MLA referencing style helps you to acknowledge other authors’ ideas (avoid plagiarism), enables a reader to quickly locate the source of the material. Furthermore,MLA referencing style helps the reader to know the scope and depth of the research.
How to use MLA Referencing Style
According to Harvard Library Research Guide, the general format of MLA referencing style includes in-text citations, endnotes/footnotes, and the Works Cited Page. The following essay sample about Education developed by our writers at Heroes Papers should help you better understand how to cite sources using MLA referencing style 8th edition, including the list of works cited and in-text citation. Note that this essay sample is original and has not been submitted to any insitution. However, using it without proper acknowledgement will lead to plagiarism. If you need an original, MLA referencing style essay , place an order at orders page.
Mark Twain, the American writer and humorist said, “I will never let schooling interfere with my education.” In this statement Mark Twain meant that one should not only focus on the formal education, but also on the self-education. Formal education is the school academic system whereby the academic achievement of a student is determined by the grade. On the other hand, self-education involves a student’s area of interest and developing the skills of interest without guidance from the school. This is in line with the IAW editors’ question, “What does it mean to be educated, and who decides?” Today, the American education system concentrates on the grading system whereby those who achieve high-grades are considered successful than those who score low grades. Furthermore, the education is so expensive that only the rich can comfortably afford. The education system widens the gap between different economic and social classes and race, because academic achievement is affected by poverty, unemployment, racial isolation, and income inequality.
The rising gap in income inequality is an issue of concern, because it affects the well-being of the poor. Since the 1980s, there has been an increase in the gap between the rich and the poor despite the government effort to reduce the gap by income redistribution (Haimson and Ravitch 41). Surprisingly, the education system continues to widen the gap, because the system favors the rich. Those who are rich can afford superior education than the poor. The article, “How male and female students use language differently” by Deborah Tannen from IAW explores the differences in interaction between the male and female students. Furthermore, the article explores how women who study in single-sex schools to well later in life than those who attend all-sex schools. The article, “Facts about the Achievement Gap” by Rivitch explores the problems in the education system. The author points out income inequality as the major cause of the achievement gap in the education system. The two articles, therefore, will help in exploring how the education system widens the gap between different economic and social classes and race.
Poverty affects academic achievement. The students’ socioeconomic background affects their academic achievement. The students who come from high socio-economic status families have high chances to succeed in school than those from low-socioeconomic status. This starts from kindergarten through High School to the University. The children from high socio-economic background have all the resources needed for high academic achievement. For instance, the well-off parents can afford to take their children in high-quality schools where there is enough resources (Haimson and Ravitch 42). Also, the children in these schools have a personal relationship with the teacher, which is essential for academic achievement. The education system, therefore, is a preserved for the rich, because they can afford to pay for their children’s school fees and other resources that facilitate academic achievement. Consequently, the children of the rich get high scores thus are able to secure prestigious universities and get high-paying jobs. On the other hand, the children of the poor parents struggle to score the high grades. Those who make a breakthrough need to burn the middle oil which decreases their overall well-being. Therefore, the education system widens the gap between the different economic and social classes.
The racial isolation within the education systems widens the gap between different economic and social classes and race. Racial isolation was common in America after the abolition of slave trade. Despite the Second Amendment of the Constitution which gave the Blacks the right to vote and own property, racial isolation continued to thrive. The children of the Whites went to established schools where they received high quality education. On the other hand, the children of the Blacks went to underfunded schools or never went to school (Haimson and Ravitch 43). The problem of racial isolation, which existed in the past, still exists today, but on a different level. The children of the rich people who can afford to pay high school fees attend superior schools. Conversely, the children of the poor people attend inferior schools. Specifically, the children of the Whites attend highly funded schools where they get high quality education. On the other hand, the children of the Blacks and Hispanics attend underfunded schools, thus getting inferior education. According to Rivitch, “Schools can’t solve the problem alone, Timar acknowledges, as long as society ignores the high levels of poverty and racial isolation in which many of these youngsters live.” (Rivitch 366). Therefore, the high levels of poverty among the Blacks and Hispanics has led to an increase in the gap between academic achievement of the Whites and the Blacks.
The widening gap between the rich and the poor has increased the gap between different economic and social classes. According to research, the gap between the poor and the rich has increased since the 1980s. This affects the children’s academic achievement, because of inequality in the resources. Timar says, “The achievement gaps are rooted in social, political, and economic structures” (367). The social structures include the social classes of the students. Apart from the rich and the poor, the students may also have social classes based on gender. The political structures involve the allocation of resources to different schools. The schools which are highly favored politically get a high allocation of resources which contribute to academic achievement. The economic structures include the low class, middle class and upper class. The children from low class backgrounds find it hard to excel academically because they have other problems to handle. Furthermore, the children from poor backgrounds do not have the peace of mind to concentrate at school. The common statement that the rich are getting richer and the poor get poorer is directly proportionate to academic achievement, because the children from rich backgrounds have all the resources required to excel. On the other hand, the children from poor background cannot afford the required resources such as books, and have to share the available ones.
The education system introduced single-sex schools, which contributes to the increase in the gap between different economic and social classes. For instance, the single-sex schools perform differently from the all-sex schools. Tannen says, “Women who go to single-sex schools do better in later life, and that when young women sit next to young men in classrooms, the males talk more” (Tannen 369). This means that the women interact freely when they are with other women. When in class, women talk more, because they will not be criticized by their male counter-parts as it is the case with all-sex schools. This has increased the gap between the economic and social classes. The government, therefore, should ensure that the education standard is the same in all schools.
While some critics may argue that self-education can help to reduce the gap in academic achievement, it is crucial to note that the education system plays a significant role in the future of the students. Just because the richest man dropped out of college and established a successful company does not mean that every student can drop out and become successful in business. Being successful in business requires one to acquire the required skills and work under a mentor. Unfortunately, not everyone can acquire the skills or find a mentor. Therefore, the education system should offer an equal opportunity for everyone to excel academically. Furthermore, college education has become so expensive such that it is reserved for the rich. Those from poor backgrounds who attempt to go to college have to finance their studies with a student loan. After graduating, these students spend a portion of their income to repay the debt (Haimson and Ravitch 41). On the other hand, the students with a rich background do not have a loan to pay, which increases their disposable income, thus increasing their well-being.
In sum, the education system widens the gap between different economic and social classes and race because of academic achievement is influenced by poverty, unemployment, racial isolation, and income inequality. There is an increase in income inequality whereby the poor get poorer while the rich get richer. This affects academic achievement directly, because the students from rich backgrounds can afford the required resources for learning. Also, racial isolation affects academic achievement, thus widening the gap between different races. The Whites are more likely to study in a superior school than the Blacks, thus leading to differences in academic achievement. Therefore, the education system should offer an opportunity for each and every student to excel academical
Haimson, Leonie and Diane Ravitch. “Unequal Schools.” Nation, vol. 296, no. 18, 06 May 2013, pp. 41-43.
Ravitch, “Facts about the Achievement Gap.” Education. p. 366-367
Tannen, D. “How Men and Women Use Language Differently in Their Lives and in the Classroom.” Education Digest, vol. 57, no. 6, Feb. 1992, p. 370-374.
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