An African American mother is walking with her daughter to the front entrance of her daughter’s new school. As the mother was busy talking with the new teacher, the shy little girl hid behind her mother’s skirt, peaking at the other children laughing and running around the playground. They were all smiling ear to ear and giggling, their blond and brown hair reflecting the sunrays, and their light skin blending with the bright scenery. It was not long before the little girl’s heart sank, staring at her own dark skin and feeling her black, course hair. Here I am, she thought, the ugly and dumb duckling.
Believe it or not, I used to have the same feeling as that little girl. Although I have enjoyed living in the Brighton community, I always felt a little negative tug from within, a sense that I was intellectually inferior to most of my peers due to the color of my skin. It took me years to accept myself as a special person and to take pride in all I do for myself and for other people.
Unfortunately, that little negative force did not only lie within me. It also lies in the hearts of thousands of people, especially minorities like blacks and Latinos. In the past, whites and minorities faced social inequality. Today, these groups are still segregated, but they are done so through economic inequality. While several individuals in the middle and upper classes are mostly white people, the majority of individuals in lower classes tend to be minorities. As a result, there is an achievement gap in educational potential between whites and African Americans, contributing to not only a new form of segregation, but a stereotype threat that minorities are academically inferior to whites.
In the Civil Rights Movement, the main goal was to promote social equality between whites and African-Americans. This included building a community of diverse backgrounds where everybody is treated with respect. Unfortunately, members of the African-American community tend to live in poor urban areas today, while the majority of Caucasian people live in attractive suburban areas. Although suburban areas generally have higher taxes, this economic inequality among these two groups is an emerging issue in racial inequality. Instead of a social problem, an economic problem exists.
On one end, many white families who have well-paying jobs would not live in a poor area. On the other end, many minority groups, especially those who face a glass ceiling in their jobs, cannot afford to live in a community where taxes are higher: “Poor schools, institutionalized segregation, and minimal funding ...strengthened the foundation upon which achievement gaps are built on today” (Watkins n pag.). This creates a new schism in educational opportunities between white and minority children and ultimately a new form of segregation.
This economic division fuels a stereotype about African-Americans and Latinos. Are they unable to gain an education suitable enough to get a job simply because of their lack of intelligence? Absolutely not: “The widening income disparity in academic achievement is not a result of widening racial gaps in achievement…The achievement gaps between blacks and whites, and Hispanic and non-Hispanic whites have been narrowing slowly over the last two decades” (Johnston 125). Since the differentiation in academic achievement is slowly declining among whites and blacks, there should be no proof that whites are biologically built to be the smartest racial group.
In that case, the environment that the person grows up in plays a large role in the achievement gap, featuring the government’s role in funding the education system: “Achievement gaps are the result of more subtle environmental factors and ‘opportunity gaps’ in the resources available to poor versus wealthy children…Education and school-funding policies can exacerbate these opportunity gaps…The Education Trust…found that students in poverty and those who are members of racial minority groups are overwhelmingly concentrated in the lowest achieving schools” (Johnston 133). Although there are several ways to bring up this issue locally, one of the ultimate things that must be done is to encourage the government to focus on equal educational opportunities for people of all ethnicities despite socioeconomic barriers.
Unfortunately, several citizens in minority groups, especially those living in crowded cities, cannot afford to provide an education for their upcoming generation. Often, this group of people faces poverty-related issues, each generation going through similar cycles. The Impoverished lifestyle contributes to a poor standard of living. The relatively high costs of living to the person’s low income contributes to a poor education for that person’s child. As that child grows up and receives a lower level degree, if he receives one at all, he gets a low-paying job. As a result, he may end up in the same boat as his parents before him or worse.
In order to get ahead in the job market, a good education is the key. Since the U.S. economy is becoming more globalized and diverse, the job market and the educational systems should provide equal chances for a diverse array of people. According to the signaling theory, those who gain a higher education will be paid more money. In return, the diverse working market can enrich more areas, providing future generations a nurturing, competitive, and supportive environment. Sadly, many African Americans today in the cities are too busy taking care of their basic needs to spend money for schools.
According to Abraham Maslow’s hierarchy of needs, there is a step ladder system of priorities that are done in a certain order. These steps include physiological needs, safety, a sense of belongingness, self-esteem, and self-actualization or potential. Those living in middle and upper class communities have a greater opportunity to reach self-actualization because they have the money and support to pay for a higher education, including a richer curriculum, practice books for tests (SAT, ACT, Subject tests, etc.), funds for extra-curricular activities and sports, and ultimately enough money to pay for college, preferably without debt.
In contrast, those living in lower class areas do not have as much economic support to fulfill all needs. Some may be able to purchase enough food to last a few days and have an apartment for protection. Others may be homeless and lack even the most basic needs. Sadly, many children grow up without a family and live in orphanages. They may have a roof over their heads and sources of nourishment, but their absence of a secure base, or a source of love and belongingness, prevents these children from developing self-esteem. Without that, it becomes incredibly difficult to live up to the true potential.
Unlike them, rich and upper middle class families can afford to pay for their children’s education and reside in more expensive residential areas: “High-income families are increasingly focusing their resources, their money, time, and knowledge of what it takes to be successful in school on their children’s cognitive development and educational success. They are doing this because educational success is much more important than it used to be, even for the rich” (Johnston 126-27). Once again, the environment is important when considering the achievement gap between those who can afford a good education, typically white people, and those who cannot afford it, typically minorities.
The psychological effect of living in an impoverished area has been studied and reviewed through a correlational study conducted by psychologist Dr. Martha J. Farah, PhD: “In [her] study, Farah and her colleagues found that parental education, a common measure of childhood socioeconomic status, significantly predicted the thickness of the prefrontal cortex” (Clay 78). The prefrontal cortex is a vital part of the neurological system because it is responsible for the ability to make decisions, set proper judgements, and have a sharp memory. Although the study does not prove that impoverished people make worse decisions and have worse memories, it proves that poverty can influence these psychological consequences.
Poverty itself does not only impair the prefrontal cortex, it plays an influence on the amount of stress that students go through. As humans, we are meant to perform at the optimal level in an appropriate environment. Based on a study done by Professor Eldar Shafir, PhD, he concluded that “poverty can actually impede cognitive functioning. In a paper in Science, [professor Shafir] and co-authors studied Indian sugarcane farmers and found that they scored the equivalent of 10 IQ points higher in the post-harvest period- when they are relatively rich- than in the pre-harvest period, when they are poor” (Clay 78). The study emphasizes the vitality of having basic needs met before being able to cognitively function and learn.
Sadly, not all schools are provided with enough funding to create a safe, secure, and enriching environment for students to learn properly, contributing to unnecessary stress that can reduce the ability to encode information and retain it: “Theories of stress and coping define structural conditions such as dirty bathrooms and physical activity decay as stressors that undermine students’ ability to concentrate…and lack of concentration…is a core indicator of low motivation and disengagement in students” (Hudley n pag.). Why would children want to go to school when the institution is unattractive and negatively distracting them?
Like other factors of the economy and society, it is up to the government to create a budget that can fund certain programs needed at a time. The degree of funding and taxing depends on the severity of the situation examined and its potential impact on the nation as a whole. What has to be considered in terms of education is its ties to not only social equality among a culturally diverse area, but also to the economy’s functioning; however, the decision to either raise taxes on education or cut them is up for debate. Either way, the government’s national debt must be put into consideration so the entire economy will not collapse.
In the past, Congress tried to find way to balance the budget by changing the spending limit in certain sources or spending caps, cancel spending on certain aspects of the economy, a line-item veto, and reducing spending on one priority to support another priority, the pay-as-you-go provision. For example, the government could increase spending on public education for underprivileged children regardless of race and class. The opportunity cost behind this decision would be to reduce spending on other expenditures such as gas, water, and electric bills. Although this may impact the quality and effectiveness of these expenditures, there are alternative ways to utilize energy and water while cutting the costs of providing them.
With the growing technological market and the rise of symbolic analysts in the working industry, the government can develop ecofriendly bills to reduce taxes on these utilities. Not only will this idea give more people opportunities in the technological industry, but these jobs will influence a new renaissance of inventions that can help citizens save on fuel and spend less money. Best of all, a wider variety of people can gain the profit motive to gain a suitable income and provide for themselves and their families. Some of the products can include electrically powered vehicles, systematic filters that recycle clean water from sewers and organic waste, and television sets that are powered by gymnasium equipment. For instance, a person can run on a treadmill that powers on a television screen, giving more benefactors to the consumer in a shorter period of time.
In order to wisely organize the budget, the state and local expenditures must be looked at. All needs and aspects of the community should be analyzed to prioritize the budget determined for each segment. Luckily, the largest source of revenue for state governments is intergovernmental revenue, and that source makes contributions to public education. Additionally, the largest source of revenue for local governments is for elementary and secondary education.
It is not enough to provide schools for the students. It is vital that we fund schools that will be attractive to individuals of all socioeconomic statuses. Taxes are going to be needed to fund these schools however. On the other hand, there is one tax that may help everyone, regardless of race and economic standing, gain an integrated and rich education. Progressive taxes allow families with higher salaries to pay a higher proportion, while the Proportional tax allows individuals to pay by a fixed percentage. Both of these taxes are made by the ability to pay principle, allowing citizens of both high and low economic statuses to contribute to the funds needed to support a community. Although these taxes will not be the most affordable, it follows the benefit principle. In other words, the more effort that is put into a task or goal, the greater the benefits are going to be once that goal is reached.
At first, raising taxes on the education system may be beneficial; however, this does not mean that cutting taxes on the education system would be harmful. Currently, “education costs about as much as all other local services combined, and in several large systems the school budget exceeds $1 billion annually. The taxpayers’ stake in schools is, then, itself no small matter” (Stone 2). To add on, the United States is already in a national debt, and the distribution of income among each fifth of the U.S. population is more unequal than ever based on the Lorenz curve. If taxes are increased, the lower fifth of the population may get poorer and fail to pay for quality education. Likewise, it is hard to find a citizen who favors raising taxes these days. On the contrary, the government needs taxes to not only provide for their expenditures and get out of the national debt, but they also need to eventually pay back money they borrowed from foreign countries. It is no wonder than the United States has one of the highest poverty rates in the entire world.
While the ultimate solution is still unclear regarding taxes, one idea is to actually cut them from the educational system. Frankly, the option may not be how much to spend on education. The option may be how to spend it. The main goal is to find flexible ways to fund the educational system and promote a balance for the curriculum, programs, and staff (Burke n pag.). A few things to consider are the student to faculty ratio, the salary of the teachers participating in the schools, the qualifications of the teachers, and the actual curriculum itself.
Most of all, the goal in these schools is to give a good education to a diverse student body regardless of their socioeconomic barriers. That way, the stereotype threat due to the achievement gap can vanish over time: “ ‘Joblessness aggravates race discrimination and race discrimination weakens the economy,’ …federal authorities should prioritize tax cuts aimed at expanding the economy over civil rights laws that would ensure African Americans equal access to jobs and services” (Jones 207). Not only will cutting unnecessary taxes on education allow low-income families to attend affordable but quality schools, but the government may be able to make a step in reducing their deficit. Typically, the higher the education a person receives, the more likely he is going to get a higher-paying job and live in more attractive areas.
Fortunately, there are already a few types of schools that are transforming the norm behind family income and education. These schools, typically charter schools and magnet schools, have a special curriculum that helps prepare students for college, and they have the affordability for families of rich and poor incomes, giving equal opportunities to children of diverse socioeconomic backgrounds.
Compared to those in traditional public schools, four out of five minority students in charter schools end up graduating high school and attending college (“Charter Schools” n pag.). As for magnet schools, which is an even better alternative, the benefits are even more outstanding. Magnet schools are created to attract students and families coming from diverse backgrounds racially and socioeconomically. These educational institutions do not only promote social harmony and diversity among the students, but the academic achievement level is higher compared to the level in public schools and charter schools (Siegal-Hawley et. Al. n pag). Whether or not more of these schools will overpower the traditional public and private school systems is unclear, but at least they are moving in a fair direction.
Finally, the parents of the students can also be benefitted from a change in the tax policy for their own income: “[Re]conceptualizing the minimum wage to a ‘living wage’ [for parents] or increasing the Earned Income Tax Credit…direct cash supplements to family income [has] a casual relationship with student achievement and the child’s future earnings” (Hudley n pag.). This idea can bring new hope to families living in impoverished areas, giving them the chance to receive an education of higher quality and possibly even get out of poverty. By the time the children get ready to attend college, parents with an Earned Income Tax Credit will be able to provide more contributions to college tuition, books, and other necessities.
Every day, the value in education increases as new technology is created, innovative ideas are applied in the world, and more people strive to make differences for others. To keep this trend going, it is important to consider future generations. When we provide opportunities for individuals to learn information, become more aware of their world, and develop ways to improve it, we set the stage for a healthy, prosperous, and renaissance based culture. If this can be extended to all types of people, regardless of race and economic status, the true definition of a community can be said in several colors, not just a single hue. Inside every child is the potential to be the next scientist, doctor, teacher, president, or another outstanding contributor, and it is up to us and the government to provide a yellow brick road for these children to find their way. Once they find their true calling, it would not be found in an emerald city, but a diamond city where anyone can do anything and everything.
Works Cited
Burke, Lindsey M. "Federal Spending on Education Should Be Limited." Opposing Viewpoints in Context. Opposing Viewpoints, 2012. Web. 15 May 2016.
"Charter Schools." Opposing Viewpoints in Context. Opposing Viewpoints, 2015. Web. 15 May 2016.
Clay, Rebecca A. “Fighting Poverty.” Monitor on Psychology. July/August. 2015: 76-81. Print.
Hudley, Cynthia, PhD. “Education and Urban Schools.” Apa.org. American Psychological Association, 2013. Web. 28 May 2016.
Johnston, David Cay. “Divided: The Perils of our Growing Inequality.” New York: New Press, 2014. Print.
Siegel-Hawley, Genevieve, and Erica Frankenberg. "Magnet Schools Promote Diversity and Improve Student Performance." Opposing Viewpoints in Context. Opposing Viewpoints, 2015. Web. 15 May 2016.
Stone, Clarence N. “Changing Urban Education.” Lawrence, Kansas: University Press of Kansas, 1998. Print.
Watkins, D. “The School of Failure.” Aeon.co. Aeon Media Pty Ltd, 2016. Web. 28 May 2016.
