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Structural inequality in education
Structural inequality has been identified as the bias that is built into the structure of organizations, institutions, governments or, social networks. Structural inequality occurs when the fabric of organizations, institutions, governments or social networks contains an embedded bias which provides advantages for some members and marginalizes or produces disadvantages for other members. This can involve property rights, status, or unequal access to health care, housing, education and other physical or financial resources or opportunities. Structural inequality is believed to be an embedded part of the culture of the United States due to the history of slavery and the subsequent suppression of equal civil rights of minority races. Structural inequality has been encouraged and maintained in the society of the United States through structured institutions such as the public school system with the goal of maintaining the existing structure of wealth, employment opportunities, and social standing of the races by keeping minority students from high academic achievement in high school and college as well as in the workforce of the country. Critical race theory is part of the ongoing oppression of minorities in the public school system and the corporate workforce that limits academic and career success. The public school system maintains structural inequality through such practices as tracking of students, standardized assessment tests, and a teaching force that does not represent the diversity of the student body.〔 Also see social inequality, racism, discrimination, and oppression. Social inequality occurs when certain groups in a society do not have equal social status. Aspects of social status involve property rights, voting rights, freedom of speech and freedom of assembly, access to health care, and education as well as many other social commodities.
==Education: student tracking==
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.() “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.
抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』
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