| This study examined how 24 low-income students of color, attending a college preparatory middle school, explained economic disparity and mobility. They spoke about financial status both in reference to society at large and in reference to themselves.;All of the young people in the sample had at least one non-white parent and were eligible for free or reduced price school lunches. Each was interviewed twice, over a period of five months. They were asked to imagine rich and poor people and to answer questions about those people. They also answered direct questions about reasons for economic disparity and mobility. Finally, they were requested to estimate their own economic status and to discuss plans and expectations for their futures. Interview transcripts were analyzed for emergent codes, which were later categorized into themes and frequencies.;Results of the imagination exercises showed the students tended to associate wealth with being male, inheritance, attending elite private schools, and having a college degree or more. Poverty was associated with being male, attending low-quality public schools, and having a high school degree or less.;Results of the direct questions revealed the students' awareness of some social structure barriers to financial success. Lack of inheritance and low-quality education for poor children were said to inhibit upward mobility, as was the inability of the poor to pay for college. Nevertheless, all 24 students said barriers of the social structure could be overcome with personal traits such as high self-efficacy, dedication to hard work, and the ability to set goals. Both in reference to others and to themselves, the students noted that these traits could lead to academic success and obtainment and maintenance of a high paying career.;Implications for practice include the necessity for school personnel to raise awareness about scholarships, hold high-expectations for their students, teach students to set goals, and help students build feelings of self-efficacy. Schools should also address potential stereotypes about gender and achievement. |
