the power of education inequality

JOHNATHAN , Kozol analyzes educational inequalities by comparing the differences between student outcomes in the rich and poor schools; As a result; he shows us examples of how unequal the education system is. For example, 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 pg 25). In opposition contrast, wealthier communities have newer resources and facilities.. This is due to the fact that there is an unequal distribution of funds in schools because school funding is based on the economic status of the school’s neighborhoods. This discrepancy between poor and wealthy communities is because of racism and school funding being based on economic need in society. In addition, Kozol talks about explains how s Schools funds are distributed unfairly and unequally to poorer populations such as African-Americans, Hispanics, and Asians. (Kozol p 25). Kozol, J. (1991). Chapter 4.  Savage inequalities Inequalities: Children in America's schools (pp. 35-150). New York: Crown Pub.

 I know that school funding is greatly influenced by the economic status of certain areas and where people live in society, I agree with Jonathan Cool’s argument that “schools stack the deck against poor children (as cited by Kozol, 1956, p. 6)”. Unlike Jonathan Cool however, 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, p 9). Kozol, J. (1991). Chapter 4.  Savage inequalities: Children in America's schools (pp. 35-150). New York: Crown Pub.

  A person ‘s  race and social, class can limit his or her exposure to advanced academic knowledge   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 there are many misconceptions, and inequalities of the poor and minority people in society.  This is because Schools provide both an education and a setting for students to develop into unique individuals. 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. Diverse classrooms and schools make it possible to teach students from many different cultures and group how to live together cooperatively and productively. However, racial prejudice and discrimination are challenges that arise when people from diverse groups interact. Teachers need to acquire the knowledge and skills necessary to maximize the opportunities that diversity offers and to minimize its challenges. Teacher education programs should help teachers attain the knowledge, attitudes, and skills needed to work effectively with students from diverse groups as well as help students from mainstream groups develop cross-cultural knowledge, values, and competencies. , (Banks 2004 g 1

Another aspect of educational inequality is inequality of income and socioeconomic status of people in society is based on race society.  The issue oOf 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 higher 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 Ivy Leagues schools. l This is because most of these Poor 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. “Did you that   Harvard is not the top IV League School anymore, but Stanford University Is? ‘(. Star 2014 pg 1), in 2014, both parents and students in The Princeton Review’s “College Hopes & Worries Survey,” said they would pick Stanford over Harvard, Princeton, and Yale if they could go to any school, regardless of cost. However, the costs of an ivy league college are quite hefty”‘(. Star 2014 pg 1)” in 2014 Harvard’s tuition was  $57,050, just slightly below Stanford’s $58,846 tuition, Yale’s $59,320 tuition, and Columbia’s $61,540 tuition—and these are only the direct costs, not counting printing, travel, laundry and extra expenses. ‘(. Star 2014 pg 1) 88% of parents say they will need financial aid to cover the hefty prices of a college education. ‘(. Star 2014 pg 1) Harvard, Princeton, and Yale do offer financial aid to poorer students but Harvard offers the most financial arid of the three schools.   In fact Harvard has a policy where families earning fewer less than $65,000 annually will pay absolutely nothing? toward the cost of education. Families earning between 65k and 150k will be expected to pay a sliding scale of 0 to 10 percent of their annual income. a student who was accepted to Harvard said’” I will tell you, that coming from a family that earns slightly more than 150k a year, we will only be paying for room and board and personal expenses, as the tuition was covered by financial aid.” “(Harvard College. Term Bill Rises 3.5 Percent, (2012, p. 26).  Despite this positive case, many poor students do not get much financial Aaid and many students are eligible for financial aid because their families do not make a enough money to meet the financial requirements to get aid so they cannot afford to pay the full tuition of IV Ivy League schools alone. As a result, poorer students do not get the same educational opportunities as upper or middle class students in society. . 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 Leichardt, D. (2015) “Why are Poorer Students not Getting In top Schools.” New York: new York Times  

Our class system stratification allows for very limited social mobility this leads educational inequality, so 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. There are two types of social mobility in society inter generational 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 thanks to intelligence and hard work, climb up the social ladder. On the other hand, Inter generational social mobility, the changes of social class of different generations of family members. If, for example, 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 of intergenerational mobility. David Leichardt talks about how argues that poorer students have less Inter generational social mobility the inter generational mobility, their individual track. (Kstier 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 (kesiter 

Lisa Kester. (2012) the contempory social inequality New York233). For example,  if a person is born a African American who lives in a poor neighborhood he or she is limited to the educational opportunities ( there are not many for African Americans and  is very Limited by the barriers or being born Into the working class In society Working class citizens have limited social mobility. this Is the opposite of the wealth of educational opportunities   upper class citizen get This Is proves that 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. (Kstier 333). 

Lisa Kester. (2012) the contempory social inequality New York 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." (Kstier 333). Lisa Kester. (2012) the contempory social inequality New York 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.   

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): 193.

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

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

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