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According to a report by the National Center for Education Statistics (NCES), there are significant disparities in educational outcomes based on race and ethnicity in the United States. The report indicates that Black and Hispanic students are more likely to attend schools with higher poverty rates than White students, which can lead to a lack of resources and lower quality education (NCES, 2021).These disparities in educational opportunities and outcomes have been linked to systemic racism and historical discrimination in American society. As noted by the National Education Association (NEA), "racial and ethnic disparities in education follow a cycle that begins with poverty, leads to poor academic preparation, and results in limited opportunities" (NEA, 2021).

Research has also shown that the effects of race on education are not limited to K-12 schooling, but also extend to higher education. A study by the Lumina Foundation found that students from low-income families and students of color face significant barriers in accessing and completing college education, including financial barriers and lack of academic support (Lumina Foundation, 2020).Despite these challenges, education remains a critical factor in upward mobility and economic prosperity. According to a report by the Georgetown University Center on Education and the Workforce, "education is the primary driver of economic mobility in America" (Carnevale et al., 2020).

In the United States, race has been a significant factor in educational inequality, particularly in inner cities, where poverty, segregation, and discrimination have contributed to a cycle of disadvantage. Although the Civil Rights Movement brought changes to the education system, schools in underprivileged communities continue to be underfunded, understaffed, and with outdated facilities and inadequate resources. This results in difficulty for students to learn and succeed, leading to low achievement and poverty. Research has shown that students who attend underfunded schools are more likely to struggle academically and experience negative outcomes, including lower graduation rates and reduced opportunities for post-secondary education. This paper aims to examine the different avenues that lead to the mistreatment, underfunding, and disenfranchisement of students due to their schools' locations. Additionally, this paper will explore the ways in which race influences students' ability to learn through the public medium. Moreover, the paper will investigate how school closures, political discourse through cartoons and media, and COVID-19 create additional barriers for underprivileged communities.

The Factors That Contribute to Educational Inequality

Historically, public schools in America have been segregated by race, with many schools in inner cities serving predominantly minority populations. In the 1950s and 1960s, the Civil Rights Movement led to significant changes in the education system, including the desegregation of schools. However, schools in inner cities continue to be underfunded and understaffed, with inadequate resources, making it difficult for students to learn and succeed, contributing to a cycle of poverty and low achievement. Research has shown that students who attend underfunded schools are more likely to struggle academically and experience a range of negative outcomes, including lower graduation rates and reduced opportunities for post-secondary education (Leachman & Mai, 2017).

School Funding and Educational Inequality

One reason for the disparity is the way that funding for public schools is allocated. In many states, school funding is based on property taxes, which means that schools in low-income areas receive less funding than schools in wealthier areas. This can create a cycle of underfunding and low achievement in underprivileged communities (Lubienski & Lubienski, 2014). The effects of race on public education can also be seen in the treatment of minority students. Students of color are more likely to be disciplined and suspended than their white peers, even for similar behaviors (US Department of Education Office for Civil Rights, 2018). Students in underprivileged communities also face a range of barriers outside of school that can make it difficult to succeed academically. Poverty, homelessness, and lack of access to healthcare and other resources can all contribute to a cycle of low achievement and underfunding in schools (Tavernise, 2018).

School Closures and Educational Inequality

The closure of public schools, particularly in underprivileged communities, has become an increasingly pressing issue in recent years. Many schools in these areas are underfunded, understaffed, and lack the resources necessary to provide students with a high-quality education. As a result, many of these schools have been forced to close their doors, leaving students without access to the educational opportunities they need to succeed. The factors that contribute to school closures include declining enrollment, budget cuts, and changes in educational policy (Baum & Schwartz, 2010). Baum and Schwartz (2010) further suggest that school closures may exacerbate existing educational inequalities by forcing students to travel further to attend school, disrupting existing relationships and support networks, and reducing access to specialized services such as bilingual education.

Political Discourse and Educational Inequality

Political discourse also plays a significant role gaps in education and exacerbating existing inequalities.

Political discourse, including the use of political cartoons, can have a significant impact on education gaps and exacerbate existing inequalities. According to a study by Erb, et al. (2019), political cartoons can serve as a powerful tool to shape public opinion and influence the way individuals perceive certain issues. This means that political cartoons can influence the way people think about education, which can contribute to disparities in access to education and educational outcomes.

Moreover, political discourse can also affect funding and policy decisions related to education, which can impact educational opportunities and outcomes. According to a report by the National Center for Education Statistics (NCES, 2019), funding for public education in the United States is primarily determined at the state and local levels, which can lead to significant disparities in funding across different schools and districts. Political discourse can play a role in shaping these funding decisions, and disparities in funding can exacerbate existing inequalities in education.

In addition, political discourse can also shape the way educational issues are framed and discussed in public discourse, which can impact public perceptions of education and contribute to educational inequalities. For example, political discourse that frames education as a commodity rather than a public good can lead to policies that prioritize market-based solutions and privatization, which can exacerbate existing inequalities in access to education (Apple, 2001).

COVID-19 and the Increase in Education Inequity:

Finally, the COVID-19 pandemic has highlighted and worsened the already-existing inequalities in the American education system. The pandemic has forced many schools to close their doors and shift to online learning, which has created significant challenges for students in underprivileged communities. Students without access to reliable internet or technology have struggled to participate in online learning, while others have faced additional challenges due to family responsibilities or the need to work to support their families.

In conclusion, the effects of race on public education in America are evident in the mistreatment, underfunding, and disenfranchisement of students in underprivileged communities. School closures, political discourse through cartoons and media, and the COVID-19 pandemic have all highlighted and exacerbated these challenges, creating significant barriers to academic success and perpetuating cycles of poverty and inequality. To address these challenges, policymakers and educators must work to create more equitable and inclusive public schools, allocate funding more fairly, address bias and discrimination in the classroom, and provide more resources and support to students in underprivileged communities. By working together to create a more just and inclusive education system, we can help to break the cycle of poverty and provide all students with the tools they need to succeed.

References:

Apple, M. W. (2001). Educating the "right" way: Markets, standards, God, and inequality. New York: Routledge.

Carnevale, A. P., Smith, N., & Strohl, J. (2020). Recovery: Job growth and education requirements through 2020. Georgetown University Center on Education and the Workforce.

Duncan-Andrade, J. M. (2007). Gangstas, wankstas, and ridas: defining, developing, and supporting effective teachers in urban schools. International Journal of Qualitative Studies in Education, 20(6), 617-638.

Erb, H. H., Baumann, M., & Hölzl, E. (2019). Political cartoons and their impact on the perception of social inequality. Social Inequality and the Politics of Representation, 187-208.

Losen, D. J., Hodson, C. L., Keith, M. A., Morrison, K., & Belway, S. (2015). Are we closing the school discipline gap? The Center for Civil Rights Remedies at the UCLA Civil Rights Project.

Lumina Foundation. (2020). The equity imperative in higher education. https://www.luminafoundation.org/wp-content/uploads/2020/03/The-Equity-Imperative-in-Higher-Education.pdf

National Center for Education Statistics. (2021). Status and trends in the education of racial and ethnic groups 2021. https://nces.ed.gov/programs/raceindicators/indicator_REN.asp

National Center for Education Statistics. (2019). National and state expenditures for public elementary and secondary education: 2016-17. Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020013.

National Center for Education Statistics. (2016). Status and trends in the education of racial and ethnic groups. U.S. Department of Education.

National Education Association. (2021). Racial justice in education. https://www.nea.org/advocating-for-change/new-from-nea/racial-justice-in-education

Reardon, S. F., & Owens, A. (2014). 60 years after Brown: Trends and consequences of school segregation. Annual Review of Sociology, 40, 199-218.

U.S. Government Accountability Office. (2018). K-12 education: Discipline disparities for black students, boys, and students with disabilities.