PA 597-V05 Final Report: Establishing an education system that addresses race and income inequality

PA 597-V05 Final Report: Establishing an education system that addresses race and income inequality
Student's Name
Institutional Affiliation
Establishing an education system that addresses race and income inequality
Introduction
Inequity, inequality, prejudice, discrimination, disparities, and bias are some critical concepts that permeate most public and scholarly discussions. The education system has not been spared from the ills of inequality and iniquity, occasioned by various variables such as race, ethnicity, place of origin, education, socio-economic class, and income inequalities, among many other factors. The education sectors have been under intense impact caused by race disparities, or ethnicity and income inequality. There is a systemic war on efforts geared towards efforts that nurture education equality, evidenced by attacks and criticism in affirmative policy actions that create more equal communities regarding education opportunities. Some sections of the privileged class feel that affirmative actions that salvage the minority communities are an unfair phenomenon, yet the victims of brutal discrimination feel that step would protect them and enhance the probabilities of enjoying education opportunities like the rest of the dominant groups.
Controversies and contestations appear to emerge when the issue of equal access to opportunities through specific action arises. The concept of success among Asian communities in educations and other aspects of life, including business, has brought more questions than answers to the debate concerning inequalities in education systems. Why do Asian communities, as a minority group, excel in education and business? Is success in education and income earnings result from hard work, genes, or lack of effort? These are issues that need further interrogation if the issue of implementing affirmative action needs consideration. However, the contemporary theories attempt to answer these questions by illustrating the racism and ensuing inequality should not be looked at from personalized or individualized viewpoints. Instead, it should be interpreted as systemic issues that even the visitor often do not have control over.
Much of the discussion surrounding unequal access is centered on the reality that education outcomes among minority children represent systemic unequal access to education resources, including instructors, teachers, and quality of educational content and delivery, often defined and influenced by race. There is a general perception that the dominant race often received better education due to increased access to diverse resources. Theories such as critical race theory (CRT) and critical social analysis of concepts can help understand inequalities complexities and act as a blueprint in developing key strategies.
Income inequality is perceived as the other fundamental driving force behind the education access inequalities. More often, economic class impacts accessibility to education resources. Those who are doing well economically would often find it easier to access more education opportunities, and even the level and type of knowledge and skills they get is much better than the poor economic class. However, in our contemporary societies, economic inequali...