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Individual Behaviors and Attitudes Discussion Questions
Individual Behaviors and Attitudes Discussion Questions
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Individual Behaviors and Attitudes Discussion Questions
Individuals’ behaviors, attitudes, and life choices are all influenced by their environment and what resources their environment can provide for them. If we look into socioeconomic
backgrounds and significantly known areas of low-income populations, it is very evident in these environments. One of the notable sources that affect this relationship, is the
power of education and the advantage of favorable experiences. The assigned podcast for this week talks about the story and higher educational journey of Melanie, Raquelle, and
Jonathan. In Melanie’s experience of visiting a well-funded privileged school nearby and comparing it to hers, she didn’t realize the significant difference in terms of the resources
that these schools can provide for students while her “poorer” school lacked this for their students.
Her exposure to this type of environment shocked her and started to feel overwhelmed and out of place because she had already sensed that her presence was not meant to be at
the school’s property. This overwhelming feeling became unbearable and disappointed her further which ultimately held her back from pursuing higher education because her fate
to live her life working in service jobs, was already set for her based on her economic background; and that there was no point for her to pursue anything more.
In Raquelle and Jonathan’s experience, they went forth with pursuing higher education after high school through the help of scholarships, yet both of them always felt out of place
within their respective institution. In Jonathan’s experience, upper-middle-class advantage plays a role in how he received more educational advantages than Melanie.
Although he felt overwhelmed in his college and never felt a sense of belonging, he wouldn’t have been able to attain this level of exposure if it weren’t for the advantage of money
allowing him to pursue higher education. He also benefited from social connections through a scholarship program that allowed him to be accepted to a university. However, this
all came to an end when he constantly felt alone and embarrassed that this overwhelming feeling ultimately led him to drop out of the university. Hearing these real-life stories, I
don’t think being exposed to the fruits of the American Dream is as effective as we may assume to be.
Considering how Melanie’s exposure immediately changed the trajectory of how she perceived education, socioeconomic background, and attainable resources; this can
ultimately shake up an individual more personally in a negative way rather than do good. If I was a policymaker, my approach to this situation would acknowledge gifted and
intelligent students that come from predominately low-income areas and families, and offer them more resources within their schools and their area in general.
Sure taking these students to see a more well-funded school will expose them to what could possibly be attainable in the future if they work hard, but it’s not the most effective
way that will help motivate the students to pursue bigger and greater things, because this exposure can do more harm than good. Recognizing the education inequality now and
helping students while they’re young, can result in more long-term effective results for their future. 2.I think that being exposed to the fruits of the American dream can both have
its respective advantages and drawbacks.
For one, this exposure can broaden the perspective of people who previously did not believe that there were bright futures they could look forward to. In the case of the students in
the podcast, the exchange trip exposed them to a bright future that they can pursue, something that they previously did not think was possible. However, at the same time, mere
exposure to this wonderful American dream can cause the underprivileged to think that they have to know their place in life, that this dream is not for them but for everyone else.
Instead of inspiring them to reach for this dream, they may instead feel hopeless and desolated that their dreams are a distant reality. For Melanie, Raquelle, and Jonathan, it was
evident that the school trip opened their minds to the possibility of a great college life after high school, one where they could freely enjoy their time studying, utilize the services
and resources of the school, or simply make good memories with their fellow students. However, it was also evident that the school trip was a pain point for these three
individuals. More than inspiring them, they found themselves comparing themselves to the students of this campus and as time went on, the more they felt like outsiders who did
not belong there.
One of them recounted going to college and being the only Black student there, which was especially isolating and was a point of insecurity. As for Melanie, she still finds herself
feeling shameful about her present now as she works in a grocery store. She felt as if she was simply fulfilling her destiny that her future was to serve other people. While there are
scholarships for underprivileged students, competition was tough and only a handful of students made it in. Even though Melanie was regarded by everyone as being one of the
best and brightest, she still failed to make the cut. I believe that the feeling of hopelessness felt by these students also stems from the fact that statistically, they know that only a
few of them will be given the privilege to fulfill their dream. If I were a policymaker in Washington, DC., I would try to create even more programs that would specifically focus on
funding the college tuition of underprivileged youth. While there are already existing programs such as the Posse scholarship, the number of students they accept is so little
compared to the number of students who want to get in.
There is no doubt that so many students want to pursue further studies but lack the funding to do so. Therefore, I would try to create a program that not only exposes students to
the possibility of a bright university life, but also a program that provides students with concrete steps they can take in order to realize that dream. One step of which would be to
provide a greater number of scholarships. As a policymaker, I would also require public schools to have a designated career coach and guidance counsellor who would serve as
some sort of parental or guidance figure for these underprivileged youth so that they have someone to talk to about their plans and map out concrete steps to achieve their goal.
There could also be a designated person to help kids out with possible scholarships and connect them with opportunities they did not know existed. It is through these programs
that the gap between the wealthy and poor can be bridged, and so that everyone is given a chance to pursue the future they so desperately desire.3. Being exposed to the fruits of
the American Dream doesn’t necessarily mean that you’re going to end up achieving the American Dream because there are still barriers that these people still undergo. In the
podcast, it is clear that most of the students who were originally used to the “poor” environment felt out of place in the rich school. However, by being exposed to this new
environment, they’re able to realize the potential of their economic success and understand the inequality that they’re experiencing. While different for everyone, some kids may
get inspired by the students in the rich school while others may feel discouraged by how much of an economic gap they have compared to the rich kids. Even though it is
disheartening to see people who’ve reached the American Dream when you yourself haven’t, I think it’s important to be aware of the possibilities in the world while attempting to
achieve the American Dream. The trip to the rich school inspired Raquelle to achieve the American Dream since she was able to receive a scholarship and she utilized the
resources provided to her. Being in a rich school may have inspired her to achieve the American Dream (graduating college and getting a high income job). Melanie, on the other
hand, got discouraged from going to the rich school because of how she realized that it was going to be nearly impossible for her to reach that state of success. On top of that, the
high expectations she received from other people prevented her from performing her best as she was constantly pressured to perform well to meet other people’s expectations of
her. For Jonathan’s case, he felt out of place and didn’t see himself as capable of being able to achieve the American Dream. Instead, he understood the middle class advantage
(favorable expectations, advantages of money, cultural capital, etc.) that propelled some people towards success more than others. If I were an inspired policymaker in
Washington, DC, I would provide educational opportunities to students who don’t have access to these resources that allow them to show their full potential. I will also make sure
to pay more to the underfunded teachers as an incentive for them to teach more effectively and efficiently to the low-income kids.4. Being exposed to the fruits of the American
Dream and people who “made it” does not necessarily work. Rather than “helping people connect across a growing divide”, the program that introduced public and private school
children in the Bronx highlighted the stark differences in the students’ daily lives — their access to resources, the atmosphere of safety, and much more. Melanie is a primary
example of someone exposed to the poster children for the American Dream and becoming bombarded with feelings of frustration, self-loathing, and anxiety. When Melanie saw
the private school and its students for the first time, she felt as if she entered into a utopian reality and saw what she had hoped her high school experience was going to be like.
Melanie saw the opportunity these private school children had and reasoned that this opportunity is not free, not available to kids of color, and only available to the privileged and
elite. Melanie’s viewpoints embody the middle class advantage — these children could afford to have the highest educational services, they had teachers who held high
expectations for them other then simply educating them to prepare them to flip burgers at McDonalds, and they had the advantage of being able to ask for what they need and
feeling entitled to higher degrees of success. Melanie’s exposure to the private school ultimately led her to fall victim to the ideal that those opportunities do not exist for her.
Internalizing these feelings of unworthiness and self-loathing, Melanie gave up and “accepted her fate”. Jaquelle agreed with these sentiments that the program experience made
her realize how little she truly had in comparison to others, however, she still viewed the experience as a revelation to what she could achieve. Even though Raquelle seemed to
achieve the American Dream, she still struggled with feeling like she deserved it and does not feel like she has reached her full potential — just like in college when she got B’s and
C’s after having been an A+ student in high school (despite the fact that even attending and graduating college is a high achievement in itself). Jonathan’s exposure was different
in that he already felt lowly of himself and attending college only enforced and heightened those feelings, making him feel as though he was an outsider and ultimately manifesting
his own failure. For both the young men in LA and the former high schoolers, going outside of their own community made them come to the painful realization that there is not
innate difference between them and a kid born into wealth, yet the path to success and the American Dream was vastly different and not influenced by their abilities or intellect.
The young men in LA, like Jonathan, witnessed the full effect of the middle class advantage — people, mainly white, who were more “pre-determined to succeed” because of
money, support from teachers, and cultural capital like strategies of entitlement (“I deserve this position”; “I deserve this raise”). Jonathan struggled to purchase textbooks and did
not recognize that he was entitled to take advantage of school resources like the library or the Posse Scholarship foundation to seek out help.
Individual Behaviors and Attitudes Discussion Questions
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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