My American Dream

Provide your American Dream score, and list any points that you had not previously considered in terms of helping or hindering your social mobility.

My American dream score is 67/100. I never thought that the kinds of friends I interact with had a great influence on the attainment of my life goals (Mathis, 2011). Most of my friends I have selected have helped me in networking in my life as I sought a job after finishing a certain part of my educations. I never considered having abusive relatives as a factor that can hinder my social mobility since I thought remaining focused on my academic goal was sufficient to assure me success in my life.

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Discuss how your social class status affects your chances of succeeding financially and professionally. Are you given any privileges or presented with any roadblocks due to your social class?

            My social status being born in a family where both parents valued education and strived to provide everything for us has inculcated a culture of hard work and a great value system. The hard work ingrained in respect for other people’s rights, honesty, and integrity has put me in the right circles of friends who support me in times of need. This has helped me to become a professional who values ethical considerations and prepared the way for greater success financially due to opportunities coming my way (Chavez, Soriano, & Oliverez, 2007). Social class has presented challenges especially when looked upon as a person of color resulting in discrimination in society despite meeting the required minimum criteria for getting a dream job.


What do you believe you have or do not have in relation to those who are at different class levels than yourself?

I believe I have a very high level of work ethics that is assured by my admiration of honest goals that are easy to attain with meticulous hard work destined to achieve certain targets. I also happen to be highly ambitious giving me the desire to undertake sufficient research on a certain goal that I set my eyes on (Mathis, 2011). These traits are lacking among people below my level since they desire to amass wealth overnight without a clear road back. Those above me tend to lack patience and respect for rights for those below them something I hold dearly in my life even in times am dealing with those below my level.

Next, using the material from the lecture and the information above on college recruitment, discuss your thoughts on affirmative action, either race-based or class-based, in efforts to make university admissions and therefore the resulting workforce, representative of all groups of people. Is providing preference to certain unrepresented groups fair? Why or why not?

Affirmative action has the potential to make education in the university accessible to all people and provide an opportunity for children from low-income families access to high-quality education. In long run, affirmative action will build a more cohesive society that will not be based on race or class but a better policy of economic posterity for all. Affirmative action will inspire children from a poor background to aim higher beyond their current situation in life both in academic life and social life (Chavez, Soriano, & Oliverez, 2007). Thus the children will fashion their life on real and achievable goals rather than abstract ideas derived from a real role model or persons they admire in their life. The action to extend an olive branch to the underprivileged in the society will result in a more representative workforce in the future in the country. The workforce will be guided by the desire to use their professional skills and knowledge to give back to society using the available channels and systems devoid of race or class. The preference extended to the unrepresented group is fair since it will result in equitable development in their life.



Chavez, M. L., Soriano, M., & Oliverez, P. (2007). Undocumented students’ access to college: The American dream denied. Latino Studies5(2), 254-263.

Mathis, W. J. (2011). International test scores, educational policy, and the American dream. Encounter: Education for meaning and social justice24(1), 31-33.








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