Paper Summary:

This paper applies Marxism, which views class structure as the basis of society, and symbolic interactionism, George Herbert Mead's theory that people act toward things based on the meaning those things hold for them, to dissect why members of lower earning families achieve less academically and the problems associated with such an imbalance. The conclusion drawn from analyzing this problem via these two sociological perspectives in concert is revelatory: the meaning of education as a symbol differs among classes and is thus approached differently.

From the Paper:

"The socioeconomic divide between rich and poor has far-reaching effects throughout many areas of life and one of its most inimical manifestations is in education. Countless studies show that children from higher income families go farther in their education and in turn make more money because of their advanced degrees. This paper will apply Marxism which views class structure as the basis of society and symbolic interactionism. George Herbert Mead's theory that people act toward things based on the meaning those things hold for..."

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