education, if they have an idea about what type of career they are interested in and if they believe that the career is reachable. I would then try to set up shadowing experiences for those who said they would be interested in a shadowing experience. In a few years, I would follow up with the students to see what path they took after high school and to see if that career fair was influential in their decision.
Citations
Cable, D. (2013). The Racial Dot Map. Retrieved from https://demographics.virginia.edu/DotMap/
Lynch, M. (2016). Poverty and School Funding. Retrieved from https://www.theedadvocate.org/poverty-and-school-funding-why-low-income-students-often-suffer/
Operation Warm. (2019). How Does Poverty Impact School Success. Retrieved from https://www.operationwarm.org/blog/how-does-poverty-impact-school-success/
Cable, D. (2013). The Racial Dot Map. Retrieved from https://demographics.virginia.edu/DotMap/
Lynch, M. (2016). Poverty and School Funding. Retrieved from https://www.theedadvocate.org/poverty-and-school-funding-why-low-income-students-often-suffer/
Operation Warm. (2019). How Does Poverty Impact School Success. Retrieved from https://www.operationwarm.org/blog/how-does-poverty-impact-school-success/