RUNNING HEAD: Annotated Bibliography

Social Equity
Assignment 3.2A nnotated Bibliography
Cristina Ulloa

TED 606 Equity and Diversity

Professor Deborah Flint
06/22/2014

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Social equality is defined as a state of affairs in which all people within a specific society
or isolated group have the same status in certain respect. In education, social equality means that
quality education depends on your status in society. Children from many economic and ethnic
backgrounds are offered the opportunity to attend school to obtain an education; therefore, the
United States is doing their part on providing and promoting an equal education opportunity
among its citizens. Knowing that not all students come from a cultural background that is strong
in education or that even believe in the need of obtaining a good education in order to become a
better, more successful individual plays a great factor in an individuals educational success.
Chapter four in our textbook Multicultural Education, analyses education and social class, and
also shares interesting points about the relationship between race and class in this country,
Education and the Production of Social and Economic Inequalities (Banks, J. & Banks C., Pg.
67). Just like Lois Weis shared from one the chapters resources, Coleman, social scientist has
stated that school outcomes, whether achievement or attainment, are interrelated in large part to
the students social class background or how we may call it, student socioeconomic background,
and is often measured by parents level of education, occupation, and income.
http://www.latimes.com/local/political/la-me-pc-kashkari-talks-education-inequality-atsouth-la-church-20140615-story.html
Kashkari article, which talks about the importance of education in the society latter. This
article has a different view from the first article. Here we have an article about Neel Kashkari
who was running for governor of California back in 2008.

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The article talks about Kashkaris desire to change the way society runs education. He
wanted to rebuild the middle class and make sure that everyone had the opportunity of obtaining
a good education along with a growing economy that would make better jobs available for
people who wanted to better themselves.
He makes it a point that we are privileged citizens of America that are able to obtain a
good education. He deeply believes that with a good education, you can succeed in any desired
area and go as far as you want in society
Many factors contribute in the way social advantages and disadvantages of obtaining a
good education. Chapter four in our textbook Multicultural Education, analyses education and
social class, and also shares interesting points about the relationship between race and class in
this country. It puts out interesting points of why society is such a big influence when it comes to
education, but also how family and background play a bigger part of the students educational
future.
Sharing a little of my own personal experience as an immigrant student in the United
States, I left my country Mexico at the age of seventeen to immigrate to the United States. I must
share that the educational system in this country was very kind to me. I was very fortunate to
have been offered a wonderful English Language Learning program that helped me overcome
many of the obstacles presented to me as a newcomer in this country (I mean, what country does
that? Only the U.S.). I missed my country very much, but the wonderful teachers, and the school
program I was in (for ELLs) made me believe in myself and allowed me to succeed in my
educational goals. I felt very fortunate that this powerful country has managed to change its
educational system in order to adapt and help all these new cultures that have now become an

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essential part of this country. I dont remember if I cared what college to go to after I had earned
my high school degree, I just remember that my parents wanted me to earn a college degree as
well. It was my parents motivation that kept me in school and motivated me to attend college, so
therefore what is being analyzed in chapter four is correct, family does play a bigger role in a
students educational choices than society does.
Relating to what is being mentioned in chapter four and the article, as the proud Hispanic
student that I am, the struggle of maintaining our cultural alive in the family is getting less
oppressive as more and more acceptance is given to us as hard working contributors to society.
We have more minorities graduating from universities than ever before in the history of
immigrants in this country. I can proudly say that I am the first college graduate of a first
generation of immigrants. I must mention that I never could have accomplished this success
without a good supportive educational system like the one we have in this country and the one I
had at home.

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References:
Banks, J. A., & Banks C. A. M. (Eds.). Multicultural Education: Issues and Perspectives (8th Ed.).
Hoboken, NJ: Wiley.
http://www.latimes.com/local/political/la-me-pc-kashkari-talks-education-inequalityat-south-la-church-20140615-story.html

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Article No. 1
Kashkari talks educational inequality at South L.A. church

SEEMA MEHTAcontact the reporter

Shifting into general-election mode, GOP gubernatorial candidate Neel

Kashkari on Sunday visited an African American church in South Los Angeles,
where he emphasized educational inequality as he sought to sway a
traditionally Democratic audience.
Kashkari noted that the states schools rank in the bottom nationwide, as does
the states employment rates and level of poverty.
Im running for governor because I want to change this. I want to rebuild the
middle class, and you do that by making sure young people get a good
education and growing the economy so that there are good jobs available so
people can work hard and build a good life for themselves, Kashkari told
more than 100 worshipers at the Living Gospel Church.
Kashkari, a former U.S. treasury official and banker, noted that former U.S.
Secretary of State Condoleezza Rice has deemed education the civil rights
issue of our time and highlighted a California court ruling last week that
found that teacher tenure and employment rules violate the constitutional
rights of poor and minority children.

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The decision a blow to teachers unions was lauded by the Obama

administration, but top California Democrats, including incumbent Gov. Jerry
Brown, have remained silent.
Our leaders in Sacramento may be hiding, but the courts are weighing in to
say we have to fight for the civil rights of every kid in California, and I want to
be a fighter for their rights, he said, as the audience applauded.
Education has long been a focus of the candidate, but on Sunday, there was a
clear tonal change compared with the spring, when he was courting GOP
voters.
During the primary, Kashkari routinely described himself as a conservative
Republican and vowed to get able-bodied people off welfare, food stamps
and unemployment. Then, President Obama was a partisan warrior who
put his party abvet the nations interest, and someone Kashkari regretted
voting for in 2008.
On Sunday, Kashkari didnt note his GOP affiliation, compared his and the
presidents life stories favorably and repeatedly noted that he worked for
Obama as well as for President George W. Bush.
There is no other country in the world where a brown kid like me, the son of
immigrants, gets to go to Washington and work for two presidents. By the
way, President Obama would not get elected in Germany or France or China.
Only in America, Kashkari said. But you know what President Obama and I
have in common? We both got that good education, and that good education
opened the doors. And if you get that good education, nothing can stop you.
The shift is born of necessity: Kashkari is the underdog in his race against
Brown, and even if every GOP voter in the state voted for him in November, he
would come up short. His only hope is convincing independents and some

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Democrats to support him a tall order in a state where Browns popularity is

high.
Kashkari spoke in the simple wood-beam Pentecostal church after the choir
joyously welcomed worshipers and congregants offered personal testimonials
about their love of the Lord. Kashkari, accompanied by his girlfriend, at one
point stood and swayed along with the worshipers, and he donated to the
collection basket.
It was the first time Kashkari spoke at the church, but it was his third visit.
The other two occurred before his January announcement that he was running
for governor, which was noted by Pastor E.A. Jones as he introduced Brother
Kashkari.
Kashkari, who is Hindu and of Indian descent, highlighted his familys
immigrant roots.
I was joking with Pastor Jones before the service, when I walk into a
community an African American community or a Latino community
people look at me and say, What is he? he said, and the crowd chuckled. He
described his parents immigrating from India half a century ago, and sought
to tie Indians and African Americans.
That bond is two great civil rights leaders Dr. Martin Luther King Jr. here
in America, and in India, Gandhi. And both men were giants, civil rights giants
that battled injustice through peace and through nonviolent protest, and both
men inspired the world to follow their lead, and both men paid the ultimate
price for their leadership and died for their causes, he said. As you know, Dr.
King talked about his vision, his dream for America. I feel like I have lived the
American dream.

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Article No. 2
CLASS MATTERS

Shadowy Lines That Still Divide

By JANNY SCOTT and DAVID LEONHARDT
Published: May 15, 2005

There was a time when Americans thought they understood class. The upper crust
vacationed in Europe and worshiped an Episcopal God. The middle class drove Ford
Fairlanes, settled the San Fernando Valley and enlisted as company men. The
working class belonged to the A.F.L.-C.I.O., voted Democratic and did not take
cruises to the Caribbean.

Today, the country has gone a long way toward an appearance of classlessness. Americans of all
sorts are awash in luxuries that would have dazzled their grandparents. Social diversity has
erased many of the old markers. It has become harder to read people's status in the clothes they
wear, the cars they drive, the votes they cast, the god they worship, the color of their skin. The
contours of class have blurred; some say they have disappeared.
But class is still a powerful force in American life. Over the past three decades, it has come to
play a greater, not lesser, role in important ways. At a time when education matters more than
ever, success in school remains linked tightly to class. At a time when the country is increasingly
integrated racially, the rich are isolating themselves more and more. At a time of extraordinary
advances in medicine, class differences in health and lifespan are wide and appear to be
widening.
And new research on mobility, the movement of families up and down the economic ladder,
shows there is far less of it than economists once thought and less than most people believe.
[Click here for more information on income mobility.] In fact, mobility, which once buoyed the

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working lives of Americans as it rose in the decades after World War II, has lately flattened out
or possibly even declined, many researchers say.
Mobility is the promise that lies at the heart of the American dream. It is supposed to take the
sting out of the widening gulf between the have-mores and the have-nots. There are poor and rich
in the United States, of course, the argument goes; but as long as one can become the other, as
long as there is something close to equality of opportunity, the differences between them do not
add up to class barriers.
Over the next three weeks, The Times will publish a series of articles on class in America, a
dimension of the national experience that tends to go unexamined, if acknowledged at all. With
class now seeming more elusive than ever, the articles take stock of its influence in the lives of
individuals: a lawyer who rose out of an impoverished Kentucky hollow; an unemployed metal
worker in Spokane, Wash., regretting his decision to skip college; a multimillionaire in
Nantucket, Mass., musing over the cachet of his 200-foot yacht.
The series does not purport to be all-inclusive or the last word on class. It offers no nifty
formulas for pigeonholing people or decoding folkways and manners. Instead, it represents an
inquiry into class as Americans encounter it: indistinct, ambiguous, the half-seen hand that upon
closer examination holds some Americans down while giving others a boost.
The trends are broad and seemingly contradictory: the blurring of the landscape of class and the
simultaneous hardening of certain class lines; the rise in standards of living while most people
remain moored in their relative places.
Even as mobility seems to have stagnated, the ranks of the elite are opening. Today, anyone may
have a shot at becoming a United States Supreme Court justice or a C.E.O., and there are more
and more self-made billionaires. Only 37 members of last year's Forbes 400, a list of the richest
Americans, inherited their wealth, down from almost 200 in the mid-1980's.
So it appears that while it is easier for a few high achievers to scale the summits of wealth, for
many others it has become harder to move up from one economic class to another. Americans are
arguably more likely than they were 30 years ago to end up in the class into which they were
born.
A paradox lies at the heart of this new American meritocracy. Merit has replaced the old system
of inherited privilege, in which parents to the manner born handed down the manor to their
children. But merit, it turns out, is at least partly class-based. Parents with money, education and
connections cultivate in their children the habits that the meritocracy rewards. When their
children then succeed, their success is seen as earned.

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