Soc 001 Elizabeth Ortega 4/20/2014 Savage Inequalities Irl Solomons history class Irl Solomons class has four girls in his senior homeroom, all of whom are either pregnant or have babies. This situation is catalyzed by the fact that the diploma offered by the ghetto high schools does not count in the United States job market. It is worth noting that not all students are enrolled in academic programs, nor do they proceed with their college after graduation. Of the 55 graduates, about 20 percent go through four year colleges. 10 percent got to class while 10-20 percent gets to higher education and an equal number join the military. The students in the class complain of unequipped labs, fault typewriters, dirty toilets, inadequate teachers and ignorance by the state as compared to other parts of America. Jennifers views on schools in poor area (Bronx East St. Louis) Jennifer notes that schools in these poor areas are hell, and that is the reason they moved. She argues that people in such areas must take the initiative of changing their lives and the levels of education in their schools. She does not support the idea of taxes from the rich states being used to improve the education status in the poor areas because these areas considered as poor have capabilities to improve the educations standards in their schools. However, she supports the fact that students from both the poor and rich areas should have the opportunity to take the same courses. Schools in poor regions must be equipped with the same facilities as those found in wealthy regions to provide equal opportunities for students. Contrast East St Louis with the school in Rye, New York Schools in Rye, New York, are far much better than the schools in East St Luis both in terms of infrastructure and student composition. In East St Luis, all the students are blacks, while in Rye the students are from different races (White, Asian and Hispanic). Only one to two percent of the students are of Black origin. In...
11th March 2015
Word Count- 1470
Gender Inequality in Education
Gender Inequality is the unjust behaviour or insights of people on the basis of gender. In regards to education, we can then say, gender inequality in education is the discrimination of individuals based on gender in schools. When talking about this gender inequality it is quite obvious that the ones being discriminated are the females.
Education is a fundamental right, which should not be restricted to a certain gender, every human being, male or female has a right to education. No matter the form of inequality it is bad for an economy and well-being. The impact is more severe if when it is viewed from the perspective of gender and even more detrimental when the resources allocated are unfair against women. A society that its hierarchal organisation have a habit of placing men in choice making positions and women demoted to economic work that seeks limited work and does not give them the satisfactory resources of means of support is a society that is put in danger. (Ijaiya & I.O.Balogun)
This issue of gender inequality in education is far more prominent in less developed countries, plus Nigeria where quite a number of readings have shown that under the backings of religion and tradition the men discriminate against women...
...SavageInequalities, 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.
My perception was changed completely after reading this book, I never knew that so many schools were situated in the ghettos and were so badly overcrowded or only had two toilets working for about 1000 students, and no toilet paper. What really upsets me is the fact that within the exact same city limits, there are schools situated in the suburbs which average 20 per classroom and have enough supplies and computers for every child to receive one as their own. Of course the...
By Jonathan Kozol
In 1964, the author, Jonathan Kozol, is a young man who works as a teacher. Like many others at the time, the grade school where he teaches is of inferior quality, segregated, understaffed, and in poor physical condition. Kozol loses his first job as a teacher because he introduces children to some African American poetry that subtly questions the conditions of blacks in America. Years later, after holding many other socially conscious jobs, Kozol misses working with children. He decides to visit schools across America to see what has changed since those early days of reform. What he learns is horrible. Many schools have student bodies that are still separate and unequal. The remainder of the book details his observations over that year and suggests causes for this shocking state of affairs.
East St. Louis is a city in ruins with no doctors or hospitals that care for pregnant women, no garbage removal service and no escape from poverty. The buildings on the main street are abandoned and chemical plants pour pollution into the air. Because unemployment is so high, the city can't make money from tax revenues and has to close down city hall and fire service workers who do things like pump out the flooded sewers. Almost everyone here is black and desperately poor. The city is located below some bluffs where white,...
Before reading the book “SavageInequalities” by Jonathan Kozol, I was highly unaware of how poor and neglected some schools are in America. I thought that every school in America had a great educational system and educators, but clearly I was mistaken. I knew that every school in America was not equal; there were obviously some schools that were better than others. However, upon reading “SavageInequalities” I discovered that it was far worse than I actually knew. The book exposed me to racism/inequality in the educational system, and at some points I had no words for such disgust and mistreatment.
The section that had the most impact on me was chapter 3 “The SavageInequalities of Public Education in New York”. The reason it impacted me the most was for several reasons, but there was a few that stood out the most. The first reason is the comments that were made by the wealthier students with better educations, and from the principles who ran the schools. An example was the principle from Riverdale Elementary school P.S. 24; he stated “I have to ask myself why there should be an elementary school in District 10 with fifteen hundred children. Why should there be an elementary school within a skating rink? Why should the Board of Ed allow this? This is not the way things should be.” I agree, it shouldn’t be like that, every child should have...
How is it possible for one of the wealthiest countries in the world to have such poverty stricken areas with the living conditions of a third-world country? After reading the words of SavageInequalities by Jonathan Kozol, I was given countless explanations on how deprivation of funds, opportunity and education affect a community in a negative light. The author ventured into the city of East St. Louis, examined the environment and gave readers a first-hand observation of the people who live there. As a reader, one will get an in depth illustration on how negligent politics affect the overall condition of a city that was initially one of the most economically sound cities in America. Many years ago, E. St. Louis was an industrialized city of great opportunity…now lays the abandoned structures that once gave the city financial stability. Kozol informed the audience of how E. St. Louis’ inhabitants have to succumb to the endless problems that come with living in one of the poorest cities in America, and how it affects their everyday lives. Although corrupt politics affect the economy and education systems of this city, adequate leadership would be of great justice to the rehabilitation of E. St. Louis.
For many years, the corrupt politics in E. St. Louis has heavily affected its physical appearance. From streets in need of major repair to a sewage system that is...
Introduction to Education Studiesp
Discuss the reasons why you think that Education Studies is a relevant field of study for anyone wishing to become a teacher.
For many centuries, teaching has evolved to become a science rather than a practice. It is safe to argue that both teachers and students have changed their approach towards education in order to optimize their potential and efficiency (Mellado 1998).
These adaptations can be partly attributed to the demands from the economically driven society, which do not necessarily believe in traditional approaches to teaching and learning. In fact, the demands from the market driven society is such that products of education do not necessarily gain recognition unless the products are compatible with the demands of the market (Olssen et al 2005).
At the same time, education has become an industry of its own, which strives on novelty and innovation rather than adherence to tradition (Tooley 2005). This meaning, the role of the teacher has changed from being a person who passes his or her knowledge and skills to students to now being a much less clear cut role of being a moderator and a facilitator of learning. However, being just a moderator or a facilitator does not fulfill the demands from the society for teachers and therefore teachers need to equip themselves with the necessary skills other than teaching, to help them become efficient and...
...INEQUALITIES IN EDUCATION
GENDER CLASS ETHNICITY
• WHY ARE THERE INEQUALITIES BASED ON
• INTELLIGENCE? • VALUES? • CULTURAL OR MATERIAL FACTORS?
• Some social scientists argue that some people are simply more
intelligent than others. • This assumption results from IQ tests. • However, IQ tests are a questionable tool to measure intelligence. • Because: standards used in such tests are
• middle class standards, • Western cultural context
Therefore: difficult to measure the Western standard IQ of a nonWestern culture • And: difficult to measure the IQ of subcultures within the same society.
• THEREFORE: case of intelligence is largely discredited as a credible
explanation to describe why working class children fair worse than middle/upper class children in educational system.
Values, Class and Educational achievement
• Herbert Hyman: emphasises the distinctive ‘norms’ and
‘values’ of social classes. • Hyman states: the values system of lower classes creates “a self imposed barrier’ that keeps them from improving their position:
• This self imposed barrier includes values found in the
• Lower value on education • Lower value on achieving higher status than previous generation • A belief that they have less opportunity for personal advancement
than other groups in society.
• Barry Sugarman: attitudes to...
...The sociological study of education looks at the way different social institutions affect the process of education and how this impacts on students. Education is widely perceived to be a positive social institution where individuals can acquire knowledge and learn new skills. However, some would argue that this is not the case and that education produces an unequal society and is a negative institution where individuals are socialised to accept such inequality. This essay will explore the inequalities in education to establish how they occur. By examining Marxist, Functionalist and Interactionist perspectives, explanations for such inequalities can be understood.
Historically, in Britain formal schooling was a preserve of higher social classes. Education was largely provided by private institutions, such as churches form the middle ages onwards, with an aim to provide the bureaucratic elite with a means to run government. The state first assumed full responsibility for education in 1870, with the Foster's Education Act. In 1880, school attendance was made compulsory up to the age of 10, ensuring basic primary education for all. (Haralambos and Holborn, 2004) The state took responsibility for secondary education with the Fisher Education Act of 1918 and attendance was made...