Privilege and Big Decisions

ABSTRACT

This paper discusses decisions and problems with students re-entering schools. It delivers a personal narrative of student from Midland High School who suffered from autism. The study has been divided into three components. Each component discussed challenges, risk, resources, and problems that are encountered throughout his life. Class privilege is a definite factor that affects decisions and education interventions. It interlinks discrimination, racial inequalities, bullying, and harassment that were prime indicators to resist individuals from achieving academic education and career progression.

Introduction4

Discussion4

Disconnected Young Adults5

Part One: Big Decision of Re-entering school: Factors of Class Privileges6

Class Privilege8

Part Two: Effects of Class Privilege - Coping with Life and Painful times9

Part Three: Biggest Decision - Family Resources and Risk Assessment10

Conclusion12

Privilege and Big Decisions

Introduction

This research paper holds a compliance viewpoint to discussion big decision taken for re-entering school. The paper is bifurcated into three sections based on academic research, background study, and personal narratives that highlight experiences of class privilege. The first part discuss about a presently or currently experienced big decision on re-entering school and significance of class privilege that either effect or do not effect proposed decision. The second part explains distressing and painful time where students are affected with factors of class privilege. The third and last part debriefs risk analysis for one of the biggest and most challenging decision taken in life. It also describes family owned resources that could have fallen back if the proposed decisions failed to work out. The effects of choice to take risk are also discussed through this research paper. The discussion part carries out personal narration in order to understand life experiences, risk, and challenges throughout distressing time of re-entering school.

Discussion

The problem in United States or other metropolitan countries is very clear. There are diverse group of people - particularly ethnic minorities that belongs to lower class of sub-economic groups. These subgroups have not been properly served by the education system and left school in the absence of prerequisite skills mandatory to succeed in current practices of emerging careers. There are many schools and academic institutions that do not support necessary system to address the intensity of challenges and magnitude of the problem or cannot even afford to ignore it.

Disconnected Young Adults

A research was carried out in the year 2009 that illustrates significant information about Disconnected Young Adults (DYA) to Nellie Male Education Foundation (NMEF). The research presents a concise overview of the scale, scope and consequences of the current challenges of the education system. According to this research, there are many individuals that constitute the population of Disconnected Young Adults (Liu et al., 2007). Different names and definitions are given to such group of population that includes “disconnected older youth” (DYA), “disconnected youth”, “at-risk students”, “vulnerable group”, or simply “disconnected”.

Different contexts or varying definitions are not simply an issue about semantic. Literature and research studies distinctively describe differences among population of Disconnected Young Adults or Re-entering Students (Liu et al., 2007). A simple example in this regard includes a sixteen ...