Free income inequality papers, essays, and research papers.

The view so stated has very radical implications for educationalinstitutions since it charges them with ensuring that allstudents have equal prospects for living well, regardless ofdifferences in their natural potentials. Thus, educationalinstitutions organized in accordance with equality of opportunity forflourishing would not only have to provide compensatory support andresources for those from disadvantaged family backgrounds, but alsofor those who have genetic disadvantages.

Free equal opportunity Essays and Papers - 123HelpMe

Free equal opportunity papers, essays, and research papers.

Welfare states, family inequality, and equality of opportunity

Recent philosophical work has similarly undercut the sharpequality/adequacy distinction and shows how the two ideals are closelyintertwined in the pursuit of educational justice. These approaches(e.g., Satz 2007; Anderson 2007) argue that adequacy in education hasa relative and comparative component because the educational thresholddepends on the knowledge and skills that others have, and so it isnecessarily a moving target. For example, what it takes to serve on ajury, or to have an adequate opportunity for college, depends on theknowledge and skill levels of others. This “relational”approach to adequacy can respond to one of the strongest concernsproponents of equality raise: that because many of the benefits ofeducation are positional, which is to say, their value depends uponone’s position relative to others, equality is the rightdistributive principle for educational opportunities. The meritocraticdistribution of jobs, where the most qualified candidate is appointed(rather than the individual who is merely well-qualified), ensuresthat positionality is decisive in many cases. Conceptions of adequacythat are attentive to relevant comparative claims can address thisissue and thereby deflate the tension between adequacy and equalityapproaches to distributing educational opportunities.

Socioeconomic inequality in access to high-status …

Whatever one believes about the appropriate scope and content of civiceducation, a pressing issue is students’ extremely uneven accessto educational opportunities that prepare them for participatorycitizenship. Meira Levinson’s recent work on the “civicachievement gap” highlights this corollary to the much-morediscussed achievement gap and underscores vast inequalities acrossstudent groups in terms of what youth know about how government works,and their ability to participate effectively in civic life (Levinson2012). These low rates of participation and engagement also haveconsequences for how the interests of the poor are treated. Indeed,even if one rejects equality of opportunity in this domain, there isample evidence that many societies are not doing enough to enabletheir poorer and less educated citizens to effectively and competentlyparticipate in public life.

SocioSite: SOCIAL INEQUALITY AND CLASS
Free equal opportunity Essays and Papers

Sweden has lots of wealth inequality - Marginal REVOLUTION

A more urgent demonstration of the scarcity of educational opportunityin the US and many other societies is evident in how access tohigh-quality primary and secondary education is effectively limited tochildren whose families can afford housing in middle-classneighborhoods, or who have access to private schools via tuition orscholarships. Despite the Brown decision’s eradicationof de jure, or state-sanctioned, segregation by race inschools, public schools in the US remain sharply segregated by raceand by class due to de facto residential segregation. Thissegregation has significant consequences for poor and minoritystudents’ educational opportunity. Given the strong correlationbetween school segregation, racial achievement gaps, and overallschool quality, poor and minority students are disproportionatelyeducated in lower performing schools compared to their white and moreadvantaged peers (Reardon 2015 in ).

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This entry has provided analysis of key positions in debates aboutequality of educational opportunity. We began by describing thereasons for being concerned about equality in this arena and thensurveyed debates about the value and distribution of suchopportunities. As the above discussion highlights, the realization ofthe ideal of equality of educational opportunity may be frustrated bycompeting conceptions of what equality itself entails, and also byother important values that are in tension with equalizing educationopportunities (e.g., respecting family autonomy). Social scientificadvances in recent years have clarified our understanding of themechanisms behind children’s unequal access to educationalopportunities, and the consequences of those inequalities for socialmobility (e.g., Chetty et al. 2014; Duncan & Murnane 2011). Thisknowledge enables policymakers to target interventions to areas thatwill be most impactful (e.g., growing recognition of the importance ofearly childhood education). But value tensions of the sort highlightedin this entry will persist, and they warrant ongoing attention byphilosophers as our understanding of the causes and consequences ofeducational inequalities sharpens.

Inequality in the American Education System | HuffPost

Justice, Inequality, and the Poor | National Affairs

Wisdom seems to be a commodity less and less available in educational institutions; for the methods and ideals coming into vogue in modern education, scientific specialization on the one hand, and the treatment of humanities either as a kind of pseudoscience or as superficial culture, are not calculated to cultivate a disposition towards wisdom; something which, certainly, educational institutions cannot teach, because it cannot be learnt in the time or wholly in such surroundings, but which they can teach us to desire, which they can teach us how to go about acquiring.