English writting

Gao 1

Gao 3

Bingwei Gao

McConkey

ENG 390

16 October 2019

Malcolm Gladwell began by analyzing and defining the concept of outliers. He said that it is a common term used to describe individuals that have attained remarkable progress and goals in our culture (Gladwell, 2008). Ordinary people admire such characters and recognize the difficulty of matching such accomplishments because of deficiencies in abilities, skills, and resources, among other factors. However, I agree with Gladwell that such special categories of individuals do not exist. They are a mere product of gender, racial, ethnic, and class biases. This aspect shows the possibility of implementing different solutions to create a society with high levels of social, economic, and political equality across all demographic cohorts. Gladwell defined demographic luck as a complex interplay of different factors, including intellectual levels or talent and the right set of circumstances (Gladwell, 2008). These conditions include the era, culture, family, and individuals that one interacts with or meets over their lifetime. This argument shows that almost all individuals have the potential of attaining the success that was once thought to be restricted to extraordinary mindsets.

Jean Anyon's article "Social Class and the Hidden Curriculum of Work" explores the influences of social classes on educational achievements. The author compiled the reading by observing five unique categories of fifth-grade classrooms. These categories included that of students from the working class, middle class, affluence professional, and executive elite households (Anyon, 2006). The author viewed demographic luck as the factors that determine the placement of students within these different categories. Anyon argued that social classes determine the content and syllabus that students learn in the classrooms. These attributes create enduring social classes in a circle that seems to have endless repetition. The author argued that the learning experiences in the various sample classes differed according to the socioeconomic background and category of students. I agree with Anyon’s perspective that such variations have a significant effect on the developmental progress of children. Students from distinct classes acquire and learn economically significant behaviors from their educators and other individuals within their social circles. This aspect promotes the reproduction of inequality and structured systems of relationships in society.

Anyon and Gladwell revealed the significant impact of opportunities and early experiences on later achievements and chances of success. Gladwell provided sufficient examples of notable achievers in society to convince the readers about the essential roles of opportunities. He argued that an individual’s sense of possibility is crucial for success. This statement is true because success or outcomes are the primary drivers of various human activities, including work and interaction. The intrinsic perspective of possibility is the result of numerous factors, including personality, biological attributes, and time with different opportunities that the living contexts and historical era present (Gladwell, 2008, p, 137).

I agree with the authors that different factors, including the quality of experiences during the upbringing periods, luck, and the significant operations of social systems, can determine individuals’ starting point in life. People that encounter extreme cases of gripping poverty and repressive cultures find it hard to commence a life-long, demanding, and rewarding journey to success (Anyon, 2006). However, most individuals fall in the middle, where they encounter mild stressors. Such life circumstances provide them with a neutral starting point that requires effort and defeat of competition to attain success.

Anyon argued that the categories of classes determine the quality of content and possibilities of success or achievement among students. This viewpoint is correct because learners who attend the working-class schools have to observe the established systems where educators have complete control over activities. Students in this category mainly learn through copying and memorization, which prevents them from developing critical thinking skills. On the other hand, students attending higher levels of classes such as elite executive schools acquire the chances of improving their analytical and comparative mental abilities (Anyon, 2006). This aspect allows them to be leaders or innovators and not just workers and followers. These two categories of learners come from different socioeconomic backgrounds, and the quality of their educational experiences varies significantly. Such trends increase the chances of success for students from affluent backgrounds and lower the possibility of excellence for learners from low socioeconomic contexts.

The early experiences and opportunities determine the strength of one’s foundation and starting point, which influences individual achievements and success at later stages of life. Therefore, it would be erroneous for individuals to assume the existence of super intellectual categories of individuals. All people have fair chances of success and the attainment of remarkable objectives in life (Gladwell, 2008). However, the various experiences and opportunities that individuals acquire since their early years determine the projectile of their lives. Some of these factors may fail to favor individuals, especially when they come from challenging backgrounds. They may end up supporting people from affluent contexts even though they have lower intellectual capacities than individuals from impoverished backgrounds do. Therefore, demographic luck is a significant factor that determines the rate and severity of obstacles that individuals face in their journey to achieving success in life or their careers.

References

Anyon, J. (2006). Social class and the hidden curriculum of work. Childhood socialization, 162, 369.

Gladwell, M. (2008). Outliers: The story of success. Hachette UK.