(Full Position Paper) Intergrading Equal and Adequate Access to Educational Materials and Programs in Lower-Income Communities.


(Full Position Paper) Intergrading Equal and Adequate Access to Educational Materials and Programs in Lower-Income Communities.


Students attend schools based on the amount of income that their parents have in most instances. In this case, students whose parents have a higher income attend better schools while those students from low-income households mostly attend the worst schools in their community. The schools that the students of the higher income earners attend tend to have access to up-to-date textbooks, personal laptops, school psychologists, and guidance counselors (Collins, 2013). However, those students who are from low-income communities do not have access to such facilities.

Disparities in access to educational materials and programs

The schools which are of low levels in education and that are attended by disadvantaged students tend to have students with the most need in extra help. Nevertheless, they are not in a position to get the help needed since they have fewer psychologists, tutors, guidance counselors, lower paid teachers and larger class sizes. Inequality in access to education does exist between the students that come from wealthier and poorer communities. For instance, in the case of most public schools that are in different districts, education is paid for with the money available in that district. Miyagishima (2016) explains that when there is inequality in access to education students from low income communities tend to suffer a lot. This is because the teachers always get substituted frequently since most of them get frustrated with the low salaries they receive and leave. They also share facilities such as computers and end up spending a lot of time on the projects they are supposed to undertake in a timely fashion. Overall, the students from lower income communities have lower rates of success as they do not have adequate amenities needed for their excellence (Collins, 2013).

Need a paper like this one? Order here –

The advocacy campaign

While my advocacy campaign is to support the adequate access to educational materials and programs in lower income communities, it is very crucial for the state to aid in the process. The campaign will be based on fulfilling our constitutional responsibilities although the decisions on how the goals need to be addressed will be left to policymakers (Bergh & Fink, 2008). When education is delegated to the local communities the issue of inequality exists. This is mostly the case due to the wealth disparities in a given nation. Every student has the right to obtain good education for them to be successful in their lives.

In the modern world, they have emerged great strides with regard to the technological advancement in schools and other areas. However, schools that are poor do not have access to better technology while other prosperous schools invest in advanced technology. Which causes children from lower income communities to attend the poor schools that have no access to advanced technology. The process of implementing the technological infrastructures is very expensive and such schools tend to have inadequate resources for implementation.

The advocacy campaign will aid in the distribution of education materials and programs to schools in lower income communities since they do not have equal access to education compared to the more well-off schools. It will be a great resource to help find the educators, researchers and the policy makers needed to help make these changes. They will gain insight on matters with equity, adequacy and accessibility of various educational materials as well as offer recommendations on how to ensure there is a great balance in education.

Need a paper like this one? Order here –

Strategies and approaches for the campaign

The campaign is intended to run both offline and online. This is considering Enjolras, Steen-Johnsen and Wollebæk (2013) found that both are necessary to reach different segments of society members. In the offline space, an ambassadorial stance will be taken with campaign ambassadors wearing badges to show support. The badges will be used to draw attention and other interested parties can be looped into the campaign and wear the same badges as a form of support. A talk will also be held as part of the offline campaign. Supporters will be invited and asked to invite their friends to a forty minutes talk at a school or a similar central place to discuss the problem of inequality in access to educational materials and programs. This talk will be streamed on YouTube to increase awareness of the issue.

In online spaces, a petition that can be digitally signed and shared over social networks will be created. The intention will be to petition the county government and other policymakers to pay attention to the problem. To raise awareness for the cause, a social campaign dubbed #IStand4Equality will be launched and participants will be required to post a picture of them on their Facebook account holding a placard written #IStand4Equality and this will be shared on the main page ‘Equal Access to Educational Materials for Low Income Communities’.

Need a paper like this one? Order here –

Allies and potential partners

The campaign will be run through friends and family and first and then extended to schools and community organizations supporting low-income communities in different areas.  The main strategy is to rely on pee-to-peer engagement as described by Hessekiel (2018). It uses people in a close network and challenges them to reach out to people in their network to complete cause together. To better explore the networks available, the campaign will be open to anyone sharing the ideal of equal access to education. Friends will contribute five dollars for a badge and one more person’s badge, they will then wear it and arouse curiosity of people within the circle who will then be asked to join in the campaign. The campaign will also write to school managements in low-income communities for support in passing the message to their students and staff. These staff and students will also be requested to support the petition through the strategies laid for the online campaign. Community organizations will also be engaged in the same way. With availability of resources, the campaign will also try to gain support from social media influencers in the region as well as political figures in office and those interested in coming into office.

Tools for the campaign

The campaign will use minimal resources to reduce the strain on both the initiator and supporters. In the offline activities, the tools needed include badges and posters for the various school boards. The cost of purchasing badges and designing posters will be borne by support from friends and family while the poster will be designed by a friend as a donation to the cause.

Activating and mobilizing constituents

The call to action for the campaign will include wearing a physical badge for about two weeks of the campaign, sharing a selfie while displaying any placard reading #IStand4Equality, signing and sharing the online petition to the county government and attending the talk on issues of material and program access in low-income communities.


This position paper highlights the issues on inequality in access to educational materials and programs by lower income communities. The issue is clear-cut by differences in education access based on family income across US communities. The well-off families have better access and thus are more privileged than families with low income. The campaign designed by the paper is around this issue and aims at raising awareness as well as mobilizing support to petition policymakers to do better in addressing the problem. The campaign will be done both online and offline with the support of family, friends, schools and community organizations dealing with low-income households.

Need a paper like this one? Order here –


Bergh, A., & Fink, G. (2008). Higher Education Policy, Enrollment, and Income Inequality*. Social Science Quarterly89(1), 217-235. doi: 10.1111/j.1540-6237.2008.00529.x

Collins, J. (2013). Voice, Schooling, Inequality, and Scale. Anthropology & Education Quarterly44(2), 205-210. doi: 10.1111/aeq.12016

Miyagishima, K. (2016). Education Inequality among Different Social Groups. Revista Hacienda Pública Española217(2), 11-35. doi: 10.7866/hpe-rpe.16.2.1

Enjolras, B., Steen-Johnsen, K., & Wollebæk, D. (2013). Social media and mobilization to offline demonstrations: Transcending participatory divides?. New Media & Society, 15(6), 890-908.

Hessekiel, D. (2018). Campaigns That Are Redefining Success In Peer-to-Peer Fundraising. [online] Forbes. Available at: [Accessed 25 Nov. 2018].

Leave your thought here

Your email address will not be published. Required fields are marked *