My first love

Education is the most fundamental element in modern civilization, however, there are many social inequalities present in the education systems of the United States and other countries around the world.  Race has a large effect on many factors that have led to inequality in the education system such as: educational achievement, educational attainment, social status, lack of school funding, ascription, and social mobility. People lack a “sociological imagination” and fail to look at all of the different elements that cause educational inequality in society, focusing only on one aspect: the lack of school funding. C. Wright Mills developed the principle of “sociological imagination,” which states that in order to explain any single problem in society, people have to look at the problem from all aspects. This is why when sociologists want to study educational inequalities they must analyze these problems through the effects of race on the lack of funding, social status, educational achievement, educational attainment, class mobility, and ascription. All of these factors help sociologists explain and understand why there are many differences between the educational opportunities and the limited amount of access to the resources that students in poor high schools and colleges have.

One way that people can understand the differences in school funding is examining how wealthy or poor the neighborhoods or school districts are.  The book The Savage Inequalities: Children in US Schools” by Jonathan Kozol, highlights the statistics of the different populations of rich and poor children in schools, thus illustrating how unequal the education system is in these neighborhoods. For example, some students in the Bronx only have access to old textbooks and worn facilities, with overcrowded classes, dirty bathrooms, and limited access to resources such as tutors and guidance counselors (Kozol 1991 pg. 25). In contrast, wealthier communities have newer resources and facilities. This discrepancy between poor and wealthy communities is because of racism and school funding being based on the economic status of the school’s neighborhoods. In addition, Kozol explains how school’s funds are distributed unfairly and unequally to poorer populations, such as African-Americans, Hispanics, and Asians (Kozol 1991 pg. 25). 

School funding is greatly influenced by the economic status of certain areas and where people live in society, therefore, I agree with Jonathan Kozol’s argument that “schools stack the deck against poor children (Kozol, 1956, p. 6). However, unlike Kozol I believe that money is not the only reason for lack of school funding and educational inequality in many public schools. Those who live in underprivileged neighborhoods do not get the same funding as privileged neighborhoods not only for financial aspects, but also because they do not have power of influence. (Kozol 1991 pg 9). Wealthy people have the influence to change the school curriculum and wealth is even more important than race for many reasons and this influential power greatly contributes to educational inequality in society. The influence of wealth causes special treatment of wealthy students, while poor minority groups receive unequal opportunities in the education system. One such example of special treatment was when a young Hispanic girl in elementary school was considered to be mentally ill because she was too talkative in her class compared to other students.  After the school mistook the student as mentally ill, the mother was furious because she realized her daughter’s true potential. As a result, the mother began to volunteer in her daughter’s school every day, and because of the mother’s wealth and influence in the school community, the school started to pay attention to her daughter. The daughter was eventually placed in the gifted program; however the school only fixed their error because of the mother’s wealth and influence. The fact is that the daughter was never mentally ill and the only reason that she was assumed to mentally ill was because she was a minority, and the school was discriminating against her (Brown vs. Board of Education film, 2007). 

Poverty leads to social and economic disadvantages in society and worsens the performance of poor students.  Poverty stricken students are concentrated in economically disadvantaged school districts, which causes more inequality in the education system. This characterizes many African American children today and schools that have the majority of poor disadvantaged African-Americans students are segregated because they are located in segregated high-poverty neighborhoods. Living in high-poverty neighborhoods for multiple generations adds additional physical barriers to education achievement for poor students, causing them to have very limited educational opportunities compared to rich students.  As a result many of our education policies are constrained by housing policies. Therefore, it is not possible to desegregate schools without desegregating both low-income and affluent neighborhoods. However, the policy to desegregate neighborhoods is becoming constrained by a growing ignorance of the nation’s racial history. It has become conventional for policymakers to assert that the residential isolation of low-income African American children is now “de facto,” the accident of economic circumstance, demographic trends, personal preference, and private discrimination. However, historical record demonstrates that residential segregation is “de jure,” resulting from racially-motivated and explicit public policy whose effects endure to the present. Without awareness of the history of state-sponsored residential segregation, policymakers are unlikely to take meaningful steps to understand or fulfill the constitutional mandate to remedy the racial isolation of neighborhoods, or the school segregation that flows from it. (Richard Rothstein 2014, 1).

Another reason for educational inequality is the concept of tracking. “Tracking” is a system that determines where students will be placed during their secondary school years (Burris, 2008, p 45)” In some schools, tracking begins with kindergarten screening, IQ and early achievement tests that determine where students will be placed during their secondary school years” (Burris, 2008, p 45).” This sets in place an educational path for 12 years of schooling. In other schools, tracking is a meritocracy that relies on teacher recommendations, grades, and student motivation to determine placement. “(Burris, 2008, pg 45)” This means that in some  schools tracking is based on teacher recommendations, the grades, of the students   and their motivation to do well in school because these factors will determine where students are placed,  and whether they are in high or low tracks. In addition, a common example of tracking is allowing students to take an honors class provided that they maintain an average of 90 or above. Standards for track placement are uniform in some schools; “in others, each department determines the number of tracks and track placement.” (Burris, 2008, pg 45).    This is shown, in the case of a high school in Rockville Centre where the systematic influence of tracks changed the rules for AP Placement.  This is because the rules for students who were taking AP courses were different, in Rockville Centre before one of the coauthors of this book, Detracking for Excellence and Equity taught at Rockville Centre, any student was allowed to take AP English, but entrance to AP courses in foreign languages was determined by previous enrollment in the honors track and final averages in prior language courses. (Burris, 2008, pg 45).  This suggests that tracking is based on people’s race because even though tracking is supposed to sort students based only on academic ability, ethnic background often plays a role, even at the primary school level. This is shown, in elementary schools where minority students make up most or all of the population, 28 percent of the curriculum consisted of low-ability math and science courses, the report said. At schools with 90 percent to 100 percent non-minority students, only 7 percent of the classes were on the slow low tracks. (New York Times, 1990 pg 1). This creates many stereotypes on of different races that are often UN true  such as the Stereotypes that African-Americans are lazy and Hispanic people are dumb. As a result, each ethnic group is sorted with each other so for example white students are grouped together their individual classrooms within tracks. This is the same for African-Americans students who are grouped with each other and Hispanic student are grouped separately from the other students from the classes and finally Asians students are grouped together. 

Like race, wealth also contributes to unequal tracking. “Tracking or sorting categorizes students into different groups based on standardized test scores. (Grub, 2003, p. 202).These groups or tracks are vocational, general, and academic. Students are sorted into groups that will determine educational and vocational outcomes for the future. (Grob, 2003, p. 202). The sorting that occurs in the educational system parallels the hierarchical social and economic structures in society. Thus, students are viewed and treated differently according to their individual track. Each track has a designed curriculum that is meant to fit the unique educational and social needs of each sorted group. Consequently, the information taught as well as the expectations of the teachers differs based on the track resulting in the creation of dissimilar classroom cultures”(Grob, 2003, p. 202). When poor students attend poor schools, they do not have the same opportunities to do as well as rich students do and they are unable to reach their full potential.  This is because most disadvantaged students only have access to limited resources and limited educational opportunities to achieve their goals in life. As a result poor students are placed in low tracks and they stay in low tracks and throughout their entire secondary school life. Therefore, most disadvantaged students will have poor opportunities, which mean that they will not get into good universities or their chances of entering good universities are very slim. Too many of America’s most disadvantaged children grow up without the skills needed to thrive in the twenty-first century. Whether in educational attainment between income groups or racial/ethnic groups or across geographic locations—inequality persists. Low levels of performance among the most disadvantaged create long-term problems, particularly in an economy in which higher skill levels are more and more valued and the wages available to less-skilled workers are deteriorating.  

While tracking has many negative qualities that lead to educational inequality, there are some positive qualities to why that explains why some people like tracking.  For example, students learn better academically in an equal group. Positive self-attitudes are also developed in homogenous groups, especially for slower students that do not have a high rate of ability differences. Another advantageous reason for tracking is that fair and accurate group placement is appropriate for future learning based on individual past performance and ability and homogenous groups also ease the teaching process. (Kaiser 228) 

A person‘s race and social class can limit his or her exposure to advanced academic knowledge and as a result, this limits advanced educational opportunities for their future. The tracking issue in schools tends to perpetuate prejudices (Grob, 2003, p. 202) .This suggests that society has many misconceptions about the inequalities of the poor and minorities, as schools are a very powerful influence in the type of people that students will become in society. Schools provide both an education and a setting for students to be socialized in order to develop into unique individuals. Human beings are born as innocent babies who come into the world without knowing anything and they have to be socialized by many different sociological agents. These sociological agents include many individuals and social groups such as parents, family, friends, work, school and even society itself. People need all of these individuals and social groups to help them gain a perspective or world view. Schools have a unique acculturative process that helps to pattern self-perceptions and world views. (Banks, 2004). The expectations of the teachers and information taught differ based on tracks, therefore diverse classrooms and schools make it possible to teach students from many different cultures and group how to live together cooperatively and productively. 

Another aspect of educational inequality is the disparity between income and socioeconomic status of people in society, which is based on race society.  The issue of inequality of income and socioeconomic status of people is discussed in an article “Education and Inequality Why are Poorer Students not Getting in top Schools.” by David Leichardt. In this article, David Leichardt talks about how poorer students who have the top test scores are not even applying to ivy league schools like Harvard, Princeton, and Yale because they do not have the money or resources to get into these top schools  and they cannot afford tuition application fees for IV Leagues schools. This is because most of these poor college students are ascribed into either the lower working class or middle-class social status as a result; this is another reason why people have class inequality. There is a widespread and commonly accepted idea that any high achieving high school senior will find their best educational future at an Ivy League Institution. This is always the case because  there are many colleges and local universities that offer a great quality education for graduating seniors to earn their college degree without breaking their wallets For example, if students go to colleges in their state instead of out of state,  not only is  in state tuition less expensive,  than out of state tuition, but many students are opting to remain at home during these years, keeping their living expenses to a minimum  . Did you know that in state tuition is about ¼ to ½ of out of state (Should You Invest In An Ivy League College Education? 2010, 1). There are five benefits to local community colleges rather than IV league schools.  The first benefit is attending a cheaper college is a great strategy for those attempting to gain the skills and knowledge needed to land a good job without going into debt. The second benefit is because it’s easier to get into a local school. Another benefit to these schools is the less restrictive enrollment requirements. In most cases, local public colleges either do not have a minimum GPA score or have one that is much lower than that of a more prestigious private institution. The same holds true for entrance examinations such as the ACT or SAT. (Should You Invest In An Ivy League College Education 2010, 1). The third factor is the possibility that some students may be able to transition to an Ivy League school later. This is as a result, of these poor students working hard and earning the necessary grades and test scores that will get you into a more exclusive post secondary institution. What’s more important is poor students who demonstrate the willingness to work hard and earn the grades necessary to get into the top schools, can compensate for lack of ability to afford the increase in tuition by earning scholarship awards and grants from a number of benefactors willing to give bright students the opportunity to earn their degrees from an Ivy League college. The fourth factor is the difference in the quality of education between community colleges and IV league colleges.  As a result, I am asking the universal question: can you really get the same education anywhere. The question being asked concerns the quality of education at different schools and many people will say that a college degree is a college degree, no matter where it comes from. An accountant from Harvard has the same skills and knowledge as an accountant from the University of Tennessee. Why? This is because federal guidelines require that all colleges conform and offer a curriculum that meets certain acceptable standards. So, as a result, at the end of the day, the college graduate that chose to stay home and earn his degree has the same skills and knowledge as the one that went on to Vanderbilt or Yale. When placed side by side, both graduates are equally as prepared to take on the challenges that come with whatever discipline he or she chooses. (Should You Invest In An Ivy League College Education? 2010, 1).

On the other hand, why does attending an Ivy League University cost so much in first place, however, there are few reasons why you should spend a lot more for an Ivy League college. Harvard University and Yale University charge $33,696 and $36,500 respectively for tuition alone for the 2009-2010 year. (Should You Invest In An Ivy League College Education? 2010, 1). The first reason that the people who can afford to get into IV League schools are buying prestige and opportunity.  In addition, the money that rich people pay goes to buy the prestige of an education at a top school, and in many cases, buys you a spot at the head of the line for a job post. Therefore this may open a few more doors for you, especially at companies that are particular about hiring people with certain credentials. Moreover there are perks for being “part of an exclusive club”. Whether they like to admit it or not, employers will give more weight to an application with an Ivy League pedigree over one with a public college degree, especially if the hiring manager is an alumnus. Not all employers are this way, but certainly, quite a few are. So is this opportunity worth the extra debt for so many students? Is it worth the investments from stock brokerage accounts that were nurtured throughout the years by caring parents? (Should You Invest In An Ivy League College Education? 2010, 1). The third reason is that people can get access to exotic courses. Also, private colleges can and often do offer disciplines that may not be available in many public institutions simply because of funding. (Should You Invest In An Ivy League College Education? 2010, 1). The fourth reason is that these people are’ buying their contacts and building a larger SoCal network which creates more opportunities to move up the social ladder and achieve the American dream, however, education is not the only factor. The Ivy League graduate is not only armed with a great education, but has also managed to land something even more valuable: contacts. Students who manage to get into a private college and graduate have been given the opportunity to rub elbows with the very people they may end up becoming business partners with in the future, or whom they may work with and invest with down the road (Should You Invest In An Ivy League College Education? 2010, 1). Getting a college degree is important to your future in terms of opening the doors for you in the work world. But as far as where you should send your children? It’s a big decision that you’ll have to weigh against your other circumstances. Falling into serious debt won’t be worth it, but there are other ways to pay the tuition, for example,  some people I know have their parents as professors at an Ivy League school, therefore, the student receives their education at half the price. 

Our class system stratification allows for very limited social mobility which leads to educational inequality. It is very hard for poor working class citizens to become upper-class citizens. In fact it would take a working class citizen nine generations to become an upper class citizen. (Professor Willam lopropresi at Hofstra). There are two types of social mobility in society intergenerational and intra generational mobility.  Intergenerational social mobility is the ability of a specific individual to move up or down the ladder within his or her lifetime. You come from humble origins, but through intelligence and hard work, are able to climb up the social ladder. On the other hand, through Intergenerational social mobility, the changes of social class occur during different generations of family members. For example, if your parents were squarely working class and you, for whatever reason, occupied a position in the middle class, you could serve as an example of Intergenerational social mobility. David Leichardt talks about how poorer students have less Intergenerational social mobility the intergenerational mobility (Kesitier, 333)

Race allows for educational inequality in society because of ascription and achievement, which are the two ways that sociologists measure educationally attainment in society (Kester 33). For example, if a person is born African American and lives in a poor neighborhood, he or she is limited in terms of educational opportunities. There are not many educational opportunities for African Americans and there are further barriers with being born into the working class. In society, working class citizens have limited social mobility and this is the opposite of the wealthy student’s educational opportunities. Race is a social construct because it is the main factor that determines people access to resources such money, power, educational opportunities, employment and social status. As a result, the difference between an achievement culture and an ascription (born into culture is not difficult to understand. Achievement( is earned or learned status or behavior which  in society means that people are judged on what they have accomplished and on their ability Ascription means that status is attributed to you by things like birth, relationship gender, age, interpersonal connections, or educational record. The former kind of status is called achieved status and the latter ascribed status. Achieved status refers to doing; ascribed status refers to being 

Achievement-leaning societies or organizations justify their hierarchies by claiming that senior people have "achieved more."  In ascription-oriented cultures, however, hierarchies are justified by "power-to-get-things-done." People like college students in the article can get an achieved status of education by going to college to get a degree but people cannot change their ascribed status unless people marry rich individuals.  The United States of America is becoming more of an ascribed oriented culture than an achievement culture because our social hierarchies are justified by “The people who have the power-and influence in society to-get-things-done these individuals are the upper class citizens. This is why there is so much inequality in school systems the poor students never get to show off their skills in the world if the government only favors the rich upper-class citizens in society.   

  There are five solutions to education inequality. First teachers and political leaders must reject long-standing practices such as tracking and culturally biased common core assessments in English, science and math that undermine students’ opportunity to learn in the city’s most neglected communities. Instead  they must advocate for genuine reforms, which will assure equitable access to good schools and programs. The second solution is to restore equal funding for schools in every state. For example New York State must restore funding for education equity that was dramatically reduced over the past two years. There have been recent cuts have undermined the ruling in the Campaign for Fiscal Equity’s lawsuit that the state must provide a “sound basic education” to all children. At the same time, the city’s Department of Education should direct additional resources to schools based on student needs. Schools serving children from homes with fewer resources should receive significantly more per-student funding than those serving students in wealthier neighborhoods.( Why Education Inequality Persists 2012 pg 1)  The third solution is the need for every kindergarten student should take the gifted-and-talented program test to identify talent at an early age. Similarly, all middle schools should offer the courses necessary for the Specialized High Schools Admissions Test. (Why Education Inequality Persists 2012 pg 1)   The fourth solution is to provide tutoring to all low-income students so they can do their best on these crucial gatekeeper exams. Finally the last solution Is to have every school should conduct an “opportunity audit” to determine if they are offering each student a fair and substantive opportunity to learn (Why Education Inequality Persists 2012 pg 1)   These solutions for educational inequality can help reduce the gap between rich and poor students.

C. Wright Mills developed the principle of “sociological imagination,” which states that in order to explain any single problem in society, people have to look at the problem from all aspects.  Over the past four decades, there have been numerous discussions on student achievement and school failure. ALL people need to develop the sociological Imagination to understand the fundamentals   principles that causes educational inequality in society. People need to use the sociological Imagination to analyze educational inequalities through the intersection of race with the concepts of differences in school funding, tracking, ascription, achievement, wealth, and social mobility 

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References

Banks, J. (2004). Tracking. In Selected chapters from: Multicultural education: Issues and perspectives (Updated 4th ed., Vol. 12, pp. 25-60). New York, New York: Wiley Custom Services.

Burris, C., & Garrity, D. (2008). Chapter 2. What Tracking Is and How to Start Dismantling It. In Detracting for Excellence and Equity. Alexandria, Va.: Association for Supervision and Curriculum Development.

Epstein, K. (1993). "Insights on Diversity: Toward a representative teaching force". Kappa Delta Pi Record 29 (4): 128. 

 Grob, M. (2003). "Educational systems and perceived social inequality". European Societies, 5 (2).

 Harvard, College. Term Bill Rises 3.5 Percent to $54,496, 2012, March 26). Retrieved May 8, 2015, from http://harvardmagazine.com/2012/03/harvard-college-tuition-financial-aid-increase-2012

Kozol, J. (1991). Chapter 4.  Savage inequalities: Children in America's schools (pp. 35-150). New York: Crown Pub.93.

Leichardt, D. (2015) “Why are Poorer Students not Getting In top Schools.” New York: new York Times  

Lisa Kester. (2012) the contemporary social inequality New York 

New York TImes, N. (1990, September 20). Racial Harm Is Found in School 'Tracking' Retrieved December 13, 2015, from http://www.nytimes.com/1990/09/20/us/racial-harm-is-found-in-school-tracking.html

Should You Invest In An Ivy League College Education? (2010, August 18). Retrieved December 13, 2015, from http://www.thedigeratilife.com/blog/ivy-league-college-education?

Rothstein, Richard | Publication in: December 2014Race and Social Problems 6 (4), November 12, 2010.

Strauss, V. (2012, May 6). Why education inequality persists - and how to fix it. Retrieved December 13, 2015, from https://www.washingtonpost.com/blogs/answer-sheet/post/why-education-inequality-persists--and-how-to-fix-it/2012/05/15/gIQAXEIeSU_blog.html