Document Type
Article
Original Publication Date
2019
Journal/Book/Conference Title
Teachers College Record
Volume
121
Issue
9
DOI
doi.org/10.1177/01614681191210090
Date of Submission
January 2023
Abstract
Within the United States, wealth disparities are growing and upward social mobility is becoming increasingly difficult to attain. These trends call into question the American Dream ideology that anyone can succeed through hard work. This meritocratic ideal has traditionally been one of the unifying ideologies promoted through the public school curriculum. The topic of economic inequality, on the other hand, is largely absent from most social studies curricula. When teachers do address this issue, they tend to omit discussions of causes or potential policy solutions. Students are thus left with few resources with which to develop positions on policies related to inequality that would help them become more informed voters and contributors to public discourse on this issue.
Rights
Copyright © by Teachers College, Columbia University
Is Part Of
VCU Dept. of Teaching and Learning Publications