Authored by Shankar-Brown of Stetson University, the article titled “Urbanization and Persistent Educational Inequalities: The Need for Collective Action Towards Equity and Social Justice” reveals the numerous issues, including history, development, and issues surrounding urban education in the U.S. One of the core issues highlighted is the high prevalence of social inequalities, particularly in public schools. To address these concerns, the author suggests that it is crucial to understand urban education history. From a historical standpoint, public schools in the U.S. were initially established for immigrants’ socialization. This was to enable children from racial and ethnic minority groups to transform into becoming ideal Americans. The institution of slavery, however, threatened the notion of a unified American culture. To date, minority groups’ students are negatively affected by American public schools' strong and dominant culture.
The article is also keen to differentiate the terms schooling and educating, which are used interchangeably. According to the author, schooling results in social and class-based inequities (Shankar-Brown, 2015). Aforementioned, schools were mainly for social integration. On the other hand, educating involves the enlightenment and stimulation of children’s mental, physical, emotional, and spiritual growth. However, the American education system primarily prepares students for the workforce and neglects education's civic necessity. Furthermore, most American public schools are influenced by the capitalistic nature of the country. From a historical standpoint, the high rate of urbanization in the 1860s resulted in population growth and urban crises for public schools (Shankar-Brown, 2015). Mostly, the reforms brought by politicians marginalized poor and minority groups hence higher rates of social inequalities. A century later, the middle class's mass migration from the ghettos into middle-class suburbs. This resulted in increased poverty in large urban centers and social isolation of individuals.
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Besides social inequalities, urban public schools in the U.S. face challenges, including poorly maintained structures, lack of special programs, and inadequate funding (Shankar-Brown, 2015). Due to the high rates of poverty, schools are less likely to succeed at educating their children. One of the worse facts highlighted is the high rate of resegregation among public schools. Children from ethnic minority groups are more likely to be enrolled in schools with higher levels of poverty than their counterparts. Regardless of the challenges, numerous improvements can be made to better the urban school environment.
Below is a list of actions that can be taken to improve education in public urban schools in the U.S:
There needs to be political realignment and public accountability. The rationale is that politicians significantly shape urban development. Children should therefore be allowed to take part in social events to changes their perspectives. Besides, the illusion of the democratic process accomplishes very little for these schools. However, when politics in urban schools is recognized, there will be an improvement of the education environment.
Establishing policies that shape social issues in public schools. Primarily, urbanization has increased racial inequities due to the resegregated school system (Logan & Burdick-Will, 2017). Policies should allow the integration of whites, blacks, and Latinos in schools with good conditions to avoid the signaling of some being privileged over others.
There should also be improved income for ethnic minority households. The economy plays a crucial role in inequalities in the education system. Improved income means that there will be a reduced wage gap and parents' ability to enroll their children in extracurricular activities.
Embracing diversity is also crucial for improving the urban school environment. Urban public schools have a highly diverse group of students. Respecting diversity will reduce biases on cultural differences of ethnic groups such as Latinos and blacks hence reduced social inequities.
References
Logan, J. R., & Burdick-Will, J. (2017). School segregation and disparities in urban, suburban, and rural areas. The Annals of the American Academy of Political and Social Science , 674 (1), 199-216. https://doi.org/10.1177%2F0002716217733936
Shankar-Brown, R. (2015). Urbanization and persistent educational inequalities: The need for collective action towards equity and social justice. National Youth-At-Risk Journal , 1 (1), 31. https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1005&context=nyar
