Moffitt, Kimberly, : Education Inequality. 2013. Web.
Even though the war against various types of discrimination recently became rather successful, a significant number of people still face inequality. The twenty-first century is the age of freedom, but women, children, African Americans, Muslims, and many others are being discriminated against because of their race, religion, age, disability, and gender (Khan et al. 2247). The purpose of this paper is to discuss inequality in education and the four main types of discrimination that are important in schools.
Children of more affluent families are supported by a network of resources including; counselors, parents, coaches, and tutors, with the ability to reduce the consequences and direct students from future complications (Gerson, 2015). Those with access to financial assets can benefit extensively by utilizing the private sector and implementing more support for the school. Cultural capital is where teachers are able to gather more information about higher education and better prepare their students to succeed and get in, at the same time, those with social capital use it with regard to gaining access to the best schools (Wong, 2004). 2015). Education is a right of all humans, allowing individuals to lead healthier, fuller and more satisfying lives. For economies and societies as a whole, teaching and learning is an investment, improving prospects for advancement. When students are given the opportunity to learn, they will excel. Poverty remains as the most pervasive and significant factor for inequality in education. Based on data from demographic and health surveys in low-income countries, 34 percent of girls in the poorest households completed elementary school; in comparison, with 72 percent of girls in the richest households. This difference was due solely to income poverty (World Bank, 2010). The unequal administration of scholastic resources, including; qualified teachers, funding, books, and technology tend to leave these communities disadvantaged. Data from the 1992 Trial State Assessment of the National Assessment of Educational Progress showed that socially advantaged students had more access to scholastic resources than socially disadvantaged students. Access also depended on student race; however, the extent of ethnic and social disparity varied unquestionably across states (Bradbury et al. 2015). Further insights emerge[] from Smith et al.'s (2014) study, highlighting the strong ties that many Native American students maintain with their tribal cultures and communities, along with their high regard for education's instrumental significance. This finding suggests that Native American students exhibit a proclivity towards endorsing individualistic goals, a potential asset for supporting their academic and career aspirations. Moreover, specialized support programs have been shown to effectively address challenges faced by Native American students. These programs foster cultural identity, create a sense of community, and mitigate the negative impacts of racism experienced by these students. By enhancing belonging and reducing the racial/ethnic achievement gap, these initiatives play a vital role in promoting the academic success of Native American students in STEM fields. A thorough report providing information on how ethnicity and race affect the way students learn is available in The U.S Department of Education’s 2014 Civil Rights Data Collection. The report ascertained that black students were expelled at three times the rate of white students; that black girls were suspended at higher rates than most boys and all other girls, and that Black, Native American and Latinos have a greater chance of attending schools with a larger number of first-year educators than white students (Educational Equity Report, 2014). This report is indicative of the marginalization of students based on race. While gender inequalities may have reduced, those of social class remain and are now reinforced by racial inequalities. Culturally, there is a belief that every individual has the same chance to succeed in society. Even in our constitution, it states that all men are created equal. What is underlying in this belief is that a failure to succeed is the fault of the gender or race of the individual. Inequalities in educational institutions affect students in various ways; providing greater impact on children from lower socio-economic backgrounds and maintaining advantages of those with money, which are then passed on to their children (Bradbury et al.
This wide gap is anobvious cause of educational inequality.
This essay will discuss gender inequality in education, examining how disparities in access, treatment, and expectations affect educational outcomes for different genders. It will explore the causes and effects of these inequalities and highlight initiatives and policies aimed at creating more equitable educational environments. At PapersOwl, you’ll also come across free essay samples that pertain to Gender.
And it is a vital cause of inequality in education.
Qualitative interviews with successful Native American college students identified themes related to their persistence in college, including dealing with racism and developing independence and assertiveness. Lack of academic persistence among Native American students has been attributed to colleges' failure to accommodate Native American culture. Furthermore, the personal experience of racism has been found to negatively impact Native American students' persistence in higher education.
Educational Inequality in the U.S. Essay - 719 Words | Bartleby
Unfortunately, schools and teachers are contributing to the process of educational inequalities. While school competition and the social blend is important, research shows that some schools are more capable of evening up than others. The elements dominating the subtraction in the difference between lower, middle, upper-class students are more regularly seen in schools where the greater number of the student body is of middle or upper-class. This indicates that those of lower-class backgrounds attending school can progress through organizational change. Substantial improvement will only come from making changes in the ethnic and social configuration of places of education (Van Zanten, 2005).
Three essays on education inequality - TEL - HAL Thèses
There are large scales systemic inequalities within rural and inner-city education systems. The study of these differences, especially within rural areas, is relatively new and distinct from the study of educational inequality which focuses on individuals within an educational system.