AQILATUL FITRIAH BINTI CHE HASSIN
Educational
inequality has always been the most discussed topic in the world including
Malaysia. More specifically, education issues have possible influences on
social environmental activities while some of them are unaccounted for. To
percisely, it is consider as a unequal distribution of academic resources such
as school funding, qualified and experienced teachers, and technologies to
socially excluded communities. These communities tend to be disadvantaged and
oppressed.
Firstly,
school funding. Millions of students and educators grapple with disparities in
their schools on a daily basis. Also, this couse the learning and teaching
process difficult for teachers and students. Futhermore, the harsh reality is
some schools have the benefit of quality buildings and facilities, while others
must make do with leaking ceilings, broken fans and lights. It is makes it
difficult for students and teachers to create a conducive learning environment.
Some schools provide up-to-date instructional materials and equipment, while
others have outdated computers and textbooks. It’s no wonder that achievement
gaps exist.
Secondly,
qualified and experienced teachers. A teacher who has more experience in the
classroom is more effective because she has had extended time to test
procedures and lessons on several cohorts of students. As they gain experience,
they often being a mentor young teachers and help to create and maintain a
strong school community. In my research on internet, North Carolina middle
school experienced teachers become increasingly adept at doing other important
things such as reducing student absences and encouraging students to read for
recreational purposes outside of the classroom .Teachers effectiveness
increases at a greater rate when they teach in a supportive and collegial
working environment, and when they accumulate experience in the same grade
level, subject, or district. Thus, more-experienced teachers support greater
student learning for their colleagues and the school as a whole, as well as for
their own students.
Last
but not least is technologies to socially excluded communities. Nowadays,
students can collaborate on group projects using technology based tools such as Wikis and Google docs. The walls of the classrooms are no longer a barrier as
technology enables new ways of learning, communicating, and working
collaboratively. Technology has also begun to change the roles of teachers and
learners. But, the digital divide in education is the gap between those with
sufficient knowledge of and access to technology and those without. For
example, a student who has multiple laptops in their home and has access to
high speed broadband likely will have better educational success than someone
who has one computer to share with their entire family and only has dial-up
internet access. In US, About 17 percent of students are unable to complete
their homework due to their limited access to the internet. Additionally, 50
percent of low income families and 42 percent of families do not have the
technology required for online education, according to the education trust.
These outcomes most impact to those students in low-income families. They also
inhibit the long term success of students.
Finally, it is concluded that educational inequality has a negative effect on environmental inequality. The impact of the educational gap has contributed significantly to educational success among students. However, the efforts to address this disparity must be continue so that students can be given equal opportunities to accept changes in the country's education system.
REFERENCE
Bas van Leeuwen & Jieli Li (2022). 7.Inequality in educational achivement. OECD iLibrary.
https://www.oecd-ilibrary.org/sites/d20a2c62-en/index.html?itemId=/content/component/d20a2c62- en
Tara Kini & Anne Podolsky (2016). Does Teaching Experience Increase Teacher Effectiveness?
A Review Of The Research. Learning Policy Institute.
Terry
Heick (2022). 5 Problems With Technology In Classrooms. Teachthought.
https://www.teachthought.com/technology/problems-with-technology-in-classrooms/
Kimberley McGee (2019). What Is A Suburban School?. TheClassroom.
https://www.theclassroom.com/suburban-school-5108665.html
URBAN VS SUBURBAN INEQUALITY IN EDUCATION
The majority people believe that
suburban schools cannot provide a high level of education to their students,
mostly because they lack the funds to provide an average level of education and
an enriching educational experience, while urban schools can provide the
educational facilities like school up-to-date instructional materials and
equipment. As there are many factors to take into the differences between urban
and suburban school such as size of building, qualified teachers, and student behavior.
Firstly, urban school usually larger than other school. Plus, urban
school had larger enrollment, between urban, suburban, and rural students and
schools incorporates a control for the concentration of poverty in the school.
A possible reason for this is that tends to be socio economies background.
Differences in students’ socio-economic background explain only part of the
performance gap between students who attend urban schools and those who attend
schools in non-urban areas. In Australia, Colombia, Dubai (UAE), Finland,
Mexico, Panama, Peru and Uruguay, a significantly higher proportion of students
in urban areas than in less populated areas attend schools that have broad
authority over resource allocation. For example, a classroom size at an inner city
which is urban school might be nearly fouthy students where a suburban school
might has a class size of lest than twenty due to the populaion of students is
dramatically higher than in suburban school. However, the smaller the class
size, the more able a teacher is to futher interact with their students.
Seccondly, urban school have more difficulty hiring and keeping teachers
while suburban school attract more and often better experienced teachers. From
the National Commission on Teaching and America’s Future (NCTAF) notes teacher
turnover has been increasing over the past 15 years, with some school districts
reporting a higher dropout rate for teachers than students. This trend of new
teachers leaving underserved schools becomes a vicious cycle, especially from
urban school. It is proven by the NCTAF study estimated the cost of a teacher
leaving a small rural district (Jemez Valley, New Mexico) to be $4,366, and in
contrast, a teacher leaving a Chicago Public School to be $17,872. Many people
believe the reasons that are more frequently maybe comes from the student who
are unmotivated, alienated or apathetic that sap the enthusiasm of first-year
teachers and make them feel ineffective. However, from research by Ingersoll, teachers do not leave because of the students, but they leave because
of the schools. They mentioned for leaving are feelings of isolation, lack of
support from the administration, lack of empowerment over decisions and
ineffective school leaders.
In the other hand, student behavior problems
were more common in urban schools than in other schools, particularly in the
areas of student absenteeism, classroom discipline, and student pregnancy.
However, the use of alcohol was less of a problem in urban schools than in
rural schools. Many of the student background characteristics and school
experiences of urban students outlined above would suggest that students in
urban. In majority, urban schools serve low income students coming from poor
families, often living in crime ridden streets, or being minorities. On the
contrary, suburban schools tend to serve middle class, higher income or even
affluent students, who have moved to the suburbs to avoid low quality life in
the city. Because of their affluence, suburban students have the luxury to be
attended by their parents who are not obliged to work all day. Although,
reported criminality in suburban schools for 2008 is 24.4%, still it is half
the 49.9% of urban schools. Therefore, they grow up in a more stable and
protected environment.
Lastly, studying in suburban school will likely to have parents with high expectations for their education who push them to succeed in college, higher motivate teacher, and more influence over school’s curriculum. But, after concidering all the variation, we found that urban and suburban school has no much gap differences unless the difference is due to the location and the influence of the environment.
REFERENCE
Ssn Basic Fact (2013). Why Experienced Teachers Are Important - And What Can Be Done To Develope Them. Scholars Strategy Network.
https://scholars.org/contribution/why-experienced-teachers-are-important-and-what-can-be- done-develop-them
Brian Eron & Jacob (2007). The Challenges Of Staffing Urban Schools With Effective Teachers.
ResearchGate.net. https://www.researchgate.net/publication/6413856_The_Challenges
_of_Staffing_Urban_Schools_with_Effective_Teachers
NYU Steindhardt. Teacher Retention And Teaching In Urban Schools. NYU Steindhardt Teacher Residency Program. https://teachereducation.steinhardt.nyu.edu/high-teacher- turnover/
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