Introduction
The idea of the American dream (AD) has gained the public’s and scholars’ attention. As a result, the conversation surrounding AD entangles many voices. Some of these expressions are encountered more often than others. The perspectives communicated concerning AD seem to most frequently belong to minority groups, especially immigrants, who regard AD as an alluring vision that only a few can achieve.
Source Credibility
One should assess the credibility of the utilized sources before analyzing what they bring to the discourse of AD. The current paper is based on articles containing original studies or stories published in scholarly journals. The report written by Saenz appears trustworthy due to being publicized in an academic periodical supported by the National Council of Teachers of English. The source provided by Antunes seems credible due to being broadcasted by a publication that strives for inclusivity and diversity in an educational context.
The credibility of Mould’s article can be reflected in its appearance in a journal with a long history and a concentration on a professional audience. The source by Fabi and Zahn is issued by a peer-reviewed multidisciplinary periodical. Askew’s report is provided in a publication with a substantial background in international literature and culture. Consequently, the listed sources seem credible due to their associations with scholarly journals.
Authors’ Viewpoints
Furthermore, one should examine standpoints depicted by voices discussing AD to understand the role played by each article. Saenz offers her narrative as an expatriate Latina teacher in a predominantly white school (73). Antunes depicts the accounts of his students, mainly immigrants and English language learners, who have left their homelands and moved to the United States (US) (42). Mould focuses on individuals who receive public assistance, mainly expatriates (155).
Fabi and Zahn offer a study of comments in which people have shared their opinions on an immigration policy (322). Askew’s article differs from others due to not considering expatriates but instead concentrating on the experiences of black Americans with AD (61). Three of the five assessed sources are similar in representing the perspectives of immigrants; one depicts the nation’s stance on immigration, and one is distinct due to focusing on US citizens’ relation to AD.
Concept Definitions
Before viewing what the articles add to the discourse, it is meaningful to note that each defines AD in a comparable manner. AD is generally referred to as a vision of a better life (Antunes 44; Fabi and Zahn 326; Mould 156; Askew 61; Saenz 73). However, some authors elaborate on the concept’s central elements. For example, three of the five sources state that success in achieving AD depends on “hard work” (Fabi and Zahn 326; Mould 156; Askew 61). In addition, two reports imply the importance of education for reaching AD (Mould 156; Saenz 73). Accordingly, the authors suggest that AD reflects a prosperous life attainable to those willing to put effort into earning it.
Source Similarities
The sources involved in the conversation about AD overlap in the idea of AD failing those attracted by it. Antunes suggests that the families of many of his students migrated to the US in hopes of reaching AD (44). Nevertheless, these people could not move closer to AD due to belonging to ethnic and racial groups that “have been demonized throughout American history” (Antunes 44). Mould states that while AD is alluring, it also hides “the challenges posed by structural inequalities and injustices” (160). The two articles are similar in indicating that AD makes individuals think of its promises rather than what it hides, which is significant for understanding how it fails people.
Source Differences
The other three sources offer different details but have a comparable pattern in their information. Fabi and Zahn show the concerns raised by comments regarding the “public charge” rule to prevent immigrants from achieving AD (326). The statements suggest that while AD can be attainable, the contemporary US is pushing it out of expatriates’ reach (Fabi and Zahn 326). Askew remarks that AD “is a lie now” and that “it was a lie then” (61). While not speaking of immigrants, Askew shares her childhood conviction that the black population was not considered worthy of AD (61).
The most distinctive account is provided by the remaining article. Saenz has achieved AD through books, as she grew up from an undocumented expatriate into a teacher in an elite private school (73). However, the fact that the author was the first and only Latina faculty member makes one wonder how many of those from a similar background did not reach AD (Saenz 73). While offering distinctive ideas, the three articles imply that obtaining AD is rather difficult, which is essential due to suggesting that AD should be repealed.
Conclusion
To conclude, the voices in the conversation regarding AD represent the perspectives of such minority groups as immigrants, conveying that only a few can reach AD. The assessed sources agree that AD is a vision of a better life, yet it is challenging, if not impossible, to achieve. Upon reviewing the five articles, it would be better to abolish or change society’s view of AD.
Works Cited
Antunes, Miguel Abrantes. “The Impact of Loss and Alienation in English Language Learners.” The Radical Teacher, vol. 120, 2021, pp. 42-49. Web.
Askew, Rilla. “Undreaming Dreamland.” World Literature Today, vol. 95, no. 2, 2021, pp. 60-62. Web.
Fabi, Rachel, and Lauren Zahn. “Public Reason, Public Comments, and Public Charge: A Case Study in Moral & Practical Reasoning in Federal Rulemaking.” Journal of Law, Medicine & Ethics, vol. 50, no. 2, 2022, pp. 322-335. Web.
Mould, Tom. “Refinishing the Story: Transforming Stories of Life into Life Stories.” Journal of American Folklore, vol. 134, no. 532, 2021, pp. 147-164. Web.
Saenz, Heidi. “”Beyond the Bubble I Was In”: Teaching from Our Stories.” English Journal, vol. 112, no. 4, 2023, pp. 72-79. Web.