Educational inequalities its causes effects and role of teacher
Answers
Explanation:
One side of the educational inequality solution is to "break the cycle of poverty." The other, seldom stated side of the same coin is to break the cycle of privilege. According to Adam Gamoran of the Wisconsin Center for Educational Research, privilege is self-perpetuating (2001). The most economically well-off parents send their children to more advantaged schools, this schooling sets up those children to graduate high school, attend college, and maybe graduate school, and provide a more economically stable environment for their children, who will attend even better schools, and so on. This is not to say that those excellent schools should be stripped down to bare-bones educational experiences, but rather that the unfair funding practices that allow for those schools to be so much better, need to be curtailed.
A simple solution to this problem is to spread the wealth of our nation more equitably. This concept applies not only to schools, but also to the home situations that set some students behind their peers even before they enter school. The long term benefits of education are so substantial that the very concept of cutting education budgets should be outlawed. There is no single federal, state, or local budgetary item that is more central to the continued success of the individual or community than education. Increasing funding for all schools will have the effect of creating a more economically robust and viable society that could in turn alleviate many other budgetary concerns. It is essentially an application of the cycle of privilege at the societal level.
Finally, education and participation in the education system must be made more attractive for all involved with it. Higher salaries for teachers will help to attract and retain the best and brightest, even in schools that currently seem the least attractive to work in. Making learning more individualized, personalized, and engaging to all students will curb the dropout rate, and provide more educated workers and innovators to fuel continued economic growth.
Schools produce inequality. Work carried out by educational sociologists such as Kalwant Bhopal, David Gillborn and Deborah Youdell shows that the everyday practices of teaching and learning exclude already marginalised groups of students while guaranteeing success for others.
My own research found that in a climate where teachers are under extreme pressure to produce results, practices such as ability setting, continual student assessments, shaming behaviour management approaches and short-hand descriptors of students – such as “low ability” or “SEN” – are commonplace. Students who are already part of minority groups in society – for instance, due to race, class, gender or a disability – are disproportionately represented in so-called low ability groups; often score below average in tests (because of the system rather than the students); and are frequently misrepresented or underrepresented in curriculum material presented in class.
Explanation:
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 are measures of an individual's academic performance ability