“…she was aware that she likely had been chosen because of her attractive appearance and the fact that her parents could afford the expensive show costumes and trips to contests…Marissa admitted that she had to work hard to keep her high GPA, but she still resented that her mother disciplined her to a mandatory nightly study time at home and kept track of schoolwork…When asked if she ever got into trouble, Marissa said, ‘Not really. I get away with stuff because teachers trust me; they know I’m just messing around when I’m, like, a little late to class or something.’…Marissa implied that teachers were respectful to her (and perhaps intimidated by her) because they knew that her parents closely monitored her schooling, both what Marissa herself did in school and what teachers did…Marissa admitted that she did not personally know any low-income students and had little contact with them.” – On Marissa in Who Wins and Who Loses? (Sadowski 148-150)

Reading Marissa’s snapshot got my blood to seriously boil. My immediate reaction is anger. I am angry because I see a young female adult with a life full of potential, thanks to the infinite support, both financial and emotional, provided by both her parents. She is completely oblivious towards the “luxuries” that surround her, particularly the academic support her mother gives her on a nightly basis and the respect she receives in school as a caucasian student. I place “luxuries” in quotation marks as these factors, in an ideal world, shouldn’t be luxuries and should be available to every student; however, they are not. Additionally, she rejects, probably in a subconscious way, any contact with those from lower-income families, which only fuels her ignorance.

My secondary reaction is a deep reflection on my own upbringing. As a child, I had numerous tutors for various subjects, and I know for a fact that thousands were spent on that part of my life alone. I was enrolled in countless classes, from academic to athletic to entertaining. I was taken on trips and given more than the majority of my counterparts. Additionally, I had the undivided attention of my mother, who would have to sit with me from beginning to end of my homework to make sure I completed it (this was until 5th grade). As I gained academic independence, her involvement only changed in nature. In high school she made sure I knew she was available for me at all times; she ensured that I had a healthy balance between work and play; she monitored my grades on a weekly basis; shall I go on? In short, I was easily able to place myself in Marissa’s shoes. At the time I did not realize the importance and sacrifice of my mother’s actions. However, now (and before as well) I appreciate her and all I had and have, for today I am completing a master’s degree in one of the most expensive cities in the world in a subject I love, and this is all due to my luxuries.

As an educator of high school students, I strongly believe that I am responsible for making sure my students are provided with every resource possible, no matter their background and profile. Those lucky enough to view the world through Marissa’s eyes should be made aware of their privilege and those who aren’t should be given unconditional support by their schools (educators) to be able to achieve a successful life. The success of less privileged students cannot and should not be influenced the slightest by their appearance, gender, and economic background. They should feel the same support as every other student—if not from home then from school.

Marissa’s story shows the unfair divide in educational success and opportunities caused by social class.