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English 1103 8 April 2013 Previous studies show that childrens social-class backgrounds and parental involvement affect

when and how they seek help in the classroom (Calarco, 2011; Lareau, 2000). Based on my own research, I have concluded that students class backgrounds equip them with different micro-interactional resources (e.g., propensities and strategies) for meeting teachers expectations in the classroom (Lareau 2000; Lareau and Weininger 2003). Furthermore, teachers ask for parent involvement and social class has a powerful influence on parent involvement patterns (Lareau 2000). In addition, Inequalities arise from class differences in the material resources that families can invest in children (Bachmann and Dip rete 2006; Duncan et al. 1998; Kalian 1994; McLeod and Shanahan 1993; Sirin 2005; Teachman 1987) and the quality of schools that children attend (Hedges and Rowley 1994; Kahlenberg 2003; Lee and Burkam 2002; Rumberger and Palardy 2005). In some schools, middle-class and working class students receive different resources and opportunities. Middle-class children are more proactive in the classroom when making request for help forcing teachers to be more responsive towards them. They tend to be more proactive in the classroom when making request for help because they bring to the classroom the resources needed to meet teachers expectations. Since they have the proper resources needed to meet teachers expectations, middle-class children request more help from teachers using different help-seeking strategies. I found it intriguing that the extents to which these help-seeking strategies actually work in the favor of middle-class children coincide with the availability of their resources in the classroom. Since their resources needed to meet teachers expectations are automatically available for them, they neglect waiting for assistance and approach their teacher

directly, sometimes being interruptive. In result, middle-class children spend less time waiting and are in a better position to complete their assignments. Those who generally asked for help continued until they were satisfied. These help-seeking strategies used by middle-class children puts them at an advantage over their working-class peers and in result these advantageous helpseeking strategies then become forms of cultural-capital that can be used to produce meaningful situational advantages (Bourdieu 1977, 1985). This cultural-capital included completing work quickly and correctly and deepening their understanding of key concepts. Middle-class students help seeking efforts allow them to appear as smart. Middle-class parents have a tendency to be more proactive in parent-teacher interactions than do lower-class parents (Lareau 2000). Parents in the middle-class consistently take more active roles in school than do working-class parents when considering verbal development, attending school events and reading to children. In addition, middle-class parents generally bring their work into their familys life, allowing themselves to be available at home. In result, middleclass parents spend more time with their children reading to them and helping them with their homework assignments. Middle-class parents are also very close to other middle-class parents who have children that attend the same school. In result, middle-class parents have more resources and references when they are indeed or information dealing with their childs schooling. Furthermore, most middle-class parents only work one job during the day, enabling them to be a part of their child is after school events. When teachers see how involved their students parents are outside of school, they can easily build a relationship with that student which often carries over to the relationship they have with that student in the classroom. Middleclass parents frequently intervene and attempt to take a leadership role in their childrens schooling.

Working-class students are less assertive in the classroom due to their lack of resources. Their limited facility with help seeking prevents them getting the help they need to complete assignments and activities quickly and correctly. Without the proper resources needed to meet teachers expectations in their possession, work-class students miss the instructions of the assignment given by the teacher. They often refrain from asking their teacher for help because they rarely admit that they are struggling, so they sometimes attempt to do it on their own. This gives working-class students less time to complete their assignments. Moreover, working-class students avoid seeking help in situations where middle-class students consistently do so, especially situations dealing with physical objects and in class assignments. Working-class students help seeking efforts risked them being seen as uninvolved. Social class has a powerful influence on life changes because it influences the values that parents hold and pass on to their children. Working-class parents tend to separate their work life with their family life. A lot of them are single working-class parents whom at the end of their shift, they may have another job to attend to in order to provide for their family. It is then up to their child to complete their homework on their own. In reality, they are unable to do because they refrained themselves from asking their teacher for help in class that day. Most workingclass parents are unaware of or do not believe afterschool programs. Therefore, they do not intervene in their childrens school programs. These programs have the ability to make up for the material missed by the student in the classroom. Working-class parents seek little information about their childrens curriculum or educational process, and the little time that they spend reading to their child and teaching them new words, these approaches are less than the teachers

expectations. Working-class parents lack the skills and the confidence to help their children in school. Schools in wealthy communities better prepare their students for desirable jobs than those in poor communities. There is a big difference in teaching methods and philosophies of education and that public schools in complex industrial societies make available different types of educational experience and curriculum knowledge to students in different social classes (Anyon). Though these students are better prepared, most middle-class schools lack creativity and are based out of the textbook and the student perspective is not included. In math when the teacher explains a process there is supposed to be recognition that a cognitive process is involved. In social studies students read passages and answer questions based on whether they read it and understand what they read. Students in language arts are taught grammar and how to read and write properly. These teaching practices are to help the students store facts until they need it for a future test or job. Overall, Middle-class schools are supposed to prepare you for college or a job (Anyon).

References Calarco, J. (2011). "'I Need Help!' Social Class and Children's Help-Seeking in Elementary School," American Sociological Review 76, no. 6: 862-882. Lareau, A. (2000). Home advantage: Social class and parental intervention in elementary education. Rowman & Littlefield Pub Incorporated. Book.