Service Learning Supplement #2

Often Americans do not realize that there is a class system in America. As shown in chapter one of Class Matters, there is less upward mobility than we think in America. Upward mobility is the ability for people to jump from class to class throughout their lifetime. America may have a higher chance of upward mobility than other countries, but it is impossible for all classes to move upwards in the class structure of the United States. Americans have a strong belief that anything is possible in the job world in America. This means people in the United States do not think that they are responsible for the lower class’ misfortune. However, this is not true. It is the upper class that prevents the lower class from moving upward. The upper class has set social ideals that all higher class members must have. This includes a good education, wealth, income, and occupation. Upper class members are traditionally white males that are born into their position. It is nearly impossible for the rags to riches idea to become reality. Some Americans do not have money to go to college, and therefore can never move to a higher class. Most lower class individuals do not have the tools to attend college, or believe that the goal is unattainable.

Class has a very distinct effect on education. In lower class areas, teachers are hard to come by. It is harder to teach in areas where parenting is less strict and less controlled. As a result, it is more difficult to teach the material. While the teacher may have good material to teach, the class might not be paying attention, making it difficult for strong willed students to learn. A good environment for learning is necessary for students to succeed. Unfortunately in lower income areas, it is difficult to achieve a good learning environment because of the parent’s, and the environment’s influence. A student in a lower income family may not be able to attend school each day because of family problems. A student might have to work a full time job to help support his family, therefore spends his time working rather than studying. While these students may gain skills necessary to survive in the real world, they lack the normal comfortable environments upper class students have. Lower class students are susceptible to classrooms that are overflowing, no individual time with their teacher, and a lack of individualism. Also, upper class students have more access to programs run by their school. School districts have to fight for money to run programs like counseling, tutoring, sports, and after school programs. In private schools, the school can decide what they want rather than the government.
Private schools, which offer the best and most liberating education, are hard for lower class individuals to attend and get into. Even though loans are possible, often lower class individuals are reluctant to take them for fear of being in more debt or not being able to pay them off. In the worst scenarios, people are already in debt and have lower credit, therefore are not able to receive loans. Also, they are difficult for lower class individuals to get into. A lower class school in Brooklyn has a very different education system than a private school in Manhattan.


In GAME, we see many lower class students. There are sad statistics that go along with these students. These statistics prove the reality that upward mobility is nearly impossible in the lower class. One out of three students enrolled in the Spokane public school district will drop out. Is it really the child’s fault for dropping out if their home life is unstable? If they do not have enough food to eat, or must work to give money to their families rather than going to school, it is not the child’s fault. There are many factors upper class Americans do not consider when investigating the lower and working classes. Some factors that lead to less upward mobility may include family, illness, lack of food, and lack of education. There are hundreds of other factors, but the truth is that it making rags to riches is not going to work for the majority of lower class individuals. In GAME, we have many mentees that belong to the lower class. It is not their fault that they are born into a system they cannot escape. They have been conditioned by their peers and family in a way that would make it hard for them to win someone over in an interview. That’s why mentors from Gonzaga come to GAME. We try to be a positive influence and incorporate good mannerisms into every game we play with our mentees. Some of the kids from GAME might even apply to Gonzaga in the future. Children of the lower class aren’t given the proper attention that they need. If they were given hope or further education, upward mobility would be more attainable.