Socioeconomic Status and Its Affects on Education

"A good education is the key that unlocks and expands the cultural tool kits of the have-nots, and thus gives them the potential to bring about lasting social change in their persistently poor communities" (Carter). If rural areas consist mostly of have-nots and the education systems therein are underprivileged then how is this social change supposed to occur?

There is an obvious inequality apparent when examining rural education in contrast to urban education. This inequality is partially formed by differences in socioeconomic status in these two area types. It is shown that "most rural schools [are] spending considerably less on education than urban schools" (Broomhall 558). This lack of spending is directly related to a lack of funds for the education system in rural areas which is directly related to socioeconomic status (SES) of community members.

"In many rural areas, jobs that require larger amounts of education and that pay relatively higher wages may not be available" which shows that people in this areas are destined to lower SES (Broomhall 559). "[Rural] schools are asked to prepare students for jobs that are not available locally" as well which further shows an unequal education system (Carter). Previous studies surrounding this have also determined a "correlation between socioeconomic background and various measures of mental ability, including academic performance" (Broomhall 559). These correlations showed that the lower a socioeconomic status the less academic success or drive one will have. This is due to many factors including parent and community affects on individuals. This shows that "economic behavior, including decisions regarding the quantity and quality of education one desires, is influenced in part by economic and social conditions in the local community" (Broomhall 566-567).

"Findings by the International Fund for Agricultural Development show that 1.2 billion of the world’s people live on less than what a dollar a day can buy. Globally, three-fourths of these poor people live in rural areas" (Science Daily). This statistic proves that rural areas are in fact of lower SES that other areas in the U.S.

Now that it is known that rural areas have and overall lower SES than that of urban areas it is seen that poverty has a large influence on not only the educational system but attitudes towards this system in these rural areas. "Poverty continues to put large numbers of students at risk of school failure" and this needs to change (Carter). But how? An answer that sounds easier than it actually is: the system of educational inequality needs to be altered. This alteration involves more than just the education system however. It includes economy as well.

"Histories of inequality and outside control of resources have left many [rural] communities with deep social stratification, low-performing (sometimes dual) education systems, and low expectations for students from poor families" (Carter).

"Histories of social division across lines of class, culture, ethnicity, gender, or language in many [rural] communities lead to fragmented relations and an inability to address school and community deficits" (Carter).

Both of these preceding quotes show that history is the main aspect of these rural communities that has brought about the educational deficiencies and inequalities. History, overall, has created an imbalance between SES of rural and urban areas and has lead to an imbalance in educational opportunities.

In conclusion, socioeconomic status plays an important role in educational inequalities. Seeing as how rural areas consist of mostly people of lower SES this is the reason for the deficiencies in their educational systems. These imbalances can only be altered through a shift in social structure and ideology.