The issue of inequality seems to be evident in our classrooms nowadays. It is said that although everyone, regardless of race or religion, have been given equal oppurtunities, the outcome is still imbalanced. Researchers say that this could be due to either biological destiny (/innate intelligence superiority) or cultural depravation (/cultural superiority). This essay will reflect my views on innate intelligence and cultural superiority in explaining group differences as well as other explanation accounting for inequalities in outcomes among groups.
A contributing factor which brings about the issue of inequality would be if there are stereotypical views on groups of people who are distinguished by their supposed "innate intelligence" or "cultural superiority."
It has been held in conviction that there are "inter-group differences in intelligence", where people from certain groups perform better than those in other groups due to their intrinsic superiority. For example, some may hold on to the belief that females are naturally smarter than males. They see more females succeeding academically as compared to males. Even in some tertiary instituitions, only 3 out of 10 of its students are males. This popular misconception would result in biased treatment among gender groups in the classroom. Teachers would value the opinions of the girls more than they would the boys, under the assumption that girls are more intune to academic concepts as compared to boys. Or teachers would focus more on boys than girls, in a hope to develop their intellectual ability. Either way, one of the gender group would feel as though they were not given enough opportunity by the teacher to develop to the full potential.
Another example which illu...
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...dies. This different priority approach would also contribute to an inconsistent outcome.
Other factors affecting the inequality of outcomes are also social factors. The influence they receive from peers as well as the mass media play a role in determing the outcome of a child's academic success. Teenagers especially tend to place precedence on social success over their academic success, bringing about the imbalance in outcome when looking at the academic chort as a whole.
It would not be possible to pin-point what exactly is the cause for an inequality in outcome that exist in our education system. And although we are aware of the group differences and probably have our preferences, I belief that its our reponsibility, as educators, to uphold the professional intergrity in ensuring that our students receive the guidance and nurturing to the best of our ability.
Furthermore, Chapter 15 begins to explain educational inequality. In the United States, education is available but not to every child in the same way. Different social-classes means different schools, instructions, criteria, rates, and times. In addition to class differences, races and ethnics unfortunately play a role in educational achievement. For example, in general, African Americans, Latino/a’s, and Native Americans usually do worse in school than white or Asian American students
The inequality in Australian education can be attributed to a history of low expectations and discrimination placed on Indigenous people by the government and society. Aboriginal children were denied the right to education until the 1970s due to the discrimitory views of the government and society. The Indigenous population were the sub-standard race of humanity with little to no chance of succeeding in life and these attitudes affected the educational choices offered to them (Ray & Poonwassie, 1992). As the superior race, the Anglo-Celtic Australians, considered themselves both intellectually and socio-culturally more advanced than their inferior Aboriginal neighbours (Foley, 2013). As a consequence of these racially and culturally motivated preconceptions, children of Aboriginal descent were considered unskilled outside of their own and were deemed incapable of excelling in ‘civilised’ white society (Foley, 2013). As a result, the Australian Government, in an effort to civilise and nurture politeness within the Aboriginal people, constructed “structured” (p 139) education training institutions in 1814. However, these problems only provided sufficient schooling for menial work: Aboriginal male children were prepared for agricultural employment, while girls were trained for domesticated services (Foley, 2013). Thus, as a direct consequence of low expectation for life success, Aboriginal children were offered minimal schooling ‘consistent with the perception about the limitations inherent in their race and their expected station in life at the lowest rung of white society’ (Beresford & Partington, 2003, p43). According to Foley (2013) this combination of low expectations and poor academic grounding meant that Indigenous children we...
Education supports everyone getting opportunities in life and being able to choose better for themselves. As Horace Mann wrote, education is the “great equalizer for all.“ However, the United States Public School system will likely never be able to equally educate its masses of students. Public school educating all fairly is a myth.There is no one entity to blame for this failure. The failure lies with each student who has been conditioned to sit passively in an un-engaging classroom. Its failure lies in some students disrespectfully distracting their classmates and frustrating their once inspired teacher or administrator. The failure lies with administration being distracted with causes of the moment and burns out from knowing that all
Many people believe that “having an economy that places a greater value on skills and education is a good thing” and that is the thing that is needed to improve people’s lives and futures (Baicker, Lazear). If what our economy is trying to do a good thing they why are so many students still suffering? The main issues are the low-income education that many students have. Many schools are getting money from the government but that is not enough to pay for everything students need. Educational standards have continued to increase throughout the years but that does not help the students who are unable to pay for the better education. These students who cannot pay for the better education are stuck barely getting by with a low education. A low-education can affect many areas of regular schooling. The students who are at low-income schools do not know what type of disadvantage they have compared to other students across the country. These students believe that they are getting the best education, but there are many students who are getting a better education at a school that has the funds to pay for everything their students need. Low-income students are suffering due to the environment they are in at school and they continue to suffer throughout their life due to it. These students will continue to suffer unless something is done about the low-income schools and improve them for the future. Improvement has to come from all areas, not just one aspect of schooling but from all aspects. Although education has improved along with technology many low-income students still suffer from the vast inequalities. These inequalities will take many years to find a way to fix and even more years to actually fix, until this happens the students will...
equal education; however, through family income, race, and gender we can see that not much has
...om both genders and from diverse cultural, language, and ethnic groups have an equal chance to experience school success. (p. 20)
Underhill, R. (1994). Equity issues in math and science learning. School Science and Mathematics, 94, 281.
What does inequality mean? Inequality is defined as not being treated equally or treated unfairly compared to another. I believe that we all experience inequality at some point in our lives. Inequality can happen because of a person 's gender, religious beliefs, culture, race, and even political views. The article written by Jonathan Kozol 's talks about inequality in American schools. He believes that many schools in America are "still separated and still unequal" when it comes to race. In the article Kozol 's provides you with facts and percentages of schools who face inequality in American education. Kozol also believes that the Blacks and the Hispanics are the only ones who suffer the most from inequality in American schools. While Kozol
Through research, I will examine if there is a correlation, be it direct or indirect, between a person’s race and their educational attainment. In order to answer this question, it is important to consider other variables, such as a sex, socioeconomic status, culture, and religion. How do these variables influence a racial group’s access to education? Numerous studies have been done to answer questions like these. I am curious to find out what intrinsic characteristics of a racial/ethnic group impact their success. My research will include collection of existing data and analysis of several case studies. Some of the sociological questions that I would use to answer my hypothesis are: What are some factors that affect a person’s education level? Or how does sex affect the success of a person? Also I will explain the meaning of socioeconomic status? And is culture the foundation of educational levels? I will use these questions to help me write my research paper.
Develop an argument on or some ideas of understanding about curriculum as multicultural text by relating the works of Darling-Hammond, French, & Garcia-Lopez, Delpit, Duarte & Smith, Greene, Nieto and Sletter to your experience of curriculum, teaching, and learning as affirming diversity. You could think specifically about the following questions: Is there a need for diversity in curriculum studies and designs? Why? What measures do you think will be effective in incorporating such a need into curriculum studies and designs? What is the relevance of diversity to your career goal, to education in your family, community, and school, to education in Georgia, and to education in general? In which way can you develop a curriculum which helps cultivate empathy, compassion, passion, and hope for citizens of the world, and which fosters social justice?
Students are more focused and therefore have better test scores in single-sex classrooms. Although stereotypes are formed because of separating genders, a study in the 2009 British Educational Research Journal concluded that in single-sex classrooms, girls achieve more in math and science while boys achieve more in English (Kwong). Stereotypes have been developed early on of what girls and boys are more proficient at. Naturally girls are better at English; boys, math and science (compound sentence: elliptical construction). Single-sex classes encourage girls to pursue more in science and math and boys in English because it takes away gender stereotypes. If a boy and a girl are in the same science class working together, the girl becomes the scribe to write down data while the boy is doing the experiment (Kwong). Math and scien...
The Relationship Between Social Class and Educational Achievement Many sociologists have tried to explore the link between social class and educational achievement, measuring the effects of one element upon the other. In order to maintain a definite correlation between the two, there are a number of views, explanations, social statistics and perspectives which must be taken into account. The initial idea would be to define the key terms which are associated with how "social class" affects "educational achievement." "Social class" is the identity of people, according to the work they do and the community in which they live in. "Educational achievement" is the tendency for some groups to do better or worse in terms of educational success.
Have you ever tried getting a job somewhere, only to be passed up in favor of an equally qualified, but more intelligent applicant? Believe it or not, that is not an isolated case. More and more, intelligence is becoming a part of a person's lifestyle. IQ, the principal gauge of intelligence, has been shown to be directly correlated with not only one's income and education level, but also their occupation and general health level. IQ isn't something that can be changed. Except in a few exceptional case, a person's IQ never increases more than a few points in their lifetime. IQ is a trait from birth, just like a person's race or gender, yet in a society that is trying to eliminate all forms of discrimination, it is going unnoticed. Intelligence-based discrimination is of paramount concern, and needs to be rectified. Intelligence-based discrimination is an inveterate social injustice perpetuated by the clerisy of modern society, and it impacts the lives of millions of people every day. Intelligence-based discrimination needs to be addressed in the same way as racial or gender-based discrimination because, like those, intelligence-based discrimination is genetic. The child usually has an IQ like that of the parents. A mother with an IQ from 110-125 has a child with an average IQ of 107, if the mother was from 90-110, then the child averages 100, and if the mother had an IQ from 75-90, the child averaged an IQ of 93. The children can't help their low IQ scores. Legislation needs to be enacted to ban the unfair treatment of an individual based upon their intelligence. Affirmative action for the intellectually disadvantaged is sorely needed. Intelligence is a trait from birth. Some people are born slow thinkers. Some people have a natur...
...the pressure of keeping up with other students. Here, they can work at their own pace and figure out a solution that best works for them to understand or solve a problem. One last idea school reform should address in creating an equality of opportunity in public schools would be to set standards and spend more time in the classroom on these important tasks. These standards are put into place to help evaluate one’s progress. It’s important to have some standards in place, but they need to be feasible. To make such standards feasible, the teacher will be able to tailor it so that the standard can be met by the student. Spending a decent amount of time to get students to reach these standards is imperative. Without a sufficient amount of time, students may not be able to grasp and fully understand what is being taught to them resulting in standards not being met.
Promoting fairness in the classroom not only gives the teacher respect but also gives the students a sense of safeness and trust within the classroom. Creating an environment that revolves around fairness, trust and respect will be beneficial to all of the children in the class. The terms respect and trust are pretty straightforward. There doesn’t need to be a debate on what those two mean, but the same cannot be said for fairness. When one usually hears the word “fair” it is often looked at as synonymous to the term “equal” but the two are not the same, especially in a classroom setting. The term fairness on the classroom level means that the individual students are given what he or she may need in order to be successful; fairness does not