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Problem of urban schooling
Negative effects of urban education on educational development of the students
Savage inequalities essay
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Savage Inequalities is a book written by Jonathan Kozol in 1991 that documents the injustices in educational systems of mainly inner-city schools within the United States. He traveled to different cities such as East St. Louis, New York, Chicago, and Camden. A common trend throughout Kozol’s visits is the overcrowded, unhygienic, and understaffed conditions of the schools. Many of the inner-city schools lacked basic materials, textbooks, science lab tools, and even classrooms. Some of the people he conversed with are those who the schools were composed of: principals, teachers, and above all, children. By doing so, Kozol was better able to give an insight into the daily struggles that thousands of students faced. He was also able to capture …show more content…
Similarly to New York, East St. Louis residents handled their fair share of poor health problems. However, East St. Louis was home to so many worse health-related injustices that many of its residents might have dreamed of moving to a low-income neighborhood in New York. East St. Louis was devastated by the “sewage running in the streets, air that has been fouled by the local plants, the high lead levels noted in the soil, … [and] insufficient health care” (Kozol 25). This quotation illustrates the magnitude of the potential health issues that derive from awful environmental conditions. Nearby businesses in the city didn’t care about the negative externalities they were producing. As a result, the residents of the city were forced to suffer. East St. Louis’s problem with infant death holds more grievance than the dental problems of some children in New York. East St. Louis ranked first out of 66 cities in Illinois “for fetal death, first in premature birth, and third in infant death. ...Hospital care is deficient too. There is no place to have a baby in East St. Louis. The infant death rate is still rising” (Kozol 25). This shows the very poor conditions that the residents had to endure. With no place to properly deliver a baby, combined with the already poor environmental conditions, it’s no wonder that the rates of infant and fetal death were so high. Unfortunately, the health problems didn’t stop there. Residents of this city were malnourished and many were not immunized. “Compounding these health problems is the poor nutrition of the children here--average daily food expenditure in East St. Louis is $2.40 for one child--and the underimmunization of young children. Of every 100 children recently surveyed in East St. Louis, 55 were incompletely immunized for polio, diphtheria, measles and whooping cough” (Kozol 26). This quotation continues to
Savage Inequalities, written by Jonathan Kozol, shows his two-year investigation into the neighborhoods and schools of the privileged and disadvantaged. Kozol shows disparities in educational expenditures between suburban and urban schools. He also shows how this matter affects children that have few or no books at all and are located in bad neighborhoods. You can draw conclusions about the urban schools in comparison to the suburban ones and it would be completely correct. The differences between a quality education and different races are analyzed. Kozol even goes as far as suggesting that suburban schools have better use for their money because the children's futures are more secure in a suburban setting. He thinks that each child should receive as much as they need in order to be equal with everyone else. If children in Detroit have greater needs than a student in Ann Arbor, then the students in Detroit should receive a greater amount of money.
Basic education is mandatory for all kids in the United States. There are laws with minimum and maximum age limits for required free education, but this does not make all education equal. The minimum age varies from four to five to begin kindergarten, while most students graduate high school by age of eighteen or nineteen. However, there are kids that begin their education much earlier. Bell Hooks’ “Seeing and Making Culture: Representing the Poor”, Jonathan Kozol’s “From Still Separate, Still Unequal: America’s Educational Apartheid”, and Barbara Ehrenreich’s “How I Discovered the Truth About Poverty” have a common topic, “poverty”. Moreover, each of these readings has a different perspective with a different agenda attached, but “poverty”
Savage Inequalities by Jonathan Kozol is an account of his travels to East St. Louis, Illinois; North Lawndale and the south side of Chicago; New York, New York; Camden, New Jersey; Washington, D.C.; San Antonio, Texas; and Cincinnati, Ohio, researching their school systems. Kozol’s book exposes the glaring inequalities present in these cities. Kozol devotes a chapter to each of these cities—with the exception of San Antonio and Cincinnati—identifying the inequalities children there face. His statistics expose these shocking injustices perpetrated by the powerful. The truths Kozol uncovers in Savage Inequalities challenge anyone’s misconceptions about equality in the United States.
At a young age Lajoe, her parents and other siblings were the first family to move into the newly built Henry Horner Homes, a public housing high-rise project, on Chicago’s south side. Lajoe recalls how clean and spacious their apartment was then. As the years passed the city became less and less able to allocate funds to keep up with the repairs the buildings needed and the city seemed not to care. The projects became ran down, dank and to condense to support a large family. Lajoe became pregnant at the young age of fourteen and was unable finish her high school education.
The socioeconomic gradient that exists in civilizations with low levels of societal equity has increasingly been implicated as a major contributor to the health status of individual citizens. Thus, it is unsurprising that the neighborhood or place in which a person lives, works, and plays is also a significant social determinant of health. The consequences of one’s environment can range from diminished mental health and increased stress all the way to the development of chronic disease and early mortality. The documentary Rich Hill successfully encapsulates the problems associated with living in poverty by examining the lives of three families from an impoverished area of Missouri. The filmmakers delve into the intricate interpersonal, family,
Jonathan Kozol's book, Amazing Grace, analyzes the lives of the people living in the dilapidated district of South Bronx, New York. Kozol spends time touring the streets with children, talking to parents, and discussing the appalling living conditions and safety concerns that plague the residents in the inner cities of New York. In great detail, he describes the harsh lifestyles that the poverty stricken families are forced into; day in and day out. Disease, hunger, crime, and drugs are of the few everyday problems that the people in Kozol's book face; however, many of these people continue to maintain a very religious and positive outlook on life. Jonathan Kozol's investigation on the lifestyle of these people, shows the side to poverty that most of the privileged class in America does not get to see. Kozol wishes to persuade the readers to sympathize with his book and consider the condition in which these people live. The inequality issues mentioned are major factors in affecting the main concerns of Kozol: educational problems, healthcare obstacles, and the everyday struggles of a South Bronx child.
People in lower classes are more likely to get sicker more often and to die quicker. People in metro Louisville reveal 5- and 10-year gaps in life expectancy between the city’s rich, middle- and working-class neighborhoods. Those who live in the working class neighborhood face more stressors like unpaid bills, jobs that pay little to nothing, unsafe living conditions, and the fewest resources available to help them, all of these contribute to the health issues.
The essay “Still Separate, Still Unequal”, by Jonathan Kozol, discusses the reality of inner-city public school systems, and the isolation and segregation of inequality that students are subjected to; as a result, to receive an education. Throughout the essay, Kozol proves evidence of the inequality that African American and Hispanic children face in the current school systems.
illness and innate evil. In urban areas all across the United States, just like that of Seattle
Inequalities in Education Funding inequalities have been an issue from past to present, especially in the low-income communities. In fact, students in urban areas with less funding have low attendance, score lower on standardized testing, and a low graduation rate. Also subjected to outdated textbooks, old dilapidated buildings, students in the inner cities need to compete with their suburban and wealthy counterparts for this reason funding inequalities must end and more money should be directed to these communities from federal, state, and local governments. Frank Johnson, a writer for the National Center for Education Statistics, “Disparities in Public School Spending.”
Jonathan Kozol, an award winning writer, wrote the essay “Still separate, Still Equal” that focuses on primary and secondary school children from minority families that are living in poverty. There is a misconception in this modern age that historical events in the past have now almost abolished discrimination and segregation for the most part; however, “schools that were already deeply segregated
In the essay “Still Separate, Still Unequal” by Jonathan Kozol, the situation of racial segregation is refurbished with the author’s beliefs that minorities (i.e. African Americans or Hispanics) are being placed in poor conditions while the Caucasian majority is obtaining mi32 the funding. Given this, the author speaks out on a personal viewpoint, coupled with self-gathered statistics, to present a heartfelt argument that statistics give credibility to. Jonathan Kozol is asking for a change in this harmful isolation of students, which would incorporate more funding towards these underdeveloped schools. This calling is directed towards his audience of individuals who are interested in the topic of public education (seeing that this selection is from one of his many novels that focus on education) as well as an understanding of the “Brown v. Board of Education” (1954) case, which ties in to many aspects of the author’s essay. With the application of exemplum, statistics, and emotional appeals, Jonathan Kozol presents a well developed argument.
Every eight seconds a baby is born in the United Sates (U.S.), and within one hour four babies die (1). The infant mortality rate (IMR) measures the rate at which babies die before their first birthday and is calculated per 1,000 live births. According to government figures 7.2 babies out of every 1,000 born in 1996 died (2, p 6). Although this figure declines steadily each year and is 406% lower than the 1950 figure (3) the United States IMR is still higher than twenty four other nations (1). More importantly, the IMR for black U.S. citizens is over twice the rate of white citizens (6.3 and 14.6 respectively) (4, p 9). The National Commission to Prevent Infant Mortality even calls some regions "disaster areas" (5, p 18). What are the leading causes of infant death, and what areas within the United States are most affected? What preventative measures can ensure a child its first birthday? These questions are addressed herein. In addition, certain National Standards for Geography are met.
America’s school system and student population remains segregated, by race and class. The inequalities that exist in schools today result from more than just poorly managed schools; they reflect the racial and socioeconomic inequities of society as a whole. Most of the problems with schools boil down to either racism in and outside the school system or financial disparity between wealthy and poor school districts. Because schools receive funding through local property taxes, low-income communities start at an economic disadvantage. Less funding means fewer resources, lower quality instruction and curricula, and little to no community involvement.
Wilson, W.J. 1987. The Truly Disadvantaged: The Inner City, the Underclass, and Public Policy. Chicago: The University of Chicago Press.