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Structural inequality

Form of social inequality

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  • 4 chapters

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Through Right to property, Slavery and Serfdom

Structural inequality can be encouraged and maintained in society through structured institutions such as state governments, and other cultural institutions like government run school systems with the goal of maintaining the existing governance/tax structure regardless of wealth, employment opportunities, and social standing of different identity groups by keeping minority students from high academic achievement in high school and college as well as in the workforce of the country. In the attempt to equalize allocation of state funding, policymakers evaluate the elements of disparity to determine an equalization of funding throughout school districts.

Formal equality of opportunity disregards collective dimensions of inequality, which are addressed by substantive equality with equality of outcomes for each group. Combating structural inequality therefore often requires the broad, policy based structural change on behalf of government organizations, and is often a critical component of poverty reduction. In many ways, a well-organized democratic government that can effectively combine moderate growth with redistributive policies stands the best chance of combating structural inequality.

Education

Education is the base for equality. Specifically in the structuring of schools, the concept of tracking is believed by some scholars to create a social disparity in providing students an equal education. Schools have been found to have a unique acculturative process that helps to pattern self-perceptions and world views. Schools not only provide education but also a setting for students to develop into adults, form future social status and roles, and maintain social and organizational structures of society. Tracking is an educational term that indicates where students will be placed during their secondary school years.[3] "Depending on how early students are separated into these tracks, determines the difficulty in changing from one track to another" (Grob, 2003, p. 202).

Tracking or sorting categorizes students into different groups based on standardized test scores. These groups or tracks are vocational, general, and academic. Students are sorted into groups that will determine educational and vocational outcomes for the future. The sorting that occurs in the educational system parallels the hierarchical social and economic structures in society. Thus, students are viewed and treated differently according to their individual track. Each track has a designed curriculum that is meant to fit the unique educational and social needs of each sorted group. Consequently, the information taught as well as the expectations of the teachers differ based on the track resulting in the creation of dissimilar classroom cultures.

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