Inequality In Education

Throughout decades, education inequality is still one of the most deliberate and controversial issues in the United States. Thus far, the privilege or right to receive education has not attained the level of equality throughout the nation. Poor districts obtain less educational funds while rich districts obtain more, which create an immense gap between the quality of schools in poor and rich areas. In other words, the education gap is the root of inequality in America. Inequality in education is linked to the major problems in the society. The need for studies to be done to find ways of overcoming these inequalities is very inevitable. The means of mitigating these inequalities are important for the entire world. This is something of great interest due to the fact that children need quality education which is a pillar for a guaranteed future. Generally speaking, the distinctions among races, genders, and classes in the society have caused the educational inequality in America.

In this paper, I will explore the aspects regarding racial inequality pertaining to education in the United States of America. It has come to my attention, based on my observations, that race is a definitive factor that plays a role in establishing socioeconomic status. In relation to socioeconomic status, variables correlating with race that I will be focusing on, is the educational and wealth aspects. An individual’s level of education is pivotal to establishing stable, consistent wealth and vice-versa; the access for quality education is inconsistent primarily among minority races/ethnicities. According to historical records ranging from the year 1980 to 2000, between Whites, Hispanics, African-Americans, and Native Americans, the educational attainment gap is widening (Kelly 2005). Education is seen to be a source of respect and key to gaining a higher income, which transfers over to greater wealth. Acknowledging the slow expansion of the educational attainment disparities, I argue that the society’s perceptions and actions addressing race perpetuates and produces social inequalities by limiting opportunities despite “equal” resources, privileges, and rights through social policies that have contributed towards the quality of America’s education system.

Growing up in a Hispanic household has shaped and built my values in life. At Appleton North High School, I am one out of the few Hispanic students. Knowing that my parents have migrated to America to give me a better future has motivated me to make it happen. Although, as a Mexican-American, I have felt out of place as a minority. However, with time I learned to accept my cultural differences. In fact, to this day, I thank my widowed father for the sacrifices and greater opportunities he has given me. My goal is to keep representing the few Hispanic students in college by working hard to achieve my career goals; not all Hispanics are fortunate enough to attend college. I also work to inspire young Hispanics to find their potential and follow

This statistic is important because it shows how much Chicano students have struggled in school at every grade level. Compare these numbers with the white community, “84 graduate from high school, 26 graduate with a bachelor 's degree and 10 earn a professional degree...Chicanas and Chicanos, have the lowest educational attainment of any group” there is great cause for concern (Marquez). These realities have a variety of causes as these students “usually attend racially segregated, overcrowded schools” and with “poorly maintained facilities, students are often enrolled in classes where undertrained, under credentialed faculty attempt to teach with minimal resources” many as "tracked into remedial or vocational program” (Marquez). David Scott ran data in academic performances by ethnic-studies students and states that Chicano students do better in school when having these programs available because they are a "substantial boost" for those poorest students (Scott 2012). If they don’t have these programs the result then is that “they drop out, or are pushed, out of the educational pipeline in higher numbers than any other group” (Marquez). While enrolled, “students often describe graduate school as a place where they feel invisible” as most programs “tend to be racially exclusive with predominately white students, faculty and curricula that omit Chicano histories and perspectives” (Marquez). For this reason, it is suggested by Scott for imperative

By the droves, these students, as a result of teacher expectations, are disengaging from their own education to carry out the self-fulfilling prophecy of mediocrity. The fact that 83% of educators are White, middle class women creates another layer of disconnect for Latino students who are unable to positively identify with successful role models who share their background (Gandara, 2000). Unable to see themselves reflected in the degree-earning demographics and having few encounters with educators who are adequately trained to understand their plight, Latino youth are simply rendered impotent to affect change, thus completing their assent into hopelessness.

Racial inequality persists in the current U.S. education system, despite nationwide efforts to promote the acceptance of students of all racial and ethnic backgrounds. Minority students, most notably African American and Latino, receive lower qualities of education compared to the Caucasian majority and are, as a result, at an indisputable disadvantage after primary and secondary education. According to a 2014 study conducted by the U.S. Department of Education, “students of color in public schools are punished more and receive less access than white students to experienced teachers” (Abdul-Jabbar 31). Higher suspension rates and an increased frequency of corporal punishment use, allowed in 19 states as of 2014 according to Business Insider (Adwar), for minority students are two disciplinary examples of underlying racial discrimination with the current U.S. education system. Economic repercussions of racial inequality in education have been proven to include wealth gaps, higher unemployment rates, and financial instability for minorities in later life. Due to the prominence of racial segregation within schools, it remains a controversial point of debate in modern-day society, resulting in attempts such as affirmative action to establish racial equality in education. In Grutter v. Bollinger (2003), the United States Supreme Court declared affirmative action to be a justified policy in the

Although the subject of education, study behavior, has been viewed as a personal matter, we believe race and gender played a role in it. We interviewed a Senior Latino student named Irving Alvisurez. Alvisurez is a first generation college student that came from Los Angeles, California. When he first came to UCSB, he lived in FT and there was only four Hispanics on his whole floor, this gave him more opportunity to expose to foreign cultures and experiencing culture shock. He first majored in computer science and later changed to Chicano studies. As a first generation Latino, he felt more pressure from family rather than social pressures. His statement was supported by the arguments within his family based on his change of majors multiple times,

The education system in the United States has expanded over the years to prepare individuals for the demanding labor market that constitutes our society. It has shifted from the development of mere intellectual scholars to the development of intellectual scholars competitive enough for a work force that now requires a degree for entrance. As this system of education has expanded throughout the country, so has the reproduction of inequality. To explain the manner in which this system has been structured to achieve a gap of inequity among society’s affluent and disadvantaged members, conflict theorist Karl Marx claims that, “School institutions are intentionally designed to integrate individuals into an unjust society” (Brand lecture, January

The exponential growth of the Latina/o population is symptomatic of an unquestionable shift in the demographic landscape, and is also reflected in the demographic make-up of higher education. As of 2012, Latina/os constitute the largest ethnic/racial minority group in the United States (U.S. Census Bureau, 2012). Furthermore, Latina/o undergraduate students constitute the largest minority group on college campuses, at 19% of total students enrolled (Pew Research Center, 2014). Research also indicates that Latina/o students experience continued racial discrimination on college campuses (Chavez & French, 2007; Yosso, Smith, Ceja, & Solórzano, 2009; Cokley, Hall-Clark, & Hicks, 2011; Zeiders, Doane, & Roosa, 2012).

Latinos make up a quarter of students enrolled in our elementary schools today (Pew Hispanic Center, 2012). Among them lie the engineers, lawyers, scientists, and other professionals of our future. In order to create national leaders that reflect the population of the country, the U.S. must make Latino education policy a priority on the national agenda. For this reason, the most critical issue facing American higher education today is Latino student success and increasing the college degree attainment rates of Latino students.

The current trend in lack of Latino students attending college combines a lack of college readiness with a deficiency in resources to prepare this student population. Increasingly, higher education scholars are accepting these deficiencies as roadblocks to college access, and are looking to preparation programs, parent educational resources, and transition programs as subjects worthy of consideration. There are many different challenges being faced by this population, a population that is the fastest growing minority population in the country. Educators, parents, policy makers, student affairs professionals, and institutional leaders all play a vital role in the advocacy of Latino students on their journey towards admission and acclimation

Furthermore, the government has also lacked on providing support to Latinos by denying or diminishing educational opportunities, opportunities that have been offered to other ethnic groups. The government has not only limited the possibilities of Latinos to achieve a higher education but has also made it difficult for Latinos to escalate at a at a higher pace towards their dream career. In the Book, The Politics of Hispanic Education: Un Paso

Currently, we have yet to see adequate accommodations to Latinx culture within the public preparatory education system here in the U.S. Speaking on my behalf, I did not receive much enlightenment relative to this field as our history courses were simply focused on the founding fathers of our nation (and revolved around the American Revolution against the British.) In fact, it was until my undergraduate years here at the university where I enrolled myself as a Latinx/Mexican-American Studies minor and began to familiarize myself with my identity and the long history behind my culture. Even then, it has come to my attention that there are a select few universities that offer Latinx studies and courses similar to A&M’s. As a first-generation minority student enrolled at a pre-dominantly white institution, I can vouch for myself to say I carry a different perspective of the world that may differ than most of my peers due to my upbringing. Coming from a low-income community with inadequate resources and conditions, I found myself closely relating to the narrative that

Latinos, and particularly those of Mexican descent, represent the largest growing ethnic or racial minority group in the United States with over 56.6 million in 2015 (U.S Census, 2016). Hispanics constitute 17.6 percent of the nation’s total population. According to the US Census Bureau, the Hispanic population is projected to be 119 million by 2060, and would constitute 28.6 percent of the nation’s population (US Census Bureau, 2016). Not only are Latino’s the largest ethnic minority, Latino’s are disproportionately poor, with one- third living in poverty and two-thirds living in low-income households (Turner, Guzman, Wildsmith & Scott, 2015). The interaction of multiple disparities in the Latino community puts Latino students at a disproportionate

Higher education is a vital aspect to achieve success in employment, economic security, and the welfare of the Latino community. The Latino community in the United States finds that the educational experience is an accumulated disadvantage. As discrepancies become more discernable, there are social and economic factors that structure the retention of Latinos in higher education. Prior research shows that Latino students are often disproportionally disadvantaged to attaining higher education. The impediments of the Latinos are comprised of language barriers, lack of information about certain resources, and parent’s lack of human capital to actively support their children’s educational needs. More than often, Latinos are often uninformed about the right ways to navigate the educational system. There are explicit challenges in society and economy that the Latino population face more profoundly than any other group, and it is important to study the specific challenges of this group and what can be done to promote their success in a higher level of education. As this population continues to grow, it is essential to acknowledge what research has found about Latinos’ strong beliefs of the value of a college diploma and how this aspiration of attaining higher education falls short to being achieved due to limiting socioeconomic factors that can be amended.