Racial Inequalities In Education
EDUCATION INEQUALITY
In the US News article titled “An unequal start” Aparicio (2016) states that American students of color are not treated or protected equally especially when it comes to education. According to a report by the U.S Department of Education, there is evidence of troubling data that points to detrimental consequences of racial bias for students of color (Aparicio 2016). The data shows that Black and Latino students are disproportionately issued suspensions as early as kindergarten despite overall decline in suspensions nationwide (Aparicio 2016). Black and Latino students are four times more likely than their white peers to be suspended. Another study found that majority of suspensions issued to Black and Latino students were …show more content…
due to nonviolent and minor misbehavior for example; cell phone use, defiance, and disrespect (Aparicio 2016). Aparicio states that “the targeting of students of color for disciplinary actions is even more troubling because it is coupled with the reality that these same students are more likely to have underprepared teachers and lack advanced courses in their high schools (2016).”
No matter how far we have come towards equality for all, the education system in America is still a way of holding back the less privileged and allowing others to press forward. The education system is filled with oppression and inequality. This allows us to assign the conflict theory to the education system (Treviño 2014). Even though everyone has equal rights to education, race is partially a limitation to the quality of education a student receives. The education system benefits the majority race with students of color being suspended at alarming rate. Due to the alarming rates of suspensions, one can assume that the suspended students miss out on lots of information. As a result, the students may be held back because they are "not able” to pass standardized tests and/or “not able” to show proficiency in their classes. The education system perpetuates a system of inequality because it pushes down and delays students of color by suspending them at alarming rates all this while allowing other students to advance.
The structural functionalism theory helps us see that the education system disparities are functional and provide stability to society (Treviño 2014).
A structural functionalism theorist would argue that, education is necessary in society as it provides us with a sense of who we are. Education functions as a method in which people are placed into society. Students are identified by teachers as intelligent and motivated or less bright. These students are taught at the level that is best for them. (Treviño 2014). Therefore, they are prepared in the most appropriate way possible for their life after education. Meritocracy exists in society and those that work hard are able to advance in society (Treviño 2014). Being able to advance in society requires hard work and ability, therefore, inequality in the education system is necessary for functioning of society because the more intelligent students are allowed to press forward. The symbolic interaction lens allows us to see that certain education disparities are due to the messages students receive and how the students view themselves (Treviño 2014). The labeling theory has a direct correlation between those in power and those who are being labeled by the education system. When a student of color gets low scores on standardized tests or poor performance in particular class, they are often labeled as a low achiever. These labels are hard to “shake off”. With the student believing they are a low achiever, they can create a self-fulfilling
prophecy.
To combat the issue of education inequality, we need to teach teachers and school administrators more tolerance and acceptance (Crone 2007). We need to address racial and ethnic prejudices and discrimination in schools directly. This can be accomplished by increasing the efforts to teach teachers about tolerance and acceptance of other races and ethnic groups in schools (Crone 2007). After employing these efforts and strategies, we should start holding individuals that practice prejudice and discrimination in schools personally accountable.
In the US News article titled “An unequal start” Aparicio (2016) states that American students of color are not treated or protected equally especially when it comes to education. According to a report by the U.S Department of Education, there is evidence of troubling data that points to detrimental consequences of racial bias for students of color (Aparicio 2016). The data shows that Black and Latino students are disproportionately issued suspensions as early as kindergarten despite overall decline in suspensions nationwide (Aparicio 2016). Black and Latino students are four times more likely than their white peers to be suspended. Another study found that majority of suspensions issued to Black and Latino students were …show more content…
due to nonviolent and minor misbehavior for example; cell phone use, defiance, and disrespect (Aparicio 2016). Aparicio states that “the targeting of students of color for disciplinary actions is even more troubling because it is coupled with the reality that these same students are more likely to have underprepared teachers and lack advanced courses in their high schools (2016).”
No matter how far we have come towards equality for all, the education system in America is still a way of holding back the less privileged and allowing others to press forward. The education system is filled with oppression and inequality. This allows us to assign the conflict theory to the education system (Treviño 2014). Even though everyone has equal rights to education, race is partially a limitation to the quality of education a student receives. The education system benefits the majority race with students of color being suspended at alarming rate. Due to the alarming rates of suspensions, one can assume that the suspended students miss out on lots of information. As a result, the students may be held back because they are "not able” to pass standardized tests and/or “not able” to show proficiency in their classes. The education system perpetuates a system of inequality because it pushes down and delays students of color by suspending them at alarming rates all this while allowing other students to advance.
The structural functionalism theory helps us see that the education system disparities are functional and provide stability to society (Treviño 2014).
A structural functionalism theorist would argue that, education is necessary in society as it provides us with a sense of who we are. Education functions as a method in which people are placed into society. Students are identified by teachers as intelligent and motivated or less bright. These students are taught at the level that is best for them. (Treviño 2014). Therefore, they are prepared in the most appropriate way possible for their life after education. Meritocracy exists in society and those that work hard are able to advance in society (Treviño 2014). Being able to advance in society requires hard work and ability, therefore, inequality in the education system is necessary for functioning of society because the more intelligent students are allowed to press forward. The symbolic interaction lens allows us to see that certain education disparities are due to the messages students receive and how the students view themselves (Treviño 2014). The labeling theory has a direct correlation between those in power and those who are being labeled by the education system. When a student of color gets low scores on standardized tests or poor performance in particular class, they are often labeled as a low achiever. These labels are hard to “shake off”. With the student believing they are a low achiever, they can create a self-fulfilling
prophecy.
To combat the issue of education inequality, we need to teach teachers and school administrators more tolerance and acceptance (Crone 2007). We need to address racial and ethnic prejudices and discrimination in schools directly. This can be accomplished by increasing the efforts to teach teachers about tolerance and acceptance of other races and ethnic groups in schools (Crone 2007). After employing these efforts and strategies, we should start holding individuals that practice prejudice and discrimination in schools personally accountable.