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ects educational opportunities of students I found a variety of opinions within the research. On one side of the research the race of a student is seen as a power tool and that opportunity can lead to success and success then to power, but only if you are of the right race. The majority race then uses the educational opportunities of the students to deny this attainment of success and power to the minority because of their race (Brisport, 2013). It also showed in the research that ethnicity and race continue to be a significant factor in American society today. On the other hand there is research that shows that a student’s race does not necessarily affect the student’s educational opportunities, but rather other factors such as internal and cultural factors may actually keep students from obtaining their full educational opportunities (Moses, 2011). It was also seen in the research that diversity within educational opportunities of students is growing. The number of minority students was shown to be predicted to increase and become larger than the number of white students by the year 2023 (Brisport, 2013). It was also interesting to note that within the research the use of place rather than race within diversity programs in education could help societies move past racial resentment (Cashin, 2014). Based on the reviews of the literature that I conducted on how race affects educational opportunities, to the best of my knowledge, the studies did not take into account the student’s home environment when looking at factors that affect educational opportunities. In order to fully understand the factors that affect educational opportunities of students today more needs to be considered than just the factors of race and poverty. Other socioeconomic factors such as cultural values, living environments and sociospatial practices all need to be considered.

While researching poverty and how it can affect educational opportunities I noticed that the opinions within the research vary. It was interesting to note within the research that not only student poverty levels but school poverty levels as well can affect the educational opportunities of the students (Hallinan et al., 2010). One argument made within the research states that schools have little influence on the achievement of students (Milner, 2013). An opposing argument was made that states the poverty level of a school can affect the achievement level of the students and that schools that have a low level of poverty show more improvement than schools that have high poverty that was backed up with statistical information (Hallinan et al., 2010). Milner, (2013) does go on to state later in his article that a limit in resources in high poverty schools can affect the educational opportunity of the students. While looking at poverty and how it affects the educational opportunities the labor market segmentation theories were introduced by Everett et al., (2011) to help understand how immigrants are discouraged from educational opportunities. Latino students were noted by Cashin, (2014) to attend schools where their peers are poor as compared to the white students who attend schools where most of their peers are not poor and that most Latinos are exposed to extensive poverty. Since it was shown that the poverty level of a school can affect the students educational opportunities then this information presented by Cashin, (2014) within her article would show that Latino students are at