Educational inequalities and their socioeconomic impacts

Educational Inequalities

Today, educational inequalities are experienced in most campuses, and it is getting more vicious day by day. This is because one side does not want to fight, but the other tends to act very bellicose. Research has shown that this problem pits different groups of people starting from the faculty, staff, administrators and the students. In the United States, education takes the lead toward the realization of pluralistic democracy; this means the government has to ensure that there is total and equal accessibility to educational opportunities for all Americans, at all level and all fields. In summary this paper will analyze the articles provided by identifying the forms of educational inequities and inequality faced by students from minority backgrounds.

According to Michelle & Jessica (2004), in their article of Circuits and consequences of dispossession: the Racialized realignment of the public sphere for U.S. youth, the city managed to deploy large numbers of police personnel by adopting aggressive policing tactics in schools as a way of creating a safe educational environment both for students and teachers. However, studies shows that in some parts of the country, these practices happen to be dysfunctional and frequently expensive. The California school is one of the growing public schools, which is located in communities of poverty and color as well as, increasingly segregated. The students in this school have come to realize that the blades of class, race and ethnicity cut the cloth of the public resources determining who receives and who is denied a rich public education.

According to Michelle and Jessica in their article, they report that in the state of California the percentage of under credentialed teachers is directly related to the percentage students of color and students eligible for free or reduced price meals. Conversely, the teacher turnover rates are also reported to be as high as 40%. Therefore, this can be an evidence to show that there is educational inequities and inequality faced by the minority groups. Indeed, the origin of the inequality in the education circles is pointed out to be the frameworks that are persistently used in the academic discussions that constructed race, racism and race relations in terms that put them as black and white at different and often loggerheads ends hence trivializing race, as indicated by Takagi D.Y. (n.d:pp230). In addition, in this article, many students spoke of the "lacks" which their education has instilled in them. According to Rogers, he argues that if kids from the wealthy schools come to his school, he feels that he will be embarrassed because he will not be able to talk freely since those kids would be more sophisticated. According to Liesemeyer (2004), in the article: Circuits and Consequences of Dispossession: The Racialized Realignment of the Public Sphere for U.S. Youth, it is reported that most universities in the states could not tolerate the Jewish Threat to the white Gentile hegemony therefore restricting the Jewish students from the university to regain their former status as an elite institution for the native Americans (Liesemeyer, 2004).

Educational inequities are also experienced in elementary and middle schools. The students report that the problem is idiosyncratic or fixable; however, this may not be easy because the students yearning for equal educators are routinely denied. Kyle explained: "when I ask for help, and there are too many kids and I know the teacher can't pay attention to me, I'm ignored. That makes me mad. They blame kids when they cannot fix things.' James on the other hand states that; I'm in tenth grade. And what I like about my school, or what I don't like about my school is how they teach us like animals, like they cage us up and like they keep putting more gates and more locks and stuff and then they expect us to act like humans and I feel like if you treat us like animals that's how we going to act. . . ." (Michelle & Jessica 2004). Takagi D.Y. (n.d:pp 238) further notes that since the 1990s, there have been deliberate attempts to shift the affirmative action from the race based approach t class based approach. The repercussions of which might be the increase in inequality due to ignorance of the equality in education among races and instead the class issue taking over.