Education is not equal - Kemari A. Lee

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Florida State University *

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ENGLISH 3

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Sociology

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Feb 20, 2024

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Lee 1 Kemari A. Lee 15 Sept 2023 Education Is Not Equal for All Education is considered a fundamental human right, yet it is not equal to all. According to The Universal Declaration of Human Rights and the UN Convention on the Rights of the Child, “Education shall be free, at least in the elementary and fundamental stages” (United Nations, n.d.). In the book Ain’t No Makin’ It by Jay McLeod there are two groups of young men The Hallway Hangers who were a group of Caucasian males and the Brothers a group of African American males. Both groups are living in the same social class despite this both groups viewed their education differently. Anyhow, both groups did recognize the difference in resources available for their low-income school versus the school on the hill. They all have access to a free education at their high school, Lincoln High School (MacLeod, 2009). Education is a “right” just not an equal one for all attending. The United States “technically” has fulfilled their responsibilities for the Hallway Hangers and Brothers by providing a public education. However, the United States has made progress in promoting equality in education through policies like desegregation and anti- discrimination laws. However, achieving equity remains a challenge. Disparities in educational outcomes persist due to factors like unequal funding, unequal access to quality teachers, and differences in family backgrounds. Achieving equity recognizes that individuals have different needs and circumstances. It aims to provide resources and opportunities based on those needs, with the goal of achieving a more fair and just educational system. The convention says, “ children must be allowed to grow, learn, play, develop and flourish with dignity” (Conventions

Lee 2 on the rights of the child, n.d.) . Yet education is a fundamental human right, it is not an equal one. Education is not equal in the sense of children from disadvantaged backgrounds are more likely to receive an inferior education, which can lead to lower social mobility. In the United States, the social reproduction theory holds true to some extent. Social reproduction theory suggests that the educational system can perpetuate social inequalities by reproducing the existing social structure. Students from low-income families often attend underfunded schools with fewer resources, which can limit their opportunities for upward mobility. This perpetuates the cycle of poverty and inequality. This can be seen in the Hallway Hangers as they were from a low-income household. Although the Hallway Hangers and the Brothers were from different racial backgrounds, they both imposed different expectations and aspirations. As the Brothers knew being African American men, they had to work hard in school to obtain a higher socioeconomic status. The Brothers valued education as they were able to see it as a way out. Versus the Hallway Hangers did not value their education and spent their time drinking and smoking marijuana. The Hallway Hangers did this as they seen America as a place that lacks opportunities just because that is how it works. While the United States has made efforts to fulfill the right to education, challenges related to equality, equity, social reproduction theory, and aspirations/expectations persist. Disparities in educational outcomes based on socio-economic factors continue to exist, and marginalized groups often face barriers to accessing quality education. Racial biases start from pre school when the African American boy enters the classroom. It has been found, “that teachers spend more time focused on their black students, expecting bad

Lee 3 behavior” (Turner, 2016). If a teacher spends more time looking for bad behavior, they are taking away opportunities from the other children in the classroom. It is essential for schools and teachers to engage in cultural competency training and adopt strategies that promotes quality and inclusion. The goal is to ensure that all students, regardless of their race or background, have an equal opportunity to succeed in school. In addition, Jay McLeod book references the phrase “pushed into jumping” which is used to define the actions of a few of the young men. This phrase implies that these individuals are compelled or forced into making certain decisions due to the challenging circumstances and limited opportunities they face. Due to the financial limitations the Hallway Hangers faced some of them sold drugs to make good money. Financial limitations are a disadvantage to the young men as there is lack of resources such as, tutors and extracurricular activities which in return directly affects their school performance. Both the Hallway Hangers and the Brothers struggled with financial limitations by coming from single parent households. Nevertheless, students failing in school at any point of their education should have adequate resources to help combat the issue. For starters every student learns differently, if schools were to put together individual education plans tailored to students who have disabilities or behavioral issues. The individual education assessment starts by identifying students who come from low-income neighborhoods or parents with no educational background. By doing this assessment the schools would be able to properly identify “at risk” youth. Once this assessment is done, the students should monitor the students who are considered “at risk” to check their education and behavioral progress. As a result, these assessments can be beneficial to the schools and teachers showcasing which students may require more support and resources outside of the classroom. Above all

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Lee 4 students need extracurricular activities to keep themselves out of trouble. In addition to being able to escape the hardships that they may impose at home. By taking these steps, educators and others can create a supportive and inclusive educational environment that helps struggling students overcome challenges and stay in school. Ensuring that students have access to the necessary resources and support can lead to improved academic outcomes and a brighter future for these individuals. Another way would be to create after school and community programs for the children considered at risk. The article by NYU suggests, “For instance, after-school and community- based programs that create awareness of these barriers and provide avenues for youth to address them may be powerful ways to improve the outcomes of marginalized youth” (Communications, 2017). The success of the youth and community-based programs for at risk children depends upon the sustained effort, collaboration, and commitment to making a positive difference in their lives. It is most important to keep in mind that adaptation and refining programs based on the evolving needs and circumstances of the children and the community.

Lee 5 References Communications, N. W. (2017, June 19). Retrieved September 13, 2023, from Believing the system is fair predicts worsening self-esteem and behavior for marginalized youth . NYU. https://www.nyu.edu/about/news-publications/news/2017/june/believing-the-system-is- fair-predicts-worsening-self-esteem-and-.html Convention on the rights of the child . UNICEF. (n.d.). Retrieved September 11, 2023, from https://www.unicef.org/child-rights-convention . MacLeod, J. (2009). Ain’t no makin’ it aspirations & attainment in a low-income neighborhood . Westview Press. Turner, C. (2016, September 28). Retrieved September 13, 2023, from Bias isn’t just a police problem, it’s a preschool problem . NPR. https://www.npr.org/sections/ed/2016/09/28/495488716/bias-isnt-just-a-police-problem- its-a-preschool-problem United Nations. (n.d.). Retrieved September 11, 2023, from Universal declaration of human rights . United Nations. https://www.un.org/en/about-us/universal-declaration-of-human- rights

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