Transmission of Differential Advantage
Our country is perceived as being a land of endless opportunity, yet that opportunity can quickly be seen as inequality when not everyone has a fair advantage. Looking at the 30 million children growing up in low-income families, studies have shown dropout rates to be significantly higher than those of working-class families. “Children that live below the poverty line are 1.3 times more likely to have developmental delays or learning disabilities than those who don’t live in poverty” (Curry, Poverty Among Inner-City Children). Annette Lareau, the individual that used participant observation on twelve families to study parenting styles defines social class as parents' occupation and educational attainment, income, and where a family lives. If one is born into abundance and security then they will form not only a financial advantage but an educational one- and this is where the transmission of differential advantage takes place.
Transmission of differential advantage is also known as cultural capital- it is the social or cognitive advantages that later transfer into life benefits. These benefits might include things like conversational skill or having a familiar mindset towards abstract concepts, anything that will help an individual navigate this complex world. I first emphasized the disadvantages of low-income families, because these differential advantages all start with families that value concerted cultivation. Concerted cultivation is a parenting style most often seen in middle-class families in which parents will play active roles to secure beneficial skills and seek other structural events for their child’s enjoyment. “When looking at the subset of children who experience poverty (i.e., ever-poor children), large differences emerge between children who are and are not persistently poor. Specifically, academic achievement, employment, and the likelihood of no teen childbearing are lower for persistently poor children than for nonpersistently poor children. Although 64 percent of persistently poor children complete high school, 83 percent of nonpersistently poor children do so—a difference of roughly20 percentage points” (Ratcliffe, p. 4). As we discussed, children that lack concerted cultivation are more likely to have developmental delays, be less involved with their peers, lack important skills that can be applied to life, continue the pattern for future generations, or have challenges finding employment.
This topic is important because if we do not stop the differential advantages for our youth then it will have a greater likelihood to continue through their generations. The poor will continue to get poorer and the rich will continue to get richer. My parents got divorced when I was five years old. My mom was a single parent that relied on food stamps and child support to pay for our gas so that we could go to school. On the other hand, my dad was remarried- both he and my stepmom worked in the medical field, and encouraged my siblings and me to be involved...to keep being kids. My father would help my mother to a certain extent, but living through both a struggle phase and an abundant phase, I believe it to plant the meaning of how important this gap is to rid. I care about this topic because I can confidently say if it was not for my dad and him using concerted cultivation in my adolescent and middle years, then I would be another statistic. After all, that was what I was becoming. I know what it is like to feel like friends have a better relationship with their parents because they are more involved. I know what it is like to be upset about major changes happening in the younger stages of life, yet it necessary to keep fighting at such a young age. I care about this topic because if I am not here to spread knowledge and play an active role in finding solutions, then who will?
Transmission of differential advantage is important to families because it affects them in a financial, social or educational, and emotional way. The children that are fortunate enough to receive concerted cultivation from their parents will show higher success with colleges or careers, be more confident or see themselves as equals to adults, and have overall improved social skills. The children that go through natural growth might be less structured, receive little support from their (more than likely) overworked parents, or have fewer advantages overall. Again, this can hurt families, particularly the children because the rich will more than likely become richer while the poor become poorer. Apart from statistics, we can see the toll this takes on low-income families based on their daily behaviors. For example, parents will feel guilty for the lack of time they can give their children, the children will then not feel special, be more likely to stay to themselves, daily tasks will become more frustrating, and they will be more likely to get involved in poor activities due to boredom or lack of guidance. “The more immersed you are in a group, the more social capital you can potentially build. When you are part of these groups, you meet the people who are also members. Each office and person you come into contact with could be a part of your current or future job hunt process” (Raskoff, 2014). However, middle-class children do not just have a perfect life and perfect behaviors. The parents that practice concerted cultivation are more likely to intervene, the children are more likely to whine and talk back to adults, might be overly tired or bored, and life can potentially move quicker for them. If transmission of differential advantage is not discussed, families will never receive fair opportunities, and cultural capital- that is, “non-economic resources that empower social mobility”- will continue to enlarge.
To eliminate this academic and financial advantage, it is essential to get more of the community aware and get them to care. This can be done through local events or fundraisers. This can allow leaders such as teachers and pastors to recognize particular behaviors seen in natural growth children so they can actively influence positive changes in their lives. Apart from getting the community aware, parents must receive education on ways they can help their child's development and behaviors. They must guide their child and be involved in helping them become whom they are truly meant to be. By increasing the parent's education, it will also increase their resources, confidence to provide support, and likeliness to balance life. Lastly, a way to make a difference is having families donating to families. For example, a program can be developed similar to big brothers, big sisters to promote promising relationships. Chosen families or individuals will be able to donate time, advice, money, necessities, anything that can increase advantages in children that are experiencing natural growth. Children and Charity International “provide education, leadership training, and nutrition programs, along with mentoring and healthcare support services to poor, underrepresented kids and their families. We also provide emergency medical aid and disaster relief worldwide” (Children and Child International). In twenty-one years this organization has changed over 55,000 children’s lives in the United States, Ghana, Haiti, and more international areas. This organization is super involved with the families and also provides workshops, grants, book fairs, field trips, and other supporting activities.
Without ridding this academic gap, fortunate children born into abundance will continue to succeed while those not as lucky will continue to be disadvantaged. Children that should have an equal opportunity will continue to feel less valuable and miss out on opportunities due to their lack of confidence or lack of “people” skills. All must have an equal chance of high education because of all of its useful benefits. It can improve their satisfaction, social skills, and even their communities. Higher education also allows room for more employment opportunities, higher incomes, improved problem-solving skills, and empower the individuals receiving it. Lastly, without closing this academic gap racial segregation will continue for the largely affected groups of black and Hispanic children.
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Works Cited:
S, R. (2014, November 14). Everyday Sociology Blog: Social and Cultural Capital at School. Everyday Sociology Blog. https://www.everydaysociologyblog.com/2014/11/social-and-cultural-capital-at-school.html#:%7E:text=Cultural%20capital%2C%20also%20from%20Bourdieu,networks%20and%20culture%20have%20value.
Currie, J. (2009). Poverty among inner-city children. In Making Cities Work: Prospects and Policies for Urban America (pp. 226-268). Princeton University Press.
Children & Charity International (CAC) - Programs. (2020). Children & Charity International. http://www.childrenandcharity.org/programs.php