Why it's harder to earn more than your parents

The script discusses the illusion of increased social mobility in the 21st century and the reality that one's class at birth heavily influences their future prospects. It highlights the lack of discussion around hidden privileges and the stark contrast to the American dream, where social mobility is surprisingly low compared to other rich nations. The script introduces Sophie Pender's story, who defied expectations growing up in a challenging environment to work for a top law firm, emphasizing the rarity of such success stories and the systemic issues contributing to social immobility.

This paragraph delves into the significance of education as a determinant of social mobility, especially in service-based economies where opportunities for those without a degree are limited. It showcases the success of a British state school in Newham, which has managed to send 95% of its students to top universities, despite their disadvantaged backgrounds. The narrative also touches on the decline of private schools' dominance in elite university admissions and the negative impact of legacy admissions in the U.S., which perpetuates class divisions.

The script describes the perpetuation of a cycle where wealthier parents are more likely to see their children graduate, particularly in America, where educational credentials are highly valued. It details the story of Kawika Smith, who fought against the use of SATs in college admissions due to their bias towards wealthier students. The University of California's decision to drop SAT scores from its admissions process is highlighted as a potential catalyst for change, though it came too late for Kawika.

The script tells the story of a pioneering scheme in Jamaica that aimed to help the poorest children develop language and cognitive skills through homemade toys and books. The program, led by physician Sally Grantham-McGregor, focused on engaging mothers and providing cost-effective tools for learning. Long-term follow-ups showed that the children involved in the program earned significantly more as adults, suggesting the effectiveness of early childhood interventions in improving social mobility.

This section explores the impact of geography on social mobility, using the 'opportunity atlas' to illustrate how the location of one's upbringing can significantly affect future earnings. It contrasts the high mobility rates found in the Great Plains and Upper Midwest with the lower rates in other areas. The script also discusses the role of social capital and the importance of networks in perpetuating advantages for the wealthy, highlighting Sophie's experience and her initiative, the 93% Club, which aims to redistribute privilege to students from lower socioeconomic backgrounds.

The script concludes by acknowledging the complexity of improving social mobility. It suggests that while individual efforts like the 93% Club are commendable, a systemic approach involving government commitment to education and wealth redistribution is necessary. The post-pandemic world is presented as an opportunity for change, with social mobility and income inequality becoming central to policy discussions. The script ends with a call to action, inviting viewers to engage further with the topic through provided resources.

The final paragraph reiterates the central theme of the script, emphasizing the false perception that social mobility has become easier in the modern era. It contrasts this belief with the reality that one's social class at birth continues to significantly impact their life chances. The script calls attention to the underlying privileges that contribute to this disparity and suggests that addressing these issues is crucial to fostering true social mobility.