Analysis of the American Society

In this essay, Newfield claims that cultural warriors had virtually denounced civic and cultural equality frameworks as having potentially polarizing views on race. They rebuilt market competition as the most suitable explanation for social issues as a result. The author claims that culture warriors tore apart the liberal civil rights movement, which was already riven by rifts. Therefore, he contends, conservative activists and politicians could not count on diminished cultural intelligence regarding the outcomes and significance of these programs when they changed to affirmative action. Such a condensed intelligence lowered the ability of the electorate to comprehend economic implications of affirmative action.

How does the author advance their argument?

As the author examines the shift to affirmative action and why it was not much successful, he states that it was partly a diversion, but exactly the type of racial thought which landmark federal antidiscrimination lawmaking had forbidden. Also, goods which were highly valued such as places in selective universities were supposed to be allocated through open and fair competition, and therefore affirmative action could not work such cases. Newfield also advances his argument by stating that in the American society, it was hard to beat conservatives who occupy the customary high ground of market competition and individualism with an idea of affirmative action.

Chapter 7: Diversity in the Age of Pseudointegration

What is the main argument?

Newfield's goal in this piece is to tell a story of how racial progress has been attained in the education system. He argues that the first success of diversity was attained in 2003 following a Supreme Court decision regarding affirmative action at Michigan University. The author, however, states that praise for diversity at Michigan University did not reflect the reality of leadership in America because their portrayal of achieved racial integration only conscripted the ranks of the armed forces.

How does the author advance their argument?

The author states that racial diversity did not assume that personal identity was fixed and given or that individual choice and liberty were irrelevant but that freedom co-existed with group based life that the societies assigned to groups which were disfavored. Using the post-ethnic ideal, the author states that the history of racial progress in the US was derived at each point from the critiques of existing arrangements. However, the initial remedies are considered as somewhat mechanical because they were based on various affected members of a class that was represented in places of work. Despite that, the weaknesses went beyond nondiscrimination toward the changing racial scopes of the wider professions such as medicine.

Whither opportunity?

What is the main argument?

In this article, the authors do not seem to share the same idea regarding approaches for improving the life opportunities of kids growing up in low-income families. Nonetheless, their main argument is that it is important to improve the academic achievement of all these children. The problem is that doing such a thing when the government has huge deficits is also a huge problem.

How does the author advance their argument?

The authors state that activities such as programs for the great society in the mid-1960 were successful because of surpluses from the federal government during that time. But practical investments in advancing the life opportunities of kids born into poverty would reinforce the social fabric of the nation. The authors state that funds must be channeled to enrich kids from low-income families, advance opportunities for kids in education and allow debates regarding the consequences of economic policies which have allowed income inequalities to persist in families.

A paradigm shift in our concept of education

What is the main argument?

In this article, Boggs talks about social justice. The author's argument is centered on a political analysis and synthesis which offers a revelation that collects otherwise interesting singular fibers to establish a revolutionary cloth that is vibrant. She argues that there is the need to urgently change people's concept regarding practices and purposes of education.

How does the author advance their argument?

The author progresses his argument by stating that people need to abandon the perception of education as a passport to higher status and more money in future. For that reason, Boggs states that it is important to replace such concepts with an education framework that views it as a continuous procedure that hones the creativity of students. Boggs also states that education should be carefully used as a way to inspire and rebuild the US communities and cities in the present time. She also insists that short-term measures should not be used in the education system because they might ruin students and the entire society.

Authors Arguments That Complement Each Other

Based on the above analysis, it is clear that the works of Duncan, Murnane, and Boggs complement each other. All the two articles provide the means to achieving the American dream. In "Whither Opportunity?" by Duncan and Murnane, the authors argue that it is essential to invest in developing the life opportunities of children living in poverty for the. As a result, these authors propose that education should be made accessible to children who come from low-income families. On the other hand, Boggs supports equality in education for all people. In her article "A Paradigm Shift in Our Concept of Education" she argues that it is important to change people's perception concerning the practices and purposes of education. According to these insights, all the authors agree that the American dream can be achieved through when each child is allowed equal opportunity to education.