What is EDUCATIONAL INEQUALITY? What does EDUCATIONAL EQUALITY mean? EDUCATIONAL INEQUALITY meaning - EDUCATIONAL INEQUALITY definition - EDUCATIONAL INEQUALITY explanation.
Source: Wikipedia.org article, adapted under https://creativecommons.org/licenses/by-sa/3.0/ license.
Educational Inequality is the unequal distribution of academic resources, including but not limited to; school funding, qualified and experienced Teachers, books, and technologies to socially excluded communities. These communities tend to be historically disadvantaged and oppressed. More times than not, individuals belonging to these marginalized groups are also denied access to the schools with abundant resources. Inequality leads to major differences in the educational success or efficacy of these individuals and ultimately suppresses social and economic mobility. See Statistic sections for more information.
Measuring educational efficacy varies by Country and even provinces/states within the Country. Generally, grades, GPA scores, test scores, dropout rates, college entrance statistics, and college completion rates are used to measure educational success. These are measures of an individual’s academic performance ability. When determining what should be measured in terms of the educational success of an individual, many scholars and academics suggest that GPAs, test scores, and other measures of performance ability are not the only useful tools in determining efficacy. In addition to academic performance, attainment of learning objectives, acquisition of desired skills and competencies, satisfaction, persistence, and post-college performance should all be measured and accounted for when determining the educational success of individuals. Scholars argue that academic achievement is only the direct result of attaining learning objectives and acquiring desired skills and competencies. To accurately measure educational efficacy, it is imperative to separate academic achievement because it captures only a students’ performance ability and not necessarily their learning or ability to effectively use what they have learned.
Much of educational inequality is attributed to economic disparities that often falls along racial lines and much modern conversation about educational equity conflates the two, showing how they are inseparable from residential location and, more recently, language. Educational inequality between white students and minority students continues to perpetuate social and economic inequality.
Throughout the world, there have been continuous attempts to reform education at all levels. With different causes that are deeply rooted in history, society, and culture, this inequality is difficult to eradicate. Although difficult, education is vital to society’s movement forward. It promotes “Citizenship, identity, equality of opportunity and social inclusion, social cohesion as well as economic growth and employment” and for these reasons, equality is widely promoted.
Unequal educational outcomes are attributed to several variables, including family of origin, gender, and social class. Achievement, earnings, health status, and political participation also contribute to educational inequality within the United States and other countries.
Family background In Harvard's "Civil Rights Project", Lee and Orfield identify family background as the most influential factor in student achievement. A correlation exists between the academic success of parents with the academic success of their children. Only 11% of children from the bottom fifth earn a college degree while 80% of the top fifth earn one. Linked with resources, white students tend to have more educated parents than students from minority families. This translates to a home-life that is more supportive of educational success. This often leads to them receiving more at-home help, have more books in their home, attend more libraries, and engage in more intellectually intensive conversations. Children, then, enter school at different levels. Poor students are behind in verbal memory, vocabulary, math and reading achievement, and have more behavior problems. This leads to their placement in different level classes that tracks them. These courses almost always demand less from their students, creating a group that is conditioned to lack educational drive. These courses are generally non-college bound and are taught by less qualified teachers.