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Disparities in the education system are global issues associated with population composition and community structures. In the US, for instance, the issue of fragmented or disproportionate admissions in public schools bears significant concern in the purview of policy development and economic development. Accordingly, inequalities exist in economic classes, racial structure, and demographic systems. New York City is characterized by one of the most diverse communities entailing a rich background of races from different parts of the world. In essence, a vast section of this community comprises the Hispanic and the people of color. According to Domanico (2018) schools in this community comprise roughly 16% whites while the rests are the Hispanics and African Americans. The focus of this profile is on the disparities faced by African American community in New York City, the most populous city in the US.
Ideally, the issue of diversity in the education sector is showcased beyond the public schools in NYC. According to Steensland (2006), cultural dynamics have fundamental roles in shaping the well-being of people, including their educational access. At the same time, Islam and Winkel (2017) assert that inequalities in social framework seem to have far-reaching consequences in myriads settings. Therefore, there is a need to understand the admission patterns in public schools within NYC to help navigate the principles of disparity caused by inequality and diversity values. For instance, one needs to understand why children from white community backgrounds tend to dominate private schools under chartered and district schools (Islam & Winkel, 2017).
Moreover, the income disparities have been a major concern in many societies as the white afford more private schools in different locations (Owens & Candipan, 2019). The segregation and isolation of people of color in low-ranking schools tend to portray the disparity in income distributions in New York (Owens, 2018). With the prevailing circumstances of a global pandemic, there is a further challenge in handling the economic burdens of poor communities in the city.
References
Domanico R., (2018). Closing the racial achievement gap in NYC schools.Integration Is Not Enough. Web.
Islam, N, & Winkel, J. (2017). Climate change and social inequality. DSEA Working Paper Number 152.
Owens, A. (2018). Income segregation between school districts and inequality in students achievement.Sociology of Education, 91(1), 1-27. Web.
Owens, A., & Candipan, J. (2019). Social and spatial inequalities of educational opportunity: A portrait of schools serving high-and low-income neighbourhoods in US metropolitan areas.Urban Studies, 56(15), 3178-3197. Web.
Steensland, B. (2006). Cultural Categories and the American Welfare State: The Case of Guaranteed Income Policy. American Journal of Sociology, 111(5), 1273-1326.
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