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Inequality is a vice that should be combated in educational establishments by any available means. According to Miles, “childhood education services have been holding to inconsistent standards within and around US states” (3). The author argues that inequity in the educational system has resulted in disparities in the degree of vocabulary learning between Latino learners and Native American children. Enrollment in kindergarten is determined by the students' ethnicity and socioeconomic backgrounds. According to Zarate, Estela, and Burciaga, students from the most affluent social and economic classes are accepted to the most prestigious elementary schools. while those of Latino origin and other communities of color are usually admitted in the schools of low standards (5). Therefore, this has created a manipulated system that tries to justify that white student are more equal than their peers in the United States.
Inequality in the learning institutions widens the learning gap between the learners. According to Miles, “devoid of the uniform system of learning to guide the effectiveness of the programs, the most disadvantaged learners are left behind” (3). In this regard, the author held children whose parents are professionals, and working-class performs well since they attend good schools. However, this inequality has denied children with non-white origins a chance for quality education during childhood. Nevertheless, the author tries to insinuate that variation experienced in the learning institutions subject to social status, religion, color and like should not be accepted by all means. Cumulatively, this denies the leaner right to quality and equal access to the education.
The Nature of the Capitalism and Inequality in Education System.
Capitalism has also become the podium of breeding inequality in the learning institutions. It has led to the reckless exploitation of weak and therefore it has left more scars in the lives of the leaners from the poor backgrounds. The schools have become the profit-making organization, and the primary functions of learning institutions should be redefined. Gay and Morgan state “socioeconomic status of the learners is given more considerations than the academic merits in the enrolment in both secondary schools and colleges” (7). The idea behind this philosophy is that learners from economically stable backgrounds ultimately pump more money to schools. Eventually, the schools would take advantage of the rich families by luring them to concentrate the resources into the hands of few. However, non-white communities who manage to enroll in the “capitalist oriented schools” they are denied equal chance to access education. In this view, Zarate, Estela and Burciaga state “Latino students have less opportunity to pursue challenging curricula-including Advanced Placement, Mathematics and International Baccalaureate courses that are studied by the peers.” Therefore, it is evident that capitalism and inequality work together to make the life of the poor and weak in society more difficult.
It is apparent that class and race work together for the suppression of the people in needs in the society. Miles attests that “currently 1in 5 of learners are Hispanic in the US and more than half of them do not graduate” (5). The dropouts have been triggered by the vice of inequality that has been encouraged in the US. However, despite the fact that these capitalist schools are siphoning their money, they have additionally used the class and race to determine the academic destinies of the Hispanic students. In this view, it is crucial that the US should embrace the spirit of the brotherhood and come out openly and condemned racism which has heavily contributed to the inequality in the leaning institutions coupled with the philosophy of capitalism.
Corak, Miles. "Income inequality, equality of opportunity, and intergenerational mobility." The Journal of Economic Perspectives 27.3 (2013): 79-102.
Nelson, Sarah W., and Patricia L. Guerra. "Educator beliefs and cultural knowledge: Implications for school improvement efforts." Educational Administration Quarterly 50.1 (2014): 67-95.
Du Gay, Paul, and Glenn Morgan, Eds. New spirits of capitalism? Crises, justifications, and dynamics. Oxford University Press, 2014.
Zarate, Maria Estela, and Rebeca Burciaga. "Latinos and College Access: Trends and Future Directions." Journal of College Admission 209 (2010): 24-29.
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