american dream research paper assignment

Chasing the Dream: Researching the Meaning of the American Dream

• Resources & Preparation
• Instructional Plan
• Related Resources

In “ Paradox and Dream ,” a 1966 essay on the American Dream, John Steinbeck writes, “For Americans too the wide and general dream has a name.  It is called ‘the American Way of Life.'  No one can define it or point to any one person or group who lives it, but it is very real nevertheless.”  Yet a recent cover of Time Magazine reads “The History of the American Dream – Is It Real?”  Here, students explore the meaning of the American Dream by conducting interviews, sharing and assessing data, and writing papers based on their research to draw their own conclusions.

Featured Resources

• The American Dream Project : This assignment sheet, which is directed to students, explains the three-part nature of this project and paper.
• Steinbeck John. American and American and Selected Nonfiction . Susan Shillinglaw and Jackson J. Benson, eds.  New York: Penguin Books, 2012: In this 1966 essay, Steinbeck presents a picture of Americans as paradoxical and asks if the American Dream is even possible.  An edited version of this essay can be found at http://politicalsystems.homestead.com/ParadoxAndDream.html
• Sidel, Ruth. On Her Own: Growing Up in the Shadow of the American Dream .  New York: Viking, 1990: Sidel explores the impact of the American Dream on young women in the 1980’s and 1990s.

From Theory to Practice

In her book Genre Theory:  Teaching, Writing, and Being , Deborah Dean describes writing “mini-ethnographies,” saying, “Ethnography is a way to look at a culture; Wendy Bishop describes it as ‘a representation of the lived experience of a convened culture’ (3).  Reiff, citing Beverly Moss, explains that ‘the main purpose of the ethnographic genre is ‘to gain a comprehensive view of the social interactions, behaviors, and beliefs of a community or a social group’’”(“Meditating” 42).  This lesson allows students to explore this idea of shared beliefs within a culture and to then use genuine research (one-on-one interviews) to produce a paper that examines the shared belief in the American Dream.  As Dean states, “…conducting research for ethnography requires students to use genres for authentic purposes, which provides them with clear connections between genres and contexts and helps them see genres as actions more than forms.”

Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• “Paradox and Dream” in America and Americans by John Steinbeck
• “The New American Dreamers” (particularly pp. 15-25) in On Her Own – Growing Up in the Shadow of the American Dream by Ruth Sidel
• " Keeping the Dream Alive – The American Dream: A Biography ” by Jon Meacham
• “ The American Dream: Is it slipping away? ” (September 27, 2010): This article examines the results of an ABC News Poll on the validity of the idea of the American Dream today.
• “ Waking Up From American Dreams ” (February 12, 2010): This short article explores contemporary cultural connections to the American Dream and the effect of class on the Dream.
• “ In a Sour Economy, What Happens to the American Dream? ” (May 7, 2009): This article explores how the definition of the America Dream changes in the time of a recession.
• A sample student paper and a sample student interview (audio) are included for teacher reference.
• “ The American Dream Project ” assignment sheet for students
• Discussion starters - sample questions for “The New American Dreamers”
• Sample Interview Questions
• Sample Student Paper

This website, The Martha Heasley Cox Center for Steinbeck Studies, is a university archive focusing on Steinbeck’s life and work and offering a variety of materials for teacher interesting in teaching Steinbeck’s work .

This article discusses how the idea of the American Dream has changed society and  traces the history of the American Dream.

Preparation

• Familiarize yourself with the concept of the American Dream and its history.  An excellent resource is “ Keeping the Dream Alive ” by Jon Meacham ( Time , July 2, 2012 Vol. 180  No.1).
• Prepare student copies or plan access to the two readings listed above by Steinbeck and Sidel and prepare discussion starters.  ( Sample starters for the Sidel reading are included.)
• Make class copies of the assignment sheet The American Dream Project .
• Determine the appropriate number of groups to divide the class into.  ( Note: there should be a minimum of 4 students per group, but 5-7 is optimal.  If class size is too small to allow for six groups, one for each decade 1950 – present, it is best to omit the most recent decade where interviewees often offer less material.)

Student Objectives

Students will:

• develop an understanding of the meaning of the concept the American Dream through readings, discussion, and authentic research.
• practice interviewing skills, including formulation of questions, listening and response skills, and notetaking.
• learn to work cooperatively with other students to pool data and draw conclusions.
• demonstrate the ability to present thoughtful and well-documented conclusions in a formal paper.

Session One

• Ask students to define “the American Dream.”  Brainstorm as a class, listing on the board all ideas, words, and phrases that students offer. (Examples: financial security; a home, a job, two kids and a dog; happiness; freedom to do and be what you want; being better off than your parents; a house with a white picket fence; being able to pursue your dreams, the chance to succeed, etc.)
• Is the idea of the American Dream unique to Americans, or is it a “Human” Dream?
• Do you believe the American Dream has changed over time?  If so, how?
• Do all US citizens have equal opportunities to achieve the American Dream?  What do you based your opinion on?
• Is the belief in the American Dream necessary to society?  Why/why not?
• How do you personally define the American Dream?
• Read aloud in class Steinbeck’s “ Paradox and Dream ” from America and Americans .
• Immediately after the reading, ask students to freewrite briefly about their reactions to the piece, focusing in particular on what Steinbeck says about the American Dream.
• Ask students to share their freewrites.  Use their responses to refine the definition and meaning of the American Dream on the board.  (Note: The term “The America Dream” was first coined by James Truslow Adams in his book The Epic of America in 1931.)  Although there is no one definition of the American Dream, students often come to the conclusion that it is the freedom and opportunity to achieve one’s goals through hard work.
• Ask students to read Ruth Sidel’s “The New American Dreamers” before the next session.

Session Two

• If students were able to read the Sidel piece for homework, begin class with a discussion of “The New American Dreamers”  (see attached discussion starters ).  If students were not able to read the piece for homework, share it with them in class.
• “Professional success is important to women today.”
• “The old dream of a husband and a family isn’t important to all women anymore.”
• “If I ever do get married, I want my relationship to be 50-50.  I don’t want to be the only one responsible for taking care of the house and kids.”
• “Money and independence are really important to women now.”
• “Women can do and have whatever they want, just like men."
• “…she is convinced that if she plans carefully, works hard and makes the right decisions, she will have success in her chosen field; have the material goods she desires; in time marry if she wishes; and, in all probability, have children.  She plans, as the expression goes, to ‘have it all.’”  (p.15)
• “No matter what class they come from, their fantasies are of upward mobility, a comfortable life filled with personal choice and material possessions.” (p. 18)
• “A key message that the New American Dreamers are both receiving and sending is one of optimism—the sense that they can do whatever they want with their lives.” (p. 24)
• “To many of them, an affluent life-style is central to their dreams; they often describe their goals in terms of cars, homes, travel to Europe.” (p. 27)
• Invite students to share their freewrites.  Use their responses to continue to refine the definition and meaning of the American Dream.  Ask students to compare Sidel’s conclusions with Steinbeck’s comments on the American Dream
• Discuss the format and voice of the Sidel piece.  Ask students to point out how she uses specific data from interviewees to draw her conclusions.  Have students note how she implements direct quotations from the interviews to illustrate specific points.
• Introduce students to the idea that they will be conducting their own interviews on the meaning of the American Dream.  Explain to them that they will be choosing interview subjects who represent particular decades from the 1950’s to the present.
• Pass out The American Dream Project assignment sheet and read it aloud with students.  Note in particular the three stages of the paper: interview summary, conclusions on a decade, and personal reflection.
• Discuss the idea of coming of age (i.e. the time when a person becomes independent of his/her parents) to make sure that students understand the concept.
• For homework, ask students to make a brief list of people they know who came of age in each particular decade (1950’s to the present).  These should be people they would be able to interview, preferably in person though possibly in a phone conversation.  Students may not be able to come up with a person(s) for each decade; however, this list will help to expedite student choices in the next class session.

Session Three

• Choose decade groups, using the lists of potential interviewees which students created for homework.  This works best if students have input into choosing which decade they will interview a person from.  Remind students that they do not have to know their interviewee well, and that in fact, in most interview situations, the interviewer does not know the interviewee.   Be sure to have an equal number of people in each decade group so that they all have roughly the same amount of material to work with.
• Brainstorm a short list of possible interview questions (see attached sample list ), and discuss strengths and weakness of potential questions.  (Note:  Remind students that, when interviewing, they should not follow the list precisely but instead allow the interview to “take on a life of its own.”  This is a reason for creating a fairly short list of questions so that students have to take the initiative to come up with questions suitable for their particular subject.)
• If necessary, suggest that students refer back to “The New American Dreamers” to see questions Sidel asked interviewees and how questions built upon one another.
• Review with students general guidelines for conducting an interview (i.e. courtesy, concerns about confidentiality/anonymity, use of tape recorders, etc.).  If necessary, allow students to “practice” mock interviews with one another.  Addtionally, you may choose to share the sample student interview (audio) with the class so that students have a better understanding.
• Remind students of the specific date when the two-page interview must be completed and brought to class (see assignment sheet ).  Emphasize the importance of having the paper in class on that day since students will be sharing their data.

Session Four

• Ask students to sit in small groups according to decade (i.e. the 1950’s group includes those students who interviewed someone who came of age in the 1950’s).
• Ask each student to read the interview portion of the paper aloud to the group while other group members take notes on what they hear.  After each group member has read his/her interview, students may decide that they need to hear parts of the papers again.  Allow sufficient time for this reading and for students to ask questions of one another.
• When all interviews have been presented, tell students to discuss the data and begin to draw conclusions about the meaning of the American Dream for that particular decade.  Encourage lively and thoughtful discussion, and remind students to not settle for easy conclusions but to think deeply about the data.  Students may find the Venn Diagram tool helpful to use to see similarities and differences in their subjects’ responses.
• Explain to students that not everyone in the group will necessarily draw the same conclusions, and that that is a function of interpretation of data.  Depending on the size of the groups, note that students may focus their conclusions on different “sub-groups” (i.e. gender, class, region, etc.) within their larger group.
• While students are working in groups, circulate the classroom to help guide student discussion and to assure that the interview pieces are written in the correct style and format.
• If, at the conclusion of class, students feel they need more data, allow time for them to reconnect with their interviewees and then share that additional material with their group during another class session.
• Remind students of the due date for the entire paper (all three sections) as noted on the assignment sheet .

Session Five

(Note : This is the session during which the students will hand in their completed papers, so this session might be a week or so after Session Four.)

• Ask students to again meet in their small groups according to decade and share their final conclusions as presented in their papers.
• Give each group a piece of chart/poster paper on which to list the key points they agree on that would define the meaning of the American Dream for their particular decade.
• Hang the posters and ask each group to present their findings to the entire class. Encourage them to support their findings with data from their interviews.
• Conduct a class discussion on how the American Dream has or has not changed throughout the decades from 1950 to the present. Ask students to consider the Time Magazine questions: “Is It Real?”
• Encourage students to share their own definition of the American Dream as expressed in the final page of their papers.  Ask them to compare and contrast their responses.
• At the conclusion of the class discussion, collect all student papers (all three parts).
• If time and technology allows, students may be interested in viewing the powerful 1988 documentary American Dream at Groton which focuses on the challenges eighteen-year-old Jo Vega faces as a scholarship student at Groton Academy, a Massachusetts prep school. Vega was born in Spanish Harlem and struggles in her pursuit of the American Dream in a very different social milieu.
• Students interested in music might want to explore music that focuses on the American Dream.  An excellent selection of songs can be found on the Rock and Roll Hall of Fame website .
• In an abbreviated form, this lesson might be used in connection with literature that explores the American Dream such as The Great Gatsby , A Raisin in the Sun , and Death of a Salesman.

Student Assessment / Reflections

• The complete, three-part paper can be graded as any other research type paper.  The requirements for each section are outlined in the assignment sheet and can be graded accordingly.  (A teacher might choose to weight the three sections as follows: Interview - 40%, Conclusions drawn from data - 40%, Personal statement on the American Dream – 20%. )  Emphasis should be placed on use of solid and specific data that support the writer’s conclusions.
• Students might also write a short reflection discussing their reaction to the design of the project in terms of conducting interviews, collaborating in small groups, and using authentic research to draw conclusions.
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This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically.

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Qualitative

The American Dream

American dream reflections from participants

In our first interview with qualitative participants during the OpenResearch unconditional cash study, we asked them what their hopes and dreams were for their future. Where do you see yourself in three to five years? What does your ideal life look like?

Some participants like Abbie, a single mother living in Texas, described traditional characteristics of the century old idea of the American dream. “I see me in a house with my partner and my children. And I see me being productive, working still, my kids older in school and living a good old life…I’ll still be working, hopefully that supervisor position. I think I’ll be so happy and healthy…I’ll just be, you know, living my American dream.” 

Coined by historian James Truslow Adams, the “American Dream” once referred to "that dream of a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement." For Abbie, her American dream looks like having a house, a job with opportunity for advancement, good health, and happiness for herself and her family. Though for many this traditional idea of the American dream is still very much desired, it is increasingly becoming just that—a dream. Listening to American dream reflections from participants it’s clear that the idea of the American dream has shifted for many from thriving to surviving. We hear participants describe their dream as not having to worry about feeding themselves and their families, having enough gas to get to work, making a liveable wage, having access to medical care, and peace of mind that they can meet their basic needs. This depiction is a far cry from “better and richer and fuller.” 

In April of 2024, Pew Research Center surveyed Americans and found that 53% of people felt the American dream is still possible today, 41% of people felt the American dream was once possible but is no longer a reality, and 6% felt it was never possible. Older and higher-income Americans were the most likely to say it is still achievable today. Conversely, lower-income, younger adults—which align more closely with the demographics of study participants—are less likely to say the American dream is still possible.   

Can anyone who works hard make it and be successful?

Central to the idea of the American dream is the belief that if someone works hard enough, through their own work and determination, they can be successful. We asked qualitative participants whether or not they agreed with this statement. Among participants who answered this question, roughly 40% said they believe this to be true, though many caveat their responses. For example, one participant told us, “I do believe that. I also believe it takes a village.” Another participant responded, “I think it's a hundred percent true. Now, there are certain economical stances, you know…aspects that can make it easier or harder but you know, there's always ways around it.” 

Additionally, some participants who agreed with the idea in theory acknowledged that this did not necessarily align with their own experience. For example, Elise told us, “It's true. If you have the will, then you will do it; but if you don't want to work, then you're not going to have any money at all.” However when asked if this aligned with her experience she responded “not really,” bringing up the fact that she left her job in order to stay home and take care of her children. Although Elise says “this was a choice for me to stay home,” in prior interviews she described how, after working hard to get a certification in medical billing and coding and securing a job that she wanted, she was forced to leave the workforce after her youngest switched to part-time pre-K and Elise could not find childcare that would allow her to maintain employment. 

We find instances of internal contradictions such as this throughout the data, where participants agree that anyone can work hard and make it in theory, yet their own statements or experiences seem in conflict with that belief. Some participants grappled out loud with that contradiction. For example Tara explained, “Despite me not thinking it's true, I very much operate in that mindset. If I work hard, I'm gonna be successful, I'm going to make it. I think it's a bit delusional actually, now that I said it out loud. To think that somehow it’s going to operate differently for me than what it does for the mass majority of the world. But I don't think it's going to change the fact that in an effort to get to where I want to be, I'm still gonna continue to work hard.” 

Under certain conditions, maybe 

For the majority of participants, the answer to this question was not straightforward. Though another ~15% of qualitative participants ultimately agreed with the statement, they acknowledged that it is not universally true and there are conditions which make it easier or more difficult for certain people: social connections, racial and gender identities, and socioeconomic status and upbringing. Some participants brought up factors like physical appearance, skin color, and gender identity. One participant, Winnie, felt her identity as a black woman made it harder for her to get ahead than for a white male, though she did still believe success was achievable for anyone. She told us, “I think anyone can be successful, but there are some people who have to work hard as hell…I'm working twice as hard as the next person. I tell you that. And that's what I've seen over my years…I've been in a male dominant workplace. And then also just being a black woman in a workplace…I could make it, but I just have to work hard as hell."

Natalie, a woman living in Illinois, shared Winnie’s belief that some people have to work harder than others to achieve success. Her parents, who immigrated to America from Mexico, had instilled in her the idea of the American dream. She explained, “I come from immigrant parents and I feel they always teach you to hustle and so whenever I get a new position, that's my mindset. I always hustle, hustle and I do really well, and I get promotions but I feel other people get promotions too without hustling as hard.” When asked if this idea—that anyone can work hard and make it—aligned with her experience, she explained, “If you hustle and you really pride yourself in your work ethic, I think that you can be successful. I think that if you're a race other than white, you have to hustle a little extra hard than a regular white person would hustle. I feel there still is, I guess, that opportunity, I know a lot of successful people that aren't just white, but I feel the hustle is a little extra for the people that aren't.” 

Other participants talked about the importance of socioeconomic status and having access to resources and opportunities. Angel, a Hispanic participant living in Texas, described how economic barriers stood in the way of her success in the past, despite her efforts. “I feel like if you really apply yourself, you can, you can make it. Although sometimes there are things that stand in the way that make it harder, but that doesn't mean that they're completely impossible…sometimes it's like economics…like for me when I couldn't move up in any job that I had, I couldn't move up because I didn't have the transportation or like the money to afford transportation to get to this job to make a higher and livable wage.” 

Still other participants emphasized the fact that who you know matters, the importance of having a support system, and in some instances, “it’s just luck.” 

Then there were the roughly 45% of qualitative participants who answered this question with a resounding no, hard work is not enough for success. Many felt skeptical and some cynical at the idea that anyone who works hard can make it and be successful in America. For them, their personal experiences and observations suggest that this is an idealized vision that doesn’t reflect the current economic conditions or complex realities they have faced, though it may have been true in the past. “I think that that was true in the nineties, but I think the economy has changed drastically because I've worked hard, my girlfriend's worked hard, but we do not have enough money collectively to buy a house,” one participant explained.

Another participant, Sage, felt that the idea that one’s hard work can translate into success is the American dream, but it’s no longer a reality. “The American Dream. I think it is a dream. I don't think, the further along we go, that it's as obtainable as it used to be, maybe in the '80s or the '70s or the '50s. I think it's definitely changed. I don't think it's obtainable anymore. I really don't,” she told us. Garland, a participant living in Texas echoed her sentiments, “I can say that that's not a for sure stance anymore. While it used to be, you know, maybe 50 years ago or a little bit farther back, it's no longer anymore because of inflation.” He further explained, “My parents used to be able to work hard back in the ‘80s…I mean a car was like $10,000 and you could make a $100 a month payment or something. Now, you know, you have a car that's $35,000 and your payments are $500 a month, and you're already paying $500 a month for electricity.”

Many recipients connected the decline of the American dream with the rising cost of living and decades of wage stagnation. Tessa noted, “You work, you work hard to build something…savings for say, you know, a down payment or whatever. But by the time you build up the down payment, houses are 10 times more expensive than they were, than when you started. So, no, I really don't think that. I mean, it does play a part, but I don't think that it's just hard work alone that can determine whether or not you make it or you're successful.”

Another participant, Hannah, pointed out that some jobs do not pay enough to help people get ahead. “It just all goes back to how expensive everything is now and you can be a hard worker, but that doesn't mean anything if you're not getting paid enough to be able to make it in the economy right now…there are tons of jobs out there that will take advantage of people being a hard worker and still pay them the lowest pay they can pay them. So, they're not gonna end up getting ahead anywhere even though they dedicate themselves to their job.”

Despite pessimism regarding the current state of the American dream, some felt that perhaps it could become more of a reality if provided the right types of support. So we asked them what types of programs and policies they feel would be most helpful.

If policymakers were to ask you what kinds of programs or policies would be most helpful, what would you say?

Numerous qualitative participants indicated multiple areas of their lives where support was needed. Cheryl, for example, told us, “I think healthcare and housing and then food obviously. But I think those, those are the three basic—shelter, food, medical care—are the basic, the bare essentials, to even have a shot at thriving.” Though the type of program varied based on participants’ specific needs, a dominant underlying theme across responses was a desire to give people a fair shot at making ends meet for themselves and their families. 

One participant, Maureen, emphasized lowering the cost of living. “Just making like, really what it comes down to is like everyone's standards of living a little bit more affordable…cost of health insurance, cost of prescriptions…I mean also just paying people a livable wage.” Maisie echoed this sentiment: “Our whole country, the economy's kind of not great right now (laughs), so if things costed less money, that would be great.” Multiple participants also expressed a desire to increase the minimum wage.

Another participant, Tessa, said, “Helping young people get into a home and build equity and wealth, instead of making them be lifelong renters, things like that. Like maybe some incentives for starting families because it's kind of de-incentivized with how expensive everything is…they always say, oh, you know, the population's dying. Well, yeah, no wonder why, because everything's so expensive and nobody can afford to have kids.” 

We asked Tessa if she wanted to grow her family and she responded, “I would love to get married and have children, but unfortunately due to economic factors…this situation with the prices rising and homes being pretty unattainable that, uh, it's a lot harder.” She was not the only participant who expressed a desire to grow their family, but felt unable to due to their financial situations. 

For parents, affordable child care was a common theme. “You know, I have to work 40 hours a week to be told that I make too much, but yet I'm still below the poverty level,” said one participant. “I'm going out to work, I'm putting all this effort and time in away from my kids, away from my house but yet I'm still unable to truly afford childcare. I'm still truly unable to afford food and, you know, or certain foods that could really benefit us. So I would say those would be my two big ones.” Even some participants who were not parents expressed the need for more affordable childcare, reflecting on how lack of access to childcare is a major barrier for many families. 

From caps on college tuition and more affordable healthcare to lower rent and cheaper groceries, many participants described how these supports could restore the possibility that anyone who works hard can support themselves and their families. An underlying sentiment was that people want to be able to make it on their own. As one participant, Charlotte, articulated, “education, healthcare, better assistance. I mean…not even more assistance, but like better assistance. Like, you know, help people become more self-sufficient.”

Numerous participants drew on their experience receiving the unconditional cash to explain what was important to them in future programs and policies. Something we heard often was that recipients felt the unconditional cash provided a foundation of stability and security necessary to make it on their own. Many reflected on the increased agency they felt while receiving the cash, and voiced a desire for future programs that would provide similar support and stability, increasing the possibility they could do better for themselves and their families. For many, the unconditional cash provided them some hope that with the right type of support perhaps the American dream of economic mobility would not feel so out of reach.  

Audio: Reflections from participants included in the audio are distinct from the qualitative interview data used in analysis for the written article. Audio content executive produced by Rebecca Sananès. 

The American Dream : Home

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The American Dream Research Paper

This guide was created to help you write your 4-5 page research paper, where  you will answer the following question :

To what extent is __________ an achievable part of the American Dream? 

To answer this HUGE question, you will select one aspect of the American Dream to research. The following components of the American Dream are great options for this assignment: 

• Homeownership
• College education
• Marriage and family 

Sample thesis:  Homeownership is a tenant of the American dream because it represents independence, financial success, and stability. Although there are difficulties that potential homeowners face, homeownership is absolutely achievable for all Americans because there are programs to support new homeowners, many good places to live, and this is a better financial choice than renting, 

***Note: YOUR THESIS CAN & SHOULD BE MORE THAN ONE SENTENCE! 

Paper Logistics

Research Paper Logistics:

• Times New Roman 12 pt. font, double spaced (at least 4 pages)
• Works Cited Page at the end with at least HOW MANY SOURCES
• Have an identifiable thesis statement at the end of the introducion
• Include at least 6 quotations with proper MLA formatting
• Include at least one quotation from something you have read in class: 

                      1. The Lone Ranger and Tonto Fistfight in Heaven by Sherman Alexie

                      2. "American Dreams" by Ian Brown

                      3. "Us vs. Them" by David Tomas Martinez

                      4. "American Dreamin" by Jay Z

                      5. Dr. King's speech

                     6. The Great Gatsby by F. Scott Fitzgerald

                     7. Fences by August Wilson

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NoodleTools

Noodletools is a citation generator for note-taking, outlining, citing sources, document archiving/annotation, and collaborative research and writing. NOTE: When creating a new project choose ADVANCED under citation level. Use your Wayland email address to create an account. Need help creating an account? Watch this  video .

NoodleTools also has a couple of great Help pages with a wide array of detailed  tutorials  about how to use it:  NoodleTools Help Desk  and here:  NoodleTools Support.  

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Using library databases will ensure you create a quality research project 

Databases provide you with:

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What are your keywords?  Searching a database requires entering search terms or keywords related to your search. Consider phrases, tag words, synonyms (don't be afraid to think outside the box).  Ex:  "climate change" OR "climate crisis"  AND "global warming" 

Set up your search : Choose where in the document the database should search for your keywords: Stick to Keyword or Entire Document 

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What does it mean to be an American? What is the American Dream? These activities attempt to address this complex question using music, literature, and film.

AMERICAN DREAMERS: AN INTRODUCTION TO THE AMERICAN DREAM FOR STUDENTS (PDF)    This short essay introduces the idea of the American Dream to students.

SPIRIT OF AMERICA: SONG ANALYSIS PACKET (PDF)   T his worksheet present the lyrics to three songs that deal with the spirit of America:  "America the Beautiful" by Katherine Lee Bates, "Forty Hour Week for a Livin'" by Alabama, and "This Land Is Your Land" by Woody Guthrie. By analyzing these songs, student can begin to see what the “spirit of America” has meant in different time periods.

WHAT IS THE AMERICAN DREAM? (PDF) This article from Forbes magazine includes comments from famous Americans about their concept of the American Dream. Post-reading questions are included.

AMERICAN DREAM ESSAY (PDF) This essay prompt asks students to create their own definition of the American Dream and set three post-high-school goals that fit into that dream.

OPRAH WINFREY BIOGRAPHY (PDF) This worksheet presents a biography of Oprah Winfrey, a model of the American Dream.

SAM WALTON BIOGRAPHY (PDF) This worksheet presents a biography of Sam Walton, a model of the American Dream.

ROCKY ESSAY QUESTIONS (PDF) The film Rocky (1976) is a great story that embodies the American Dream. These essay questions ask students to analyze the film for elements of the American Dream.

"HOW ROCKY TURNED THE COMMON MAN INTO A HERO AND SYLVESTER STALLONE INTO A STAR" (PDF) This article from MentalFloss.com describes the way that Rocky's struggles in the film Rocky mimic Stallone's own rise from nobody to star.

Reaching the American Dream From Scratch Research Paper

Introduction, the american dream, works cited.

The United States has been built on the principles of high social mobility that lie in the core of the country – its constitution. However, what has been promised as a feasible goal that everyone in the United States could achieve became a trap for many people who did not have any roots in the country. Nowadays, social and political constructs in the U.S. effectively prevent the vast majority of immigrants from achieving the American Dream. This essay will analyze what barriers prevent people from achieving the American dream when they start from scratch.

As with many other issues related to opportunities within the country, the path to the American Dream was hindered for outsiders due to past policies with long-lasting impacts. The status of an immigrant has been criminalized and is now associated with shame and deprivation of basic human necessities (McCann et al. 561). Its stigma carries additional financial and social burdens that guarantee severe repercussions to newcomers, putting their lives at constant risk of deportation and injustice from law enforcement (McCann et al. 561). Jean-Charles argues that immigration policies and mass incarceration practices that are rampant in the United States create a “New Jim Crow for non-citizen bodies” (46). The American Dream is made what it is — a dream — due to these two factors.

The criminalization of immigration plays a critical role in prohibiting people from achieving the American Dream. The very identity of an immigrant has been criminalized through the destabilization of South American countries, which led to severe spikes in crime rates in these areas (Linn). Moreover, punishment for immigrants who commit crimes is significantly more drastic, and they are suspected of such activities more often (McCann et al. 561). Perceptions of immigrants in social change in accordance with these factors, leading to a more negative view of immigration in general. This systemic hostility is related directly to immigrants’ ability to assimilate into the country’s culture, which is a vital part of becoming a middle-class citizen (McCann et al. 562). Although the country was founded by immigrants, it is no longer a space that allows a fresh start with new opportunities for everyone who seeks them.

The gradual shift from the initial vision of a common immigrant has made it virtually impossible for outsiders with no roots in the country to live the dream that has been promised. Not only do they have issues with law enforcement and governmental structures, but also with other residents and governmental structures of the United States. For example, the experience of a person coming to the United States from Haiti is one of poverty, under-resourced communities, and a complete disillusion with the promise of a good life (Jean-Charles 45). The lack of assimilation is common among immigrants, who tend to create communities that only perpetuate the lack of access to the American Dream.

Nonetheless, people continue to come to the United States in hopes of a better life. Their attempts to achieve the American Dream are filled with challenges that often lead to disappointment, issues with the law, exhaustion of financial resources, and a lack of understanding from U.S. citizens. A significant portion of dissonance may come from high-skilled workers achieving great social mobility when they come to the United States. A culture of richness and consumerism creates an alluring picture for the outside eye (Jean-Charles 45). The search for a better place to live drives people to immigrate to this country, yet they are met with a dire reality rather than a promising new beginning.

Capitalism plays a critical role in the issues described above. In the chase for the betterment of the country’s financial situation, the United States has effectively alienated the neighboring countries through dehumanization and exploitation to the brink of an economic collapse in some countries (Linn). After the eventual receding of the imperialistic tendencies, these nations were left with an image of a perfect culture that was created by the lasting impression of the United States. For example, neoliberalism in Latin America led to the creation of numerous malls, supermarkets, and similar business ventures that imitated the United States’ practices, and consumerism became rampant (Linn). The issue afflicts people’s intentions to immigrate since they perceive the benefits of a well-developed country and seek to achieve a better life in accordance with American values. However, immigrants often do not achieve the desired goals in the form of the American Dream, as their levels of comfort rarely reach those who were born in the United States.

A resident’s legal status is not the only reason behind the impossibility of progressing beyond living necessities by those with no initial boost to their wealth. In the United States, it is challenging for a person to achieve a sustainable, legal business without significant investments in education, insurance, and familial support (Kleinbard 24). The private investments required to become successful in the United States out shadow any other rich country, making it virtually impossible to escape the borders of poverty without financial support (Kleinbard 46). Being born in a family that lacks the required wealth is a factor that makes the American Dream almost unachievable. Children are raised with severely limited opportunities in life due to the lower quality of education and higher financial burden, which often comes from previous generations who were born in similar conditions. In comparison with peer countries, economic and social mobility in the United States is a challenge yet to be overcome by its government (Kleinbard 73). As long as a family is a deciding factor in one’s ability to achieve the American Dream, it is impossible to state that the country is open for everyone to try and reach the top.

In conclusion, the American Dream, as people imagine it, is no longer accessible for those starting from scratch due to laws that cemented the social mobility of immigrants and financial constraints that only promote inequality. There is systemic oppression that is encoded deep in the United States laws, making it impossible to access tools necessary for one’s success in the country. These core flaws are slowly choking the ideas of freedom this country was built on. These issues stem from a long-lasting process of dehumanization of immigrants, starting with the influx of slaves and their status in society back in the eighteenth century. Due to the deeply-seated conflict with people from nations previously subjected to the United States hegemony, there is resentment toward each other’s culture and roots. Exported capitalism became a lure for those who are able to observe it yet unable to achieve it. The American Dream is a concept that remains a prerogative of those with the initial wealth and connection within the country.

Jean-Charles, Marsha. “Decolonial Migration, Crimmigration, and the American Dream Nightmare in Ibi Zoboi’s Spirit Worlds.” The Black Scholar , vol. 51, no. 2, 2021, pp. 40-50.

Kleinbard, Edward D. What’s Luck Got to Do with It?: How Smarter Government Can Rescue the American Dream . Oxford University Publishing, 2021.

Linn, Madeline. Immigrant Identities: U.S. Intervention and the American Dream in Central America . 2018. University of San Francisco, MA thesis.

McCann, Wesley S., et al. “Immigrants, Crime, and the American Dream: Testing a Segmented Assimilation Theory of Crime.” International Journal of Offender Therapy and Comparative Criminology , vol. 66, no. 5, 2021, pp. 560-586.

• Title 42 to Repel Migrants from the US
• “Not Just (Any) Body Can Be a Citizen” by Alexander
• Dehumanization in "Survival in Auschwitz" by Primo Levi
• Discussion of the Issue of Criminalization
• "Immigrate, Assimilate" by Amy Chua
• "The Morality of Migration" by Benhabib
• Citizenship in Vargas’ “My Life as an Undocumented Immigrant”
• Globalization, Immigration, and Class Division
• The Florence Project: Immigration
• Reservation Lands as a Protective Social Factor
• Chicago (A-D)
• Chicago (N-B)

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Home — Essay Samples — Economics — American Dream — Personal Research of the American Dream: Textual Analysis Assignment

Personal Research of The American Dream: Textual Analysis Assignment

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Hansberry, Lorraine. A Raisin in the Sun. Random House, 1959.

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American Dream: Write Your Paper

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Let's review what we've covered so far:

• Making sure you understand your assignment.

• Selecting a topic you find interesting, within the guidelines of your assignment of course.

• Using the Reference Books and Reference Databases available in the library to get background information on your topic.

• Conducting more comprehensive research by using books, journal and magazine articles, and authoritative Internet sites.

Are you ready to start writing? If yes, then you may want to consult some of the general handbooks and websites that will help you work through the process of writing a research paper. If you don't feel ready, you may want to revisit some of the previous steps in the process.

Research Basics on the Web

• The Argumentative Essay From Purdue University online writing center
• Essentials of Effective Persuasive Essays From Hamilton College online writing center
• How to Write a Research Paper . . . and Get an A+ This site walks you through the important aspects of writing a paper, from beginning to end.
• OWL: Online Writing Lab at Purdue The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service of the Writing Lab at Purdue.

Writing Your Paper

There are several types of research paper, but all of them have one thing in common – they require critical thinking and good writing skills. An effective research paper incorporates information and ideas from experts in the field with the writer’s own ideas and analysis. Regardless of whether your instructor asks you to write an informational report on a subject, analyze an issue, or take a stand on a particular topic, you will want to write a paper that is logically organized, fully developed, and error free.

See the lists below for some books and websites that will help you work through the process of writing a research paper.

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American Dream

1 the complex realities of illegal immigration: chasing the american dream.

Immigration has been going on for who knows how long. Immigration isn’t only about Mexican Immigrants crossing the border from all the southwestern states. Immigration is considered any kind of people from different races coming in that isn’t American. In this case, I will focus on immigration from our southern neighbor, Mexico. Immigration was an […]

2 Chasing the Elusive American Dream: Immigrant Hopes and Modern Realities

The Essence of the American Dream I’ve been taught that America is a huge melting pot of different ethnicities and races where people have the right to freedom of speech, religion, press, and assembly, and that’s why people choose America to live out their dreams. Especially immigrants like my parents, who fled their home country […]

3 Taxing the American Dream: An Unequal Path to Prosperity

The American Dream: Taxation’s Toll on Prosperity We all dreamt of money, being rich, owning extravagant cars and houses, and being married to a prince or princess as a child. Everyone desires a perfect life. This Dream is known as the American Dream, which is the belief that an individual will be successful in life […]

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4 Deconstructing Illusions: The American Dream in “The Great Gatsby”

The Great Gatsby and the Satirical Pursuit of the American Dream The Great Gatsby by F. Scott Fitzgerald was written about a satirical story that embraces American ideals. The narrator, Nick Carraway, describes Gatsby’s satirical life, his incredible parties, and the amount of money he has. When reading the book, there is a lot deeper […]

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Synthesis Essay Example: Is the American Dream Still Achievable?

If you got a task to write the American dream essay, it is a perfect opportunity to put your argumentative synthesis skills into practice. To compose an excellent ap lang synthesis essay, check out this synthesis essay example and see how it should be written.

Is the American Dream Still Achievable?

Striving for wealth, power, and recognition has been one of the top human priorities since time immemorial. Americans were raised to believe that hard work and effort secure their future of financially successful and socially established people. However, the entrenched belief in the American dream has been undermined in recent years, so it is logical that Americans begin to doubt the idea of a treasured meritocracy. Moreover, the notion of the American dream is no longer linked geographically to the USA as other countries like Canada and Denmark offer more favorable conditions to reach this goal. Therefore, having decided to achieve social and economic success, you should not only rely on your workmanship and exertion but also consider your childhood environment and background.

For a dream to exist there should be people believing it. Owing to the low spirits currently haunting our nation, the reality of the American dream becomes highly questionable. According to the survey conducted by Public Religion Research Institute, 7 percent of all Americans state that the American dream was never true, whereas impressive 48 percent say it once was true but does not exist anymore (PRRI 2014 American Values Survey, p.12). This poll shows that people realize it takes more than hard work to be successful in life.

To assess our chances of living the dream, we should contemplate the inborn conditions, such as childhood environment, family structure, and community. It has been common knowledge that many factors affect our ability to prosper, but a recent close study of social mobility proves that the American dream expects more from you than a mere effort. The research done by Raj Chetty, the Professor of Economics at Stanford, indicates that children’s income in adulthood depends greatly on the social and financial status of their parents, the neighborhood in which they grow up, and area segregation (Chetty, p.39-40). Thus, the American dream is no longer a matter of your personal craving for better life and assiduous work.

Given the current state of our economy, it cannot guarantee equal opportunities for all members of our society to become successful, as “the fundamental elements of the American dream are becoming increasingly unaffordable for the majority” (Eskow, 2014). The living standards grow slowly whereas income inequality increases, which “implicates policy decisions” (Bivens, Gould, Mishel, Shierholz, 2014). What used to be called “the American dream” is now perceived as national survival.

Since basic desiderata have never been at the top of the hierarchy of needs, the thought of comfortable and hassle-free existence seemed very attractive. However, the mythologized American dream appeared to be an ambitious, yet rather difficult and prearranged enterprise. Many people lost their faith in greater future due to the growing social and economic inequality and the related conditionality. So, is it possible to live the dream? Yes, but not for everybody. If you were not lucky enough to be born in a full and wealthy family living in a good neighborhood, it would be a tough challenge with no guarantees whatsoever.

Bivens, J., Gould, E., Mishel, L., & Shierholz, H. Raising America’s pay: Why it’s our central economic policy challenge . (2014, June 4). Economic Policy Institute.

Chetty, R. (n.d.).Improving opportunities for economic mobility: New evidence and policy lessons .

Eskow, R. (2014, October 22). 7 facts that show the American dream is dead : The key elements of the American dream are unreachable for all but the wealthiest. AlterNet.

PRRI 2014 American values survey . (2014, September 23).

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ENG 101 - American Dream

• 3. Narrow Your Topic

Ask yourself:

How do I define the American Dream?

What aspect of the American Dream do I want to focus on?

What barriers exist for different groups in society today?

Then consider if you want to focus on a specific population and/or history:

Different Populations: Do you want to focus on the American Dream for a certain group of people.  Perhaps the American Dream exists for certain groups but not others?  Some groups you might consider are gender groups, racial groups, ethnic groups, cultural groups, immigrants or refugees, religious groups, socioeconomic groups, urban/rural groups, or LGBTQ groups.  These groups also might have different definitions of what the American Dream is - for example, an native-born American's dream might be different than an immigrant's dream. 

Consider History: Is the American Dream of today the same as it was 100-200 years ago? Has it changed? How has it changed? How have views regarding what it means to be "American" changed? Are there stereotypes involved?

Outline your definition of the American Dream and then brainstorm reasons you believe it does or does not exist. Search for information, facts, and statistics to back up your reasons. 

As you think about what concepts you want to write about, think about what particular words might be found in a good article about that topic.  As you decide what concepts you want to write about, think about what particular words might be found in a good article about that topic.  For instance, if you are writing about the growing gap between the rich and poor, you might think of the following keywords:

You can also combine "American Dream" and some of your search terms to find articles connecting the two ideas. Unlike Google, our databases work best when using connector terms, such as  and ​ or  or . Here are some examples:

"American Dream" and inequality

"American Dream" and poverty

Using quotation marks around phrases like "American Dream" tells the database or search engine that you want to search those two words together as a phrase (rather than two separate words).  You can do this with any phrase - such as:

"standard of living"

And while including "American Dream" in your searches can be helpful, don't feel like you have to use it in every search. Once you've narrowed your topic, expand your search to focus on those factors that you're discussing in your paper. You can explore issues such as poverty, standard of living, the middle class, family structures, home ownership, freedom of speech, freedom of religion, racism, inequality, gender, LGBT rights, etc. Example searches:

"standard of living" and "middle class"

gender and inequality and wealth

race and "voting rights"

"middle class" and "home ownership"

"Freedom of religion" and schools

Keywords work best by trial-and-error. Never do only one search. Some keywords will work better than others, and some keywords may lead you to different articles than you found in your first search.  Search the databases with the keywords you selected to find relevant articles. And remember to ask a librarian if you need assistance coming up with keywords or looking for sources.

Subject Headings

Here are some LCSH (Library of Congress Subject Headings) that may help you find resources for your topic:

• Income distribution
• Wealth--United States
• United States--Economic conditions
• United States--Social conditions
• Working class
• Minimum wage

This is just a few examples. If you find a book or article you like, look at the subject headings for that book or article and search on those terms.

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