The level of education one has depends on where, when and with whom they grew up. There are many studies that one could refer to to see that education levels between different social classes differ greatly, with wealthier people being more likely to have obtained at least a bachelor's degree and people with lower socio-economic statuses being they are less likely to have even completed a high school education. diploma or equivalent qualification. There are many reasons behind the differences in education between different social classes, one of these is the rising tuition costs that prevent those who are not financially well-off from obtaining higher education, as well as the opportunity costs of going to school instead of attending school. entering directly into the world of work. Those who are poorer may not have the time, in some sense, to go to school due to perceived difficulties in repaying student loans, as well as the fact that schools in working-class neighborhoods may not prepare their students for education higher but rather prepare them to enter blue-collar jobs. Many of the factors that contribute to the discrepancy in educational levels between social classes show that educational attainment has a direct impact on social mobility, employment prospects and quality of life. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay Many of the factors that influence a person's level of education are direct consequences of their social class. This is stated in Anyon's article, Social Class and the Hidden Curriculum of Work, from the 1980 Journal of Education published by Boston University, which provides a breakdown of five different sample schools with the average family income of student families broken down at different levels ranging from working class to middle class, upper middle class, rich and beyond. Differences in income levels are caused by the type of occupation held by students' parents, which ranges from unskilled to elite white-collar work. The amount of variation among the occupations in which students' parents are employed allows for variation in the type of work students are prepared for in their respective schools. There is evidence that students from predominantly working-class schools are generally prepared for working-class jobs, while higher-class schools prepare their students more easily for jobs that require more in-depth training in teaching styles semi-mechanized schools catering to working-class neighborhoods (71-85). With rational thinking one can see that this is a very pragmatic way of training students for their most likely paths after graduation. If someone came from an entirely working-class area, it would probably be assumed that they would also be doing a working-class job and therefore would not need to be taught more in-depth learning strategies, the type of learning style most emphasized in schools that cater to students from higher socioeconomic backgrounds. This is also shown in the piece Still Separate, Still Unequal, written by Jonathan Kozol, in which the differences between inner-city schools (schools where many students come from low-income and working-class families) and schools in the outside of large cities, with the value of education in inner-city schools populated predominantly by minorities being worth (in 2005 dollars) approximately $8,000per year and educating students in predominantly white suburban schools worth $12,000 per year (44-46). This shows yet another barrier to higher education for low-income school students, a systemic barrier caused by less funding given to schools in urban centers. Preparatory schools give their students the opportunity to enter the realm of higher education, attending a university or through vocational schools, or directly entering the workforce after leaving schools depends directly on the type of background the students come from . Students from higher social classes are more likely to be pushed to pursue higher learning opportunities than their less affluent peers, as demonstrated by Anyon showing that students from low-income areas are more likely to receive an education that prepare them primarily for methodical jobs like those one would find in the manufacturing and labor sectors, while schools that cater to students from more affluent backgrounds are taught the types of critical thinking skills that better prepare them to pursue education higher on a university campus (77-85). This difference in type of education allows students from wealthier backgrounds to excel more quickly and ultimately be more likely to earn higher wages than their working-class counterparts. This brings the idea of ​​classism into the mix by not allowing students from less affluent backgrounds to receive the type of learning style needed to be readily prepared to pursue higher educational opportunities. This point is visited by Mantsios, who in his article Class in America, in Money and Success magazine, writes about the idea of ​​a social class division in America. It explores this by showing sample profiles of Americans showing what their household income levels are, their parents' occupations, the type of school they attended, the additional tutoring they received, and their level of higher education, among other things. The charts also analyze the current living situations of the children who were profiled with the wealthiest profile living in an eleven-bedroom condominium on the eighteenth floor of a Manhattan complex, and the poorest profile working as a nurse and living with his son. and elderly mother in a somewhat dilapidated apartment in a high-crime area of ​​the Bronx (313-317). From examining these graphs, it is clear that children from higher social classes generally receive a better education and are more capable of excelling in life than their lower-class peers. Those born into working-class families are generally less able to afford higher education and do not receive much, if any, additional education that would allow them to achieve academically at greater rates. This shows a cycle that allows those from already affluent backgrounds to remain in the same social class or move into the next higher class, where people born into the lower classes and into poverty do not have as many opportunities to advance in their social position due to of economic factors, limited time for education, and lack of motivation from schools to pursue higher education. Educational inequality means that those who receive less education have to work harder to reach the same levels as those who have received more or better education. This leads to a reduced quality of life due to the lack of career advancement opportunities for those who have not.