Weitkamp 1

Abby Weitkamp

Jason King

AP Seminar

28 September 2016

Annotated Bibliography

American Psychological Association, . "Ethnic and Race Minorities & Socioeconomic Status."

American Psychological Association American Psychological Association. Web. 25 Sept.

2016. <http://www.apa.org/pi/ses/resources/publications/minorities.aspx>.

RAVEN

The American Psychological Association has a good reputation because the members are all

doctorate- level psychologists who would not join this association if it was not reputable. The

author is in a position that allows access to reliable evidence because there are over 117,000

members who together combine their information and research to communicate the benefits of

psychology. The source does have a personal stake in this topic because it relates to behavioral

and social psychology. Therefore, if the author was deceitful, psychology would look as though

ideas that have been proven will always be true and will lead to no contradiction. The author

does have specialized knowledge on this topic because the evidence is from psychologists who

focus in on this particular field of study and there is also a Socioeconomic Status Office that is a

portion of the American Psychological Association. Also, the author is clearly biased toward the

idea that race/ethnicity is a large deciding factor in socioeconomic status.

According to this article, socioeconomic status and race/ethnicity are intricately

combined. Race and ethnicity in terms of social classes often determine a persons
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socioeconomic status. Communities are often segregated by socioeconomic status and, therefore,

by race and ethnicity. Discrimination by race can be a barrier for those-minorities especially-

attempting to escape poverty as well as in health care. This segregation and discrimination

causes large gaps to remain between minorities and Caucasian Americans in relation to

educational attainment. This source fits into my research because because it offers evidence of

how socioeconomic classes are created and how socioeconomic classes will affect a persons

opportunities.

Brogan, Ray. "Socioeconomic Status." Education.com. N.p., 23 Dec. 2009. Web. 22 Sept. 2016.

<http://www.education.com/reference/article/socioeconomic-status/>.

RAVEN

The website has a good reputation for helping students to better understand concepts. The

comments on the article are also very good. However, the author himself is not well known and,

therefore, does not have much of a reputation. Neither the author nor the website are in a position

that allows access to reliable evidence. The website focuses in on general knowledge and not

socioeconomic status. There are no personal stakes in this article as the article was simply

written to inform and not express a side to a debate or anything of that nature. Also, the author

would not gain anything by being deceitful or by telling the truth because he is not invested in

the topic and does not have a reputation. The author and website do not have specialized

knowledge on the topic but the evidence comes from sources that are 10th edition textbooks. The

author remains relatively neutral to the two sides of high and low socioeconomic status because

he focuses on the facts. However, he emphasizes low socioeconomic status more.

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There are three levels of socioeconomic status: low, moderate, and high.

Minorities are disproportionately large in the low level. The five factors of socioeconomic status

are income, occupation, education, neighborhood, and political power. The environment of low

socioeconomic status families and communities can be extremely harmful when it comes to the

mental and physical health of people as well as the academic achievement of students. I will use

this source to describe the causes and effects of the socioeconomic statuses of people.

DeParle, Jason. "Harder for Americans to Rise From Lower Rungs." The New York Times 4 Jan.

2012: Web. 23 Sept. 2016. < https://goo.gl/DjOLyS>.

RAVEN

The New York Times is an extremely reputable newspaper in the United States. It is considered

to be a good source of information in most cases. The author has a good reputation as he won a

George Polk Award and was also a finalist for the Pulitzer Prize twice. DeParle is also a senior

writer at the New York Times. The author does have access to reliable evidence and this is

known because he provides many statistics of other countries mobility gap versus the mobility

gap of the United States. DeParle does have a personal stake in the topic because he has written

many other articles as well as a book relating to the topic of socioeconomic status and if he is in

any way proven wrong, it could cause many problems with all of his other publications. The

author does have specialized knowledge on the topic and has written many other articles relating

to economic inequality. DeParle does not attempt to maintain neutrality about the topic. It is

blatantly obvious that he believes the mobility gap in the United States is unacceptable. He wants

the American Dream to become reality and does not fail to provide the readers with his

viewpoints.
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The United States mobility gap is extremely small compared to many other

countries. The mass unemployment and street protest continue to increase this mobility gap.

There are three main reasons for the large mobility gap in the United States. These three reasons

are depth of American poverty, cost of college/higher education, and income inequality. The

family background plays a large role in what class a person is located, especially in the lower and

upper classes. The middle class is considered fluid because it is easy to move in and out of it. I

will use this source to describe why people have difficulty moving classes and how moving up a

class is linked to success.

Hart, Lucy. "The Effect of Socioeconomic Status on Student Achievement." Our Everyday Life.

StudioD, n.d. Web. 24 Sept. 2016. <goo.gl/9iIx5q>.

RAVEN

Lucy Hart won the Rookie Teacher of the Year award in her first year of teaching. She also

holds a Dual Bachelors Degree in English and Education. Hart does have access to reliable

evidence because she has been teaching for many years and is an associate editor for Nile

Publishing. The author would not gain anything by being deceitful but may gain only the

satisfaction of helping students by telling the truth in hopes of changes being made. Hart does

have specialized knowledge on the topic because she is a teacher and holds a Dual Bachelor's

Degree in English and Education. However, she does not remain neutral in this article because

she focuses only on those with a lower socioeconomic status and the negatives of said status in

relation to student achievement.

Students of lower socioeconomic status often face additional challenges such as a

lack of learning resources, difficult learning conditions, and poor motivation. Some examples of
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learning materials are technology, reading materials, tutors, etc. In a low socioeconomic status

school environment, teachers often lack expertise in their subjects. Also, students in low

socioeconomic communities often lose motivation to perform well due to the cost of a higher

education. I would use this source to describe the challenges faced that are caused by lower

socioeconomic statuses in schools and school districts.

Huang, Haigen. "Can Students Themselves Narrow The Socioeconomic-Status-Based

Achievement Gap Through Their Own Persistence And Learning Time?." Education

Policy Analysis Archives 23.108 (2015): ERIC. Web. 20 Sept. 2016.

<http://epaa.asu.edu/ojs/article/view/1977>.

RAVEN

Huang is a college professor at Miami University and used to be an affiliated researcher for the

University of Chicago Consortium on Chicago School Research. Being a college professor

allows access to reliable evidence and research studies. He was also an affiliated researcher for

the University of Chicago Consortium on Chicago School Research. The author does have a

personal stake in this topic because he has been on many trips to China regarding this issue.

Huang focuses on policy and leadership issues related to educational equity in his research.

Therefore, he has specialized knowledge on this topic. The author does maintain neutrality

because he talks about factors other than persistence and grit.

Students from low socioeconomic status backgrounds show lower academic

achievement than those that are not. The socioeconomic status based achievement gap is

widening as income inequality is also increasing. Grit and learning time are strong factors in
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academic achievement. This source could be used in my essay when I describe some factors that

contrast socioeconomic status.

Okpala, Comfort O., Amon O. Okpala, and Frederick E. Smith. "Parental Involvement,

Instructional Expenditures, Family Socioeconomic Attributes, And Student

Achievement." Journal Of Educational Research 95.2 (2001): 110. Academic Search

Complete. Web. 27 Sept. 2016. <goo.gl/ovXtzN>.

RAVEN

All 3 authors are professors at Fayetteville State University. At one point, Frederick E. Smith

was considered the School of Education Teacher of the Year. The authors have the ability to

observe because they belong to a college and have access to many resources. Also, the fact that

they are professors at a college give them insight to the way students were educated growing up.

The authors would not gain anything by being deceitful. C. Okpala is the Assistant Professor of

Education. A. Okpala is the Professor of Economics. F. Smith is an Associate Professor of

Education. By combining all three of their expertises, a person will come out with a well-

rounded blend of expertise that will fully support their research. The authors do remain neutral in

the fact that they do not lean toward one factor of student achievement. Instead, they make sure

to focus in on all three.

The effectiveness of parent involvement on student achievement depends on the

type of involvement, ethnicity, family income, and home environment. There is no pattern of

distribution on instructional supplies expenditures. This means that there is not one particular

class that spends more money on supplies on another. Not having a pattern of distribution causes
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instructional supplies expenditures to have no effect on student achievement. I would use this

source in my essay to explain how parent involvement can affect student achievement.

The Glossary of Education Reform. Opportunity Gap. The Glossary of Education Reform, Great

Schools Partnership, 3 Sep. 2013, http://edglossary.org/opportunity-gap/

RAVEN

The glossary has a reputation of presenting unbiased information and facts for the use of others.

All of the writers have many high credentials. The information comes from all of the writers and

the surplus allows the writers to filter out what is actually needed of the reliable evidence. The

evidence is reliable because all of the authors are high up in the place that they work and the

workplaces are very esteemed. There is no vested interest involved in this source because it is

simply a glossary that provides factual and objective information. Each of the writers on the site

have varying expertise but they all relate back to education in some way. The glossary is neutral

because it was created to provide factual, unbiased information for writers to use to create

factual, objective, and impartial entries.

The Opportunity gap refers to the ways in which factors contribute to lower

educational aspirations, achievement, or attainment for certain groups of students. Some

examples of factors that can cause the opportunity gap are: lower- income households, minority

students, students raised by parents who do not have a college degree, students raised in a non-

English speaking family, economically disadvantaged schools and communities, small schools in

geographically isolated areas, lack of technology, and many others. I would use this source in my

essay to explain how opportunities differ among students based on a variety of factors.