educational inequality, poverty of opportunity: choice not chance In 1972 a university-educated man aged 25-34 could expect to earn 22% more than a peer without a degree, according to the Urban Institute, a think-tank.  Today that premium has risen to 70%. Economist March 6 2016 

education & inequality: DEFINITIONS How do we define inequality? How does education influence these inequalities? Income inequality? Earnings Inequality of opportunity? Access / life chances Political inequality? Power relationships Social inequality? Class Race Gender Language EDUCATION

the inequality pie: what do we mean by inequality? Unequal outcomes Unequal access to quality education Unequal access to education Unequal ability to benefit quality education Unequal inputs

education & inequality: PERSISTENCE Distribution of (and control over) resources (& inheritance) determine the levels of inequality in society Labour (NB Education) About 80% of total income inequaity is explained by wage inequality Capital Inheritance laws/practices Social networks Formal (nepotism/patronage) Informal (discrimination) Hereditary poverty Low social mobility Low quality education

back to basics 101 schooling produces unequal results based on individual differences and unequal educational opportunities educational outcomes are largely based on family background insure elimination of structural barriers to educational success Economic disadvantaged children attend inferior schools…but…research suggests there are far more significant differences in academic performance among students in the same school than among students in different schools Factors of difference has more to do with the students themselves, their families, culture, makeup provide all groups a fair chance to compete in the educational marketplace Attribute cultural differences to social forces such as poverty, racism, discrimination and unequal life chances

back to basics reviewed Linguistic codes are at the heart of unequal power relations Multidimensional approach: societal, institutional, interactional, intrapsychic variables Understand the interaction of families and schools in order to understand the factors explaining academic success and failure Groups often see little reason to embrace the culture of schooling…labour market barriers exist regardless

educational imagination to-day’s values & vision The purpose and value of education are ignored Skates over the complex reality of learning Diminished sense how education relates to broader social issues to-day’s process & output Driven by the needs of the labour market Preoccupied by technical and managerial questions about the efficiency and effectiveness of processes Restricts our capacity to think of the future in an open way Context returned to

the educational imagination the process of education occurs within a context decisions about educational practices need to be sensitive to that context. policy formers and makers do not see and do not know the people their policies affect.

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