Bonacich, Edna. "Inequality in America: The Failure of the American System for People of Color." Oppression, Privilege, & Resistance: Theoretical Perspectives on Racism, Sexism, and Heterosexism. Ed. Heldke, Lisa and Peg O' Connor. McGraw Hill Higher Education. 2004. 502-514.
Broomhall, David E., and Thomas G. Johnson. "Economic Factors That Influence
Educational Performance in Rural Schools." American Journal of Agricultural
Economics 76 (1994): 557-67. JSTOR. WSU, Pullman. 27 Sept. 2008. Keyword:
Rural Education.
Carter, Carolyn S. "Education and Development in Poor Rural Communities: An
Interdisciplinary Research Agenda. ERIC Digest." ERIC Digests. Dec. 1999.
ERIC Clearinghouse. 27 Sept. 2008
4/poor.htm>.
North Carolina State University. "Mayday 23: World Population Becomes More Urban
Than Rural." ScienceDaily 25 May 2007. 27 September 2008
Mosley, Jane M., and Kathleen K. Miller. "Spatial Variations in Factors Affecting
Poverty." Rural Poverty Research Center 2004-1 (2004): 1
http://www.rprconline.org/WorkingPapers/RP0401.pdf
Jolliffe, Dean. "Rural Poverty at a Glance." ERS/USDA Publications. July 2004.
USDA. 6 Oct. 2008
Ryan, William. "Blaming the Victim." Oppression, Privilege, & Oppression: Theoretical Perspectives on Racism, Sexism, and Heterosexism. By Heldke
Lisa and O'Connor Peg. New York, NY: McGraw Hill Higher Education, 2004.
275-85.
Sunday, December 14, 2008
Unequal Distribution of Wealth Continued
It has been discussed that unequal distributions of wealth are a main aspect of the inequalities within the US educational system. The underprivileged positions of people of color, of certain ages, and of certain genders have also been examined in terms of poverty rates. In this entry it is the goal to put these ideas together to show that race, age, sex, and class are all directly correlated with the value of education that these people receive.
Although we have discussed the inferiority of certain groups of people there are exceptions to this. For example, "people of color are, too often, treated as tokens. Their presence in higher level positions is used to 'prove' that the American system is open to anyone with talent and ambition" (Bonacich 512). However, this seems to be the way that this system of inequality is supported. It is proven that people of color are more likely to have lower incomes or be in a state of poverty, percent wise, but when there is an exception to this it is played up to look like these people in inferior states are there because they choose to be or because of something they did. It is not mentioned that it is a minuscule number of people from this group that are at the top of the wealth ladder; and this is an important component. Without looking at percent rates the inferiority of these people due to systems within America is not proven. This is how the ideology surrounding this makes it seem like there is no problem with the oppression of certain groups.
Due to the fact that people of the same race and class are likely to live next to each other, and that education is funded from property taxes, there is an inequality in the funding of educational systems in the US. That's all there is too it. So how do we fix it? Well, there are a few ideas that have been suggested. The one that I would like to focus on is the idea of redistributing the wealth at least between certain areas' educational systems. For example, the money can be collected and pooled and redistributed equally among all areas. This will create an equality between rural and urban educational systems that does not exist at this point in time. Although there are other inequalities present within the education system due to the way people of certain races, genders, and classes are treated this will create more of an equal opportunity for success across all of these groups.
At this point other ideas to the fixing of educational equality will not be focused on, although they are important. This is going to be the end of this blog at this point. If I come across anything that I find relates to this topic then I will write an entry about that at the time. Thanks for reading!
Bonacich, Edna. "Inequality in America: The Failure of the American System for People of Color." Oppression, Privilege, & Resistance: Theoretical Perspectives on Racism, Sexism, and Heterosexism. Ed. Heldke, Lisa and Peg O' Connor. McGraw Hill Higher Education. 2004. 502-514.
Although we have discussed the inferiority of certain groups of people there are exceptions to this. For example, "people of color are, too often, treated as tokens. Their presence in higher level positions is used to 'prove' that the American system is open to anyone with talent and ambition" (Bonacich 512). However, this seems to be the way that this system of inequality is supported. It is proven that people of color are more likely to have lower incomes or be in a state of poverty, percent wise, but when there is an exception to this it is played up to look like these people in inferior states are there because they choose to be or because of something they did. It is not mentioned that it is a minuscule number of people from this group that are at the top of the wealth ladder; and this is an important component. Without looking at percent rates the inferiority of these people due to systems within America is not proven. This is how the ideology surrounding this makes it seem like there is no problem with the oppression of certain groups.
Due to the fact that people of the same race and class are likely to live next to each other, and that education is funded from property taxes, there is an inequality in the funding of educational systems in the US. That's all there is too it. So how do we fix it? Well, there are a few ideas that have been suggested. The one that I would like to focus on is the idea of redistributing the wealth at least between certain areas' educational systems. For example, the money can be collected and pooled and redistributed equally among all areas. This will create an equality between rural and urban educational systems that does not exist at this point in time. Although there are other inequalities present within the education system due to the way people of certain races, genders, and classes are treated this will create more of an equal opportunity for success across all of these groups.
At this point other ideas to the fixing of educational equality will not be focused on, although they are important. This is going to be the end of this blog at this point. If I come across anything that I find relates to this topic then I will write an entry about that at the time. Thanks for reading!
Bonacich, Edna. "Inequality in America: The Failure of the American System for People of Color." Oppression, Privilege, & Resistance: Theoretical Perspectives on Racism, Sexism, and Heterosexism. Ed. Heldke, Lisa and Peg O' Connor. McGraw Hill Higher Education. 2004. 502-514.
Wednesday, November 19, 2008
Unequal Distribution of Wealth
The idea of a redistribution of wealth needs to be discussed in order to confront one possible solution to the inequalities in the rural education system. In the article "Inequality in America: The Failure of the American System for People of Color" by Edna Bonacich this idea is examined.
According to the article, "...the whole magnificent edifice of wealth and privilege in this society has been built on the suffering of poor people, large numbers of whom are people of color" (Bonacich 504). This shows that not only do privileged people have more money and power than the underprivileged, but that they exploit the underprivileged to attain that and more. This difference between privileged and underprivileged tends to create not only a barrier between the rich and the poor but also a barrier between people of color and whites. It is said that "people of color tend to cluster at the bottom so that inequality in this society also becomes racial inequality" (Bonacich 504).
It is true that "the bottom 90 percent only own 17 percent of the wealth" so that means that the top 10 own 83 percent of the wealth; this is concrete evidence of an apparent inequality of the distribution of wealth (Bonacich 506). "Black and Latino families made about 70 percent of what White families made" which continues to support this idea of unequal wealth (Bonacich 507). If you recall from previous entries it is seen that the majority of those in poverty in rural area are those of color as well. This state of poverty for these people means worse jobs, worse pay, and overall a decline even further into poverty.
Bonacich says that "the racism of this society is linked to capitalism and that, so long as we retain a capitalist system, we will not be able to eliminate racial oppression" (508). In other words if the rich keep exploiting the poor to gain more money and create more poverty for the underprivileged the issue of racial inequality will also continue to be apparent. Is it possible for our society to discontinue the use of capitalism? Is it possible to end racism and poverty without the disintegration of capitalist ideas and approaches? No, I don't believe it is.
Further ideas surrounding this idea will be discussed in later entries.
Bonacich, Edna. "Inequality in America: The Failure of the American System for People of Color." Oppression, Privilege, & Resistance: Theoretical Perspectives on Racism, Sexism, and Heterosexism. Ed. Heldke, Lisa and Peg O' Connor. McGraw Hill Higher Education. 2004. 502-514.
According to the article, "...the whole magnificent edifice of wealth and privilege in this society has been built on the suffering of poor people, large numbers of whom are people of color" (Bonacich 504). This shows that not only do privileged people have more money and power than the underprivileged, but that they exploit the underprivileged to attain that and more. This difference between privileged and underprivileged tends to create not only a barrier between the rich and the poor but also a barrier between people of color and whites. It is said that "people of color tend to cluster at the bottom so that inequality in this society also becomes racial inequality" (Bonacich 504).
It is true that "the bottom 90 percent only own 17 percent of the wealth" so that means that the top 10 own 83 percent of the wealth; this is concrete evidence of an apparent inequality of the distribution of wealth (Bonacich 506). "Black and Latino families made about 70 percent of what White families made" which continues to support this idea of unequal wealth (Bonacich 507). If you recall from previous entries it is seen that the majority of those in poverty in rural area are those of color as well. This state of poverty for these people means worse jobs, worse pay, and overall a decline even further into poverty.
Bonacich says that "the racism of this society is linked to capitalism and that, so long as we retain a capitalist system, we will not be able to eliminate racial oppression" (508). In other words if the rich keep exploiting the poor to gain more money and create more poverty for the underprivileged the issue of racial inequality will also continue to be apparent. Is it possible for our society to discontinue the use of capitalism? Is it possible to end racism and poverty without the disintegration of capitalist ideas and approaches? No, I don't believe it is.
Further ideas surrounding this idea will be discussed in later entries.
Bonacich, Edna. "Inequality in America: The Failure of the American System for People of Color." Oppression, Privilege, & Resistance: Theoretical Perspectives on Racism, Sexism, and Heterosexism. Ed. Heldke, Lisa and Peg O' Connor. McGraw Hill Higher Education. 2004. 502-514.
The Dominican Republic
I have been asked to talk about my trip to the Dominican Republic a little more. I think that it is important to tie this trip into the blog topic because of it being the inspiration.
My trip to the Dominican Republic took place as part of a mission trip with my old high school teacher's church. We went down there as a group bringing clothes, toys, medical supplies, food, and more. While in the DR our group teamed up with The Good Samaritan Hospital to conduct medical clinics at some bateys and barrios in rural areas far outside of the capital. As well as conducting medical clinics our group was able to interact with the people there and get a taste of life in extreme poverty. The people there worked in the sugar cane fields earning 33 pesos a day, that's a dollar a day. We worked with the people there and played with the kids while their parents were at the medical clinic.
Working in the medical clinic, writing prescriptions and directions in Spanish, I was able to see a wide variety of people. There was even a 100 year old lady who was in nearly perfect health! Anyways, although these people were very interesting and deserving of equal opportunities of those living in the rural areas, they were not receiving these opportunities. I encountered children asking me for shoes and food which I couldn't give them at that time. It was a hard thing to see and understand.
One of the main things that ties in with this blog is the education systems in these areas. The children that I had the opportunity to work with LOVED school and were very excited when asked to talk about it. This was exciting that they were receiving some sort of education but the education in these areas was beyond mediocre to the education in the urban areas near the capital. The buildings were tiny, out of date, and normally doubled as a church for the batey or barrio. Here is one example of this:
(This school/church was never even finished being built)
Besides this, the boys in these areas could normally only attend school to the age of 7 when they had to go work in the sugar cane fields to earn money for their family. The girls normally finished grade school but were less likely to further their education beyond that. The people in the urban areas talked about college and technical schools of all sorts that they had the privilege to attend. This is the inequality that drove me to examine the education systems in the US. There have proven to be many differences in regards to poverty level, race, and age that play a factor in the inequalities present in the rural education system. The thing that's left is to figure out how to solve this problem.
As for now, I would like to share some pictures of these people's way of life in comparison to their rural counterparts in the DR.
These previous pictures are examples how rural Dominican residents live in the bateys. In some cases their houses are only big enough to fit a queen size bed in and the whole family lives there. Following are some examples of houses in the rural areas. These are some of the nicer ones but they cannot be found in rural areas.
These are just some examples of the apparent unequal distribution of wealth within this country. It is also apparent within our country that an unequal distribution of wealth creates some of the same inequalities between rural and urban schools.
My trip to the Dominican Republic took place as part of a mission trip with my old high school teacher's church. We went down there as a group bringing clothes, toys, medical supplies, food, and more. While in the DR our group teamed up with The Good Samaritan Hospital to conduct medical clinics at some bateys and barrios in rural areas far outside of the capital. As well as conducting medical clinics our group was able to interact with the people there and get a taste of life in extreme poverty. The people there worked in the sugar cane fields earning 33 pesos a day, that's a dollar a day. We worked with the people there and played with the kids while their parents were at the medical clinic.
Working in the medical clinic, writing prescriptions and directions in Spanish, I was able to see a wide variety of people. There was even a 100 year old lady who was in nearly perfect health! Anyways, although these people were very interesting and deserving of equal opportunities of those living in the rural areas, they were not receiving these opportunities. I encountered children asking me for shoes and food which I couldn't give them at that time. It was a hard thing to see and understand.
One of the main things that ties in with this blog is the education systems in these areas. The children that I had the opportunity to work with LOVED school and were very excited when asked to talk about it. This was exciting that they were receiving some sort of education but the education in these areas was beyond mediocre to the education in the urban areas near the capital. The buildings were tiny, out of date, and normally doubled as a church for the batey or barrio. Here is one example of this:
(This school/church was never even finished being built)
Besides this, the boys in these areas could normally only attend school to the age of 7 when they had to go work in the sugar cane fields to earn money for their family. The girls normally finished grade school but were less likely to further their education beyond that. The people in the urban areas talked about college and technical schools of all sorts that they had the privilege to attend. This is the inequality that drove me to examine the education systems in the US. There have proven to be many differences in regards to poverty level, race, and age that play a factor in the inequalities present in the rural education system. The thing that's left is to figure out how to solve this problem.
As for now, I would like to share some pictures of these people's way of life in comparison to their rural counterparts in the DR.
These previous pictures are examples how rural Dominican residents live in the bateys. In some cases their houses are only big enough to fit a queen size bed in and the whole family lives there. Following are some examples of houses in the rural areas. These are some of the nicer ones but they cannot be found in rural areas.
These are just some examples of the apparent unequal distribution of wealth within this country. It is also apparent within our country that an unequal distribution of wealth creates some of the same inequalities between rural and urban schools.
Tuesday, November 11, 2008
Annotated Bibliography
* Broomhall, David E., and Thomas G. Johnson. "Economic Factors That Influence
Educational Performance in Rural Schools." American Journal of Agricultural
Economics 76 (1994): 557-67. JSTOR. WSU, Pullman. 27 Sept. 2008. Keyword:
Rural Education.
This source is a scholarly article. Thomas G. Johnson is a professor of agriculture economics and David E. Broomhall is an economist. The primary argument of the text is that the rural education system creates negative attitudes towards education and future employment opportunities. The information in this article is supported through survey and statistics.
* Carter, Carolyn S. "Education and Development in Poor Rural Communities: An
Interdisciplinary Research Agenda. ERIC Digest." ERIC Digests. Dec. 1999.
ERIC Clearinghouse. 27 Sept. 2008
This source is an article from ERIC Digest. Carolyn S. Carter is a writer who focuses on topics surrounding social work and women’s health. The main point of this text is that there are inequalities present in the rural education system that have been affected by culture and history surrounding these areas. Examples of solutions to this problem are identified. The author justifies her argument through statistics and examples of inequality.
* North Carolina State University. "Mayday 23: World Population Becomes More Urban
Than Rural." ScienceDaily 25 May 2007. 27 September 2008
.
This source is an article on the Science Daily website. The author is from North Carolina University. The primary argument of this article is that although urban areas are becoming more prevalent and successful than rural areas they still depend on the rural areas for many of their needs. The author supports the arguments presented through giving examples of urban dependence on rural areas and the inequalities present within.
* Mosley, Jane M., and Kathleen K. Miller. "Spatial Variations in Factors Affecting
Poverty." Rural Poverty Research Center 2004-1 (2004): 1
http://www.rprconline.org/WorkingPapers/RP0401.pdf
This source is an article from the Rural Poverty Research Center. The authors are researchers at the RUPRI Rural Poverty Research Center. The primary argument in this piece concerns the main differences in poverty, education, and other factors between rural and urban areas. The points in this article are supported through graphs, statistics, and examples of inequality regarding race, age, income, and region.
* Jolliffe, Dean. "Rural Poverty at a Glance." ERS/USDA Publications. July 2004.
USDA. 6 Oct. 2008
This piece of work is an article. The author is a researcher at Economic Research Service. The main argument in this article is that trends in poverty tend to create a continuance of oppression on those in rural areas. The arguments are supported through demographics in both urban and rural areas and the comparison of them.
* Ryan, William. "Blaming the Victim." Oppression, Privilege, & Oppression: Theoretical Perspectives on Racism, Sexism, and Heterosexism. By Heldke
Lisa and O'Connor Peg. New York, NY: McGraw Hill Higher Education, 2004.
275-85.
This source is an article from a book. William Ryan is the author of his book “Blaming the Victim” and this article is an excerpt from this. The main argument in this article is that the idea of culture of poverty and deprivation creates a blaming of the victim which in turn maintains a system of oppression on the victim. The arguments are supported through examples of how this concept occurs and through examples of societal beliefs that support an ideology that maintains this blaming.
Educational Performance in Rural Schools." American Journal of Agricultural
Economics 76 (1994): 557-67. JSTOR. WSU, Pullman. 27 Sept. 2008. Keyword:
Rural Education.
This source is a scholarly article. Thomas G. Johnson is a professor of agriculture economics and David E. Broomhall is an economist. The primary argument of the text is that the rural education system creates negative attitudes towards education and future employment opportunities. The information in this article is supported through survey and statistics.
* Carter, Carolyn S. "Education and Development in Poor Rural Communities: An
Interdisciplinary Research Agenda. ERIC Digest." ERIC Digests. Dec. 1999.
ERIC Clearinghouse. 27 Sept. 2008
This source is an article from ERIC Digest. Carolyn S. Carter is a writer who focuses on topics surrounding social work and women’s health. The main point of this text is that there are inequalities present in the rural education system that have been affected by culture and history surrounding these areas. Examples of solutions to this problem are identified. The author justifies her argument through statistics and examples of inequality.
* North Carolina State University. "Mayday 23: World Population Becomes More Urban
Than Rural." ScienceDaily 25 May 2007. 27 September 2008
This source is an article on the Science Daily website. The author is from North Carolina University. The primary argument of this article is that although urban areas are becoming more prevalent and successful than rural areas they still depend on the rural areas for many of their needs. The author supports the arguments presented through giving examples of urban dependence on rural areas and the inequalities present within.
* Mosley, Jane M., and Kathleen K. Miller. "Spatial Variations in Factors Affecting
Poverty." Rural Poverty Research Center 2004-1 (2004): 1
http://www.rprconline.org/WorkingPapers/RP0401.pdf
This source is an article from the Rural Poverty Research Center. The authors are researchers at the RUPRI Rural Poverty Research Center. The primary argument in this piece concerns the main differences in poverty, education, and other factors between rural and urban areas. The points in this article are supported through graphs, statistics, and examples of inequality regarding race, age, income, and region.
* Jolliffe, Dean. "Rural Poverty at a Glance." ERS/USDA Publications. July 2004.
USDA. 6 Oct. 2008
This piece of work is an article. The author is a researcher at Economic Research Service. The main argument in this article is that trends in poverty tend to create a continuance of oppression on those in rural areas. The arguments are supported through demographics in both urban and rural areas and the comparison of them.
* Ryan, William. "Blaming the Victim." Oppression, Privilege, & Oppression: Theoretical Perspectives on Racism, Sexism, and Heterosexism. By Heldke
Lisa and O'Connor Peg. New York, NY: McGraw Hill Higher Education, 2004.
275-85.
This source is an article from a book. William Ryan is the author of his book “Blaming the Victim” and this article is an excerpt from this. The main argument in this article is that the idea of culture of poverty and deprivation creates a blaming of the victim which in turn maintains a system of oppression on the victim. The arguments are supported through examples of how this concept occurs and through examples of societal beliefs that support an ideology that maintains this blaming.
Sunday, October 26, 2008
Does this blame the victim?
After reading "Blaming the Victim" by William Ryan I started wondering if some of the ideas surrounding this culture of poverty within rural areas are in fact blaming the victim. In Ryan's article he mentions the victim of a "miseducated child in the slum school" that is "blamed for his own miseducation" (Ryan 275). This child is blamed for his miseducation through the same concept that has been used to explain why rural areas are impoverished, "cultural deprivation" or the culture of poverty (Ryan 275).
This culture of deprivation is achieved through this child being "'disadvantaged' and 'socially deprived'" and this "account[ing] for his failure (his failure, they say) to learn much in school" (Ryan 276). According to Ryan, "we are encouraged to confine our attention to the child and to dwell on all his alleged defects" (Ryan 276). This in turn makes it easy to blame the child and to ignore other important factors that contribute to his miseducation. "No one remembers to as questions about the collapsing buildings and torn textbooks; the frightened insensitive teachers; the six additional desks in the room; the blustering, frightened principals; the relentless segregation" (Ryan 276). All of the questions pertaining to the system and why it is constructed in the way it is are ignored.
When it comes to race there occurs blaming of the victim as well. Through the blaming that occurs through the idea of culture of deprivation "racism, segregation, and the powerlesness of the ghetto are subtly, but thoroughly, downgraded in importance" (Ryan 276). People of color are blamed for their state of poverty. The culture of poverty supports this through it's saying that people of color are destined to stay in this state of poverty that the majority of them are in. This brings about an ideology that limits these people and the other people in their state of poverty. In turn this ideology ends up limiting educational systems within the rural impoverished areas. This "ideology attributes defect and inadequacy to the malignant nature of poverty, injustice, slum life, and racial difficulties" (Ryan 277).
In regards to education this culture of deprivation is supported through the use of "'compensatory education' to build up the skills and attitudes" of the child, "rather than structural changes in the schools" (Ryan 277-278). The problem with this is yet again the ignoring of issues surrounding the system of education. With the supporting of blaming the victim that occurs through the ideas of culture of poverty and culture of deprivation many tend to separate the victims "out and define them in some way as a special group, a group that is different from the population in general" (Ryan 278). This defining as other only brings about the idea that it's ok to separate these groups in order to understand their situation; however, this is how the victim is blamed. The separation into groups of victims only furthers their victimization.
Overall, it needs to be understood that some of the explanations that were used to explain the inequalities in the rural education system were in fact blaming the victims. So how can we solve these inequalities? Perhaps a redistribution of wealth? This idea will be discussed later in these blog entries.
* Ryan, William. "Blaming the Victim." Oppression, Privilege, & Oppression: Theoretical Perspectives on Racism, Sexism, and Heterosexism. By Heldke
Lisa and O'Connor Peg. New York, NY: McGraw Hill Higher Education, 2004.
275-85.
This culture of deprivation is achieved through this child being "'disadvantaged' and 'socially deprived'" and this "account[ing] for his failure (his failure, they say) to learn much in school" (Ryan 276). According to Ryan, "we are encouraged to confine our attention to the child and to dwell on all his alleged defects" (Ryan 276). This in turn makes it easy to blame the child and to ignore other important factors that contribute to his miseducation. "No one remembers to as questions about the collapsing buildings and torn textbooks; the frightened insensitive teachers; the six additional desks in the room; the blustering, frightened principals; the relentless segregation" (Ryan 276). All of the questions pertaining to the system and why it is constructed in the way it is are ignored.
When it comes to race there occurs blaming of the victim as well. Through the blaming that occurs through the idea of culture of deprivation "racism, segregation, and the powerlesness of the ghetto are subtly, but thoroughly, downgraded in importance" (Ryan 276). People of color are blamed for their state of poverty. The culture of poverty supports this through it's saying that people of color are destined to stay in this state of poverty that the majority of them are in. This brings about an ideology that limits these people and the other people in their state of poverty. In turn this ideology ends up limiting educational systems within the rural impoverished areas. This "ideology attributes defect and inadequacy to the malignant nature of poverty, injustice, slum life, and racial difficulties" (Ryan 277).
In regards to education this culture of deprivation is supported through the use of "'compensatory education' to build up the skills and attitudes" of the child, "rather than structural changes in the schools" (Ryan 277-278). The problem with this is yet again the ignoring of issues surrounding the system of education. With the supporting of blaming the victim that occurs through the ideas of culture of poverty and culture of deprivation many tend to separate the victims "out and define them in some way as a special group, a group that is different from the population in general" (Ryan 278). This defining as other only brings about the idea that it's ok to separate these groups in order to understand their situation; however, this is how the victim is blamed. The separation into groups of victims only furthers their victimization.
Overall, it needs to be understood that some of the explanations that were used to explain the inequalities in the rural education system were in fact blaming the victims. So how can we solve these inequalities? Perhaps a redistribution of wealth? This idea will be discussed later in these blog entries.
* Ryan, William. "Blaming the Victim." Oppression, Privilege, & Oppression: Theoretical Perspectives on Racism, Sexism, and Heterosexism. By Heldke
Lisa and O'Connor Peg. New York, NY: McGraw Hill Higher Education, 2004.
275-85.
Wednesday, October 22, 2008
Race and Age in Relation to Rural Areas
Poverty rates for selected groups (percent) Nonmetro Metro
Non-Hispanic Blacks 33.2 22.7
Non-Hispanic Whites 11.0 7.2
Hispanics 26.7 21.4
Children (younger than age 18) 19.8 16.0
Elderly (age 65 and older) 11.9 10.0
Nonelderly adults (age 18-65) 12.4 10.2
(Joliffe)
This chart shows that the poverty rates within rural areas are higher for Non-Hispanic Blacks and Hispanics than for Non-Hispanic Whites. It also shows that poverty rates for all groups are higher in Nonmetro areas. These two components bring about the idea that wealth is unequally distributed across race and region. The combination of these two bring about underrepresented races in rural areas being the most affected by poverty.
This chart also shows differences in age in accordance with poverty. It is found that children are more apt to experiencing poverty and this is followed by nonelderly adults. The rate of poverty is also increased in Nonmetro areas than in Metro areas. These age groups are also those more likely to be involved in the educational systems in these areas and therefore poverty is a determining factor for this.
These people involved in underrepresented race groups and certain age groups being affected by poverty is a determining factor in their educational systems and this is shown in the next chart:
Educational attainment of poor adults (percent) Nonmetro Metro
Less than high school education 44.5 40.0
No more than high school education 32.8 30.7
More than high school education 22.8 29.3
(Joliffe)
This chart shows that poor adults, those affected by poverty, are less likely to attain a high level of education. The likeliness of a high education decreases when in a Nonmetro area. Rural areas and the people within are therefore more adept to poverty and low levels of education. The idea that this is correlated with race and age is an interesting dilemma and shows that systemic aspects affect both the poverty in regards to age and race and education in regards to age and race.
Jolliffe, Dean. "Rural Poverty at a Glance." ERS/USDA Publications. July 2004. USDA.
6 Oct. 2008
Non-Hispanic Blacks 33.2 22.7
Non-Hispanic Whites 11.0 7.2
Hispanics 26.7 21.4
Children (younger than age 18) 19.8 16.0
Elderly (age 65 and older) 11.9 10.0
Nonelderly adults (age 18-65) 12.4 10.2
(Joliffe)
This chart shows that the poverty rates within rural areas are higher for Non-Hispanic Blacks and Hispanics than for Non-Hispanic Whites. It also shows that poverty rates for all groups are higher in Nonmetro areas. These two components bring about the idea that wealth is unequally distributed across race and region. The combination of these two bring about underrepresented races in rural areas being the most affected by poverty.
This chart also shows differences in age in accordance with poverty. It is found that children are more apt to experiencing poverty and this is followed by nonelderly adults. The rate of poverty is also increased in Nonmetro areas than in Metro areas. These age groups are also those more likely to be involved in the educational systems in these areas and therefore poverty is a determining factor for this.
These people involved in underrepresented race groups and certain age groups being affected by poverty is a determining factor in their educational systems and this is shown in the next chart:
Educational attainment of poor adults (percent) Nonmetro Metro
Less than high school education 44.5 40.0
No more than high school education 32.8 30.7
More than high school education 22.8 29.3
(Joliffe)
This chart shows that poor adults, those affected by poverty, are less likely to attain a high level of education. The likeliness of a high education decreases when in a Nonmetro area. Rural areas and the people within are therefore more adept to poverty and low levels of education. The idea that this is correlated with race and age is an interesting dilemma and shows that systemic aspects affect both the poverty in regards to age and race and education in regards to age and race.
Jolliffe, Dean. "Rural Poverty at a Glance." ERS/USDA Publications. July 2004. USDA.
6 Oct. 2008
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