Lynnsey Coffey Annotated Bibliography March 23rd 2013 Dean, Anne.

"Defining ad Achieving Student Success: Faculty and Student Perspectives." Scholar. N.p., n.d. Web. 24 Mar 2013. In this reading, Anne M. Dean is doing a study on the different perspectives of defining and achieving student success. She describes the different parties that contribute to student success and she raises questions about how each party might have a different definition of success so they all might have different goals. She has three purposes for her study: define student success based on perspectives, identify barriers to student success, and identify strategies that would foster student success. She starts the study by describing the results of multiple questionnaires taken from faculty and students, showing that each have different indicators and barriers for success. She goes on to discuss institutional measures of success compared to personal measures of success. Two theories dealing with this study are behaviorism and the cognitive theory that explained that success can come from experiences or environment. The main problem that arose from the study that she discusses is the fact that the measures by which success is determined are usually those that have been established by the institution and are usually quantitative; however, the sign of an educated person lies not only in these quantitative measures but in qualitative measures such as citizenship, interpersonal skills, and innovation. The main focus of the reading is considering that the faculty members may have a different definition and idea of how to achieve success than the students and whom they are working. The author is doing this study to better understand the meaning of student success, and how the meanings of success can differ from student to teacher. She makes the different perspectives obvious and she goes on to explain how it might affect the students success due to the many different beliefs from each party. For example, she does a questionnaire on what each party thinks success depends on. The faculty members looked at academic elements more as indicators of success, whenever the students are depending on more personal indicators of success, such as happiness. If the student has a different perspective of success then the teacher, does it affect them? This reading is very good

Lynnsey Coffey Annotated Bibliography March 23rd 2013 quality work to me and it uses many forms of evidence that support many ideas. The author first uses questionnaires to set the differences of perspectives from the faculty and the students. It made me aware of the gap of understanding between the two opposing groups in the reading and why this study was relevant to my inquiry. The author also uses transcripts of the students to further explain the arguments in the reading. I will use this source a lot in my work then discussing the factors that affect a students mentality of what success really is and how school directs a specific social class of students to a certain idea of success. I will use many examples from the reading that express the different perspectives of the students and teachers and how the students are being affected. An important idea I want to express is the idea of qualitative work is more of an indicator of success than quantitative work. One question I was left with that I want to expand on using different sources is the question of if the teacher has a different meaning of success than the student, how does this exactly affect the students mentality and work? In my inquiry, I want to expand on perspectives of the meaning of success within a social class and this source does a great job of giving examples of all the different beliefs of the teachers and the students on the subject. It expanded my thinking a lot on my inquiry project and it made me realize more complex ways of describing the meaning of success within a certain class and even within one social class, there are still several meanings and perspectives held on this idea. Success is getting what you want. Happiness is wanting what you get. Success from the cognitive perspective would be seen as internally rather than externally based, in that a person's own mental development determined success in an activity more than any educational stimuli that might be presented to guide that activity (Hamilton and Ghatala, 1994).

Lynnsey Coffey Annotated Bibliography March 23rd 2013 Success from a behaviorist perspective would be seen as a product of a particular action--the intended response to a particular stimulus (Hamilton and Ghatala, 1994). For students to be successful under this theory they would have to learn, through trial and error, what behaviors were punished (failures) and which were rewarded (successes). Wilkinson, Michelle. "The True Meaning of Success."Helium. N.p., 28 Mar 2009. Web. 26 Mar 2013. <http://www.helium.com/items/1393426-the-true-meaning-of-success> Michelle Wilkinson talks about aiming toward a universally accepted definition of success. She highlights different influences and factors that can affect a persons mentality of the meaning of success. She starts out with factors from different cultures and how a persons class, age, race, and gender can all effect a persons expectations for being successful. Being on the lower end of the economic scale can influence the amount of expectations a person has to be successful. She uses the example of a workingclass individual can look at success as getting a good education and having a stable job whereas a middle-class individual looks at success at a much higher extent and therefore puts a lot more money into their own and their childrens educations. Perceptions in all the different levels of society influence how an individual looks at themselves and their own success. She also includes that happiness is described as the most common indicator of success in many people from all classes of society. Michelle Wilkinson believes that there cannot be a universally accepted definition of success. She describes many factors that readers can relate to when it comes to different influences of your own mentality. Her examples with the working and middle class individuals about their different descriptions of success hold to the fact that there is a clear gap between the different perceptions of success within our society. It also leads to the fact that even within one specific social class, there are still differences among individuals. A persons age, gender, and race are also important factors that influence the meaning also; especially between male and females. Due to all the factors dealing with the mentality of a persons personal meaning of success, one definition cannot be found and accepted by all.

Lynnsey Coffey Annotated Bibliography March 23rd 2013 I will use this work in my inquiry project to introduce the different meanings of success. I will use her information to show my reader that even though I am only talking about one specific social class in my paper, that there are still several differences among just that one. I will use the different factors that she describes to expand my thoughts on how a persons mentality gets influenced so much. I totally agree with what the author is explaining and what shes trying to get across. I can relate too many of the factors that she pointed out and I can understand all the others that might not totally relate to me. For example, I can see how being a female can influence how you look at success with all the influences from society and how theres a big difference between the mentality of success of a male and female. There are many double standards held and there are many influences from school and even from home that can lead to these many different perceptions of being successful. After reading her work, I was never left with any unanswered questions other than ones brought on from thinking about my inquiry. I need to decide whether to do working class or middle class perceptions of success but her work definitely helped me with going in a certain direction. She provided many examples and influences that I can use in my inquiry project to bring up many definitions that are made to fix societys norms within my specific social class. The article made me think more complex about my topic and how there are many more differences than I believed at first. It gave me better ideas and more evidence to back up these different perceptions of success.
The perceptions held by members of society concerning an individual's level of success clearly influence how successful individuals actually regard themselves to be.

Human beings are social creatures, and so they are unable to escape from the pressure to conform to society's expectations.

For many people happiness is the only true indicator of success.

Lynnsey Coffey Annotated Bibliography March 23rd 2013 Perry, Emma. "The Social Class Gap for Educational Achievement." . RSA Projects, n.d. Web. 26 Mar 2013. <http://www.thersa.org/__data/assets/pdf_file/0019/367003/RSA-Social-Justicepaper.pdf>. This article addresses the problem of social class being the strongest predictor of educational achievement. It takes all social classes in account when dealing with the educational factors that influence the result of a childs success. The article suggests strategies to close the gap of underachievement between each social class. They question more than just the students themselves but the institutions that are contributing to this gap and the students perceptions on higher education. The article suggests that these low participation levels are caused by a combination of personal, social, economic, and cultural factors that lead to many working-class young people to believe that four year universities and other types of higher education arent for them. This negative outlook on success and higher education, that many working class individuals posses, is more of a cultural problem than a personal problem. This article was good quality work on the argument of why working class individuals have this negative drive to them about higher education. It questions many factors from our education. It provides many survey results and percentages that make evidence to support all the points made. Many ideas that were important to me were ones regarding the working class specifically. The author used the working class for many examples and it introduced me to a lot of information. The information that was most valuable to me was the information about the working class familys influence and how important factors from the household are to an individuals outlook on success. It also made a point about how working class individuals have a higher chance of being alienated and mistreated than ones of the middle class. It highlights personal and educational factors together. It describes many situations where the working class individual is more at a loss than others when it

Lynnsey Coffey Annotated Bibliography March 23rd 2013 comes to chances of negative factors, such as the chances of attending poorly performing schools and having little choice when it comes to the area of living. I have highlighted this very point in my past work and I totally agree with many points made from this author regarding the working class being cut short of choice and opportunities. A question that came about when reading this work was when the actual time when educational factors come in to play compared to household factors when it comes down to the mentality of a individual. Which environment affects a person more? How can they work together? This article made me think more about the educational side of my inquiry. The way educational environments can affect a person and how the person reacts to such influence in their life. It made me want to highlight the issue that working class individuals arent exposed to enough opportunities in their lives to want to succeed. They are kept in limitations of their own environment and success can be looked as only moving up into the middle-class.

Any analysis of inequalities in higher education should not only take into account the shifting identities of individuals with regard to their gender, ethnicity and social class, but should also challenge institutions and structures that create and sustain these inequalities. Our review suggests the need for greater attention to the educational engagement of working-class young people (as an essential precursor to attainment); and for work with an inclusive approach that addresses vocational as well as academic routes, and wide groups of young people. There is a need for interventions that depart from the assumptions underpinning the rhetoric of raising aspirations and that seek instead to actively include working young people, by supporting their agency to exercise more control over their education, and by valuing their lived experiences and identities.

Linkon, Sherry. Teaching Working Class. The University of of Massachusetts Press, 1999. Print. This book is written by Sherry Linkon, a working-class teacher, and it describes her studies done dealing with how her students class might affect their lives and education. She teaches at Youngstown State University where many working-class students attend due to it being close and affordable for

Lynnsey Coffey Annotated Bibliography March 23rd 2013 many. While teaching these students, she noticed certain trends and concepts that several students adopted. Many valued their diplomas more than the actual content of their education. They only wanted to pursue the better job that made them take one more step up the social ladder. Linkon wanted her working-class students to work harder and to be pushed beyond their social limitations. She first wants to understand working-class culture and education completely then she goes on to find many factors from the higher classes that influence how the working-class perspectives are suffering. She looks at many jobs from the working-class valuing experience and training and those jobs not being highly valued in our culture. Then she goes on to discuss the working-class educational factors that would help not just working-class students, but students from all the social classes. She explains that a person knowing your position in society helps an individual find their role in our society and finding tools to act upon that role. Sherry Linkon makes a good argument with what working-class students are exposed to and how their environment influences their mentality a lot. Her experience and personal touch of the subject make this source a good quality source for my inquiry. She is part of the working class and she knows how these students are thinking and why they are thinking it. Her being a teacher gives me a firsthand perspective on what a working-class teacher actually thinks about people always saying that working class students are being cut short of many educational factors in their low-income communities. She is even suffering when it comes to the curriculum that she has to go by and teach these children. I will refer to this source a lot when it comes to the working class specifically. It gives me the teacher perspectives on these working-class students not valuing education as much as the higher classes. I can use many comparisons that she used in her work that will make good examples for my readers to better understand a concept or point I make dealing with the working class compared to the

Lynnsey Coffey Annotated Bibliography March 23rd 2013 middle class. Something important that I want to talk about after reading this article also is the affects of a working-class students outside school schedule on their school performance or motivation. I had a couple questions left unanswered when it came down to the value of learning about the working-class culture compared to learning about the higher class cultures. Is it just as important to understand and learn about the people below you as the people above you in social class? How important is it for us to know our position in society? Do we have to know our position before we know our role? Many questions come to my mind when dealing with educational factors in a working-class students life. This book provides me with many definitions and more factors that I can expand on when it comes down to the educational and cultural side of my topic of success and how the students are affected. It gave me much insight on how the teachers react to such judgmental stereotypes of the working-class. The more we can recognize and understand working-class culture, the more clearly we can recognize the strengths of our working-class students, and more important, the better our chances of engaging and inspiring them. The difference is not one of academic preparation or ability but of culture. Working class does not emphasize academic achievement.

Bryant, Lee. "Social Class and Achievement." History Learning Site. N.p.. Web. 1 Apr 2013. <http://www.historylearningsite.co.uk/social_class_achievement.htm>. This article is written by Lee Bryant and it focuses on how the educational factors are always being looked at when it comes to working-class success when its really more cultural factors that influence an individual more. It factors low expectations from others into the effects on a working-class

Lynnsey Coffey Annotated Bibliography March 23rd 2013 students mentality rather than just intelligence. It gives many examples of situations where workingclass individuals and students are put at a loss due to their economic hardship and household factors. The authors opinion on how cultural factors influence a student more than educational factors is definitely being used in my paper. He gives many examples from each social class that describes this clear gap that just isnt within schooling; it comes from the household and the community. Parent involvement is a good point discussed in his argument also. It compares parent involvement in the working class to the middle class and how it affects the students grades and mentality. Speech patterns are another huge factor that this article made me want to talk about in my inquiry. I will use this source to evaluate the cultural factors that affect the working class mentalities on success in school and in the career field. I will also use this source to describe the equal opportunities that are not present in the working class. I agreed with the author on many of his points and I plan on including all the main ones in my paper. I didnt have any unanswered questions because I am only using this source for specific information on the working class and it provided me with many useful descriptions of different ideas and concepts that have to do with achievement within the working class.

Children from working class backgrounds tend to experience economical hardship more so than any other class; this is often linked to material deprivation which these children are exposed to throughout their life. Middle class children are believed to receive more attention and encouragement from their parents from a young age which then provides them with a foundation for high attainment as they enter primary school this theory suggested by J.W.B Douglas (1964) is in contrast to the primary socialisation experienced by most working class children who generally have parents who do not understand what their children require in order to succeed in education. The Cultural deprivation theory suggests that the speech patterns of those at the bottom of the class system are inferior. Bernstein proposes that children from working class backgrounds adopt a restricted speech code which is a kind of short hand speech and cannot be fully understood outside the speech code and the education system adopts a elaborated speech code through the way teachers teach pupils. The teacher sometimes fails to understand the pupil and the students also fails to understand the language spoken by the teacher, there is therefore a language barrier

Lynnsey Coffey Annotated Bibliography March 23rd 2013

restricting the teacher from teaching their working class pupils appropriately and restricting the pupil from learning sufficiently.