Inequality in High School

Since the beginning of the 20th century, high schools in America and all over the world have been striving to maximally reduce the levels of inequality among students and attendants. Those inequality movements and initiatives were particularly relevant for the United States, which had been traditionally characterized by high levels of population diversity. Needless to say, throughout the 20th century, America had been able to significantly improve the quality of social and educational approaches to high school students many of them were given a unique opportunity to graduate and make a good career. But despite relative improvements, the current state of inequality in high schools leaves much to be desired gender, racial, and socioeconomic inequality hinders the quality of the educational processes and leaves many potential and current students beyond the boundaries of quality education. It would be fair to assume, that although the United States claims its education in general and high schools, in particular, to be the basic carrier of the democratic equity vision, racial, gender, and socioeconomic inequality remains the determining feature of high school performance and leaves thousands of students no chance to succeed in their educational and career strivings.

Despite the growing inequality awareness in high schools, racial inequality remains the subject of the major educational concern. That high schools are characterized by severe ethnic and racial disparities is a well-known fact, but the more important are the impacts which these disparities produce on the quality of educational achievement in students with different ethnic  racial backgrounds. Racial inequality in high school impacts attendance and student achievement and makes it difficult for education professionals to develop learning approaches that would suit the needs of all population groups. For example, Lleras refers to the successes of black and white students in high school mathematics, noting that students in high minority high schools leave with lower math achievement, lower student engagement, and having taken less demanding math classes compared to students in Low Minority high schools (908). Moreover, the racial disparities that exist between students when they enter the high school later cumulate into even greater gaps in their learning outcomes, particularly for those who attend high schools with the high percentage of black students (Lleras 908). Lleras implies that segregation is increasingly negative for high schools and that it works against reducing racial inequality in these educational facilities. Unfortunately, desegregation alone cannot contribute to reducing the rates of racial inequality in high schools the example of Berkeley High School reveals the difficulties and inconsistencies, which high schools face on their way to racial ethnic equity. BHS is included into the list of relatively large schools with approximately three thousand students, of which approximately 40 are white, 40 are African American, 10 are Latino, and 10 are Asian American (Noguera). BHSs desire to address the issues of racial inequality ended up in the establishment of the first African American Studies department  a step that signified the growing gap between white and African American ethnic groups (Noguera). Today, the majority of white students at BHS are concentrated in the honors and college track courses, whilst Latino and African American students are bound to attend less demanding remedial courses (Noguera). These divisions further extend to impact extracurricular activities, including sports, clubbing, theater, etc. (Noguera). As a result, it is at least too early to say that high schools were able to distance themselves from the issues of racial and ethnic inequality and the situation with gender issues is no better.

The level of gender equality in American high schools is dangerously low. Gender equality is particularly problematic in high school athletics, and numerous gender obstacles prevent female students from participating in high school sports. No, that does not mean that girls are prohibited from participating in high school sport activities the rates of their participation and admission gradually increase. For example, from 1971-80, the number of female athletes at the high school level increased 616, with females accounting for approximately 35 of high school athletes in 1980. Today, girls still account for about 35 of high school athletes, although at 1.9 million participants the number of females in sports at the high school level has never been higher (Priest). But while the absolute number of female athletes in high school sports increases, the percentage of female participation in high school athletics has not changed much. Several laws and regulations have slightly facilitated female students entrance to high school sports. For example, Title IX resulted in the immediate increase of female high school students in sports (Priest), but there are still problems with how high schools address gender inequality issues. For example, high schools were never required to report the rates of female participation in high school athletics, and the enforcement of Title IX in high schools was increasingly problematic. However, the new High School Athletics Accountability Act of 2009 is expected to facilitate the process of Title IX implementation in high schools (White). High schools will be required to gather and publicize the data with regard to the number of male and female students participating in sports and the number of boys and girls sports teams (Womens Sports Foundation). It is very probable that public accountability will resolve the issue of gender inequality in high schools but it is also clear that in no way will the new regulatory requirements work to address the issues of socioeconomic inequality in high school environments.

High schools undertake serious attempts to reduce the issue and the incidence of racial and gender inequality, but socioeconomic inequality is still a problem socioeconomic disparities in students impact the quality of the educational process, and even the existing laws and regulations do not leave poorer students a chance to become successful graduates. For example, McCaul refers to socioeconomic inequality in high schools as the basic predictor of high levels of dropouts among children from families with low socioeconomic status (22). Another interesting example is in that socioeconomic inequality pushes poorer children to quit high school or to stay away from high school for a number of reasons, from being part-time employed to being unable to find agreement with teachers (Caldwell  Ginthier 30). Numerous laws and regulations were aimed to reduce the existing social disparities in high schools (for example, Title I), but they failed to mediate the effects of socioeconomic inequality on the quality of the learning process. Even if students choose to continue their learning, they face significant difficulties in the process of adjusting to, and trying to comply with, even the basic educational requirements. For example, socioeconomic inequality in high schools is a serious obstacle on the disadvantaged students way to computer use Lowe, Harvey and Sosteric report that the level and access of computer use among high school students largely depends on the parental education and family income (47). As a result, students who do not have access to or for some reason cannot use computers at home find it difficult to learn, and lag behind their peers. In this sense, the effects of Title I and related regulations is minimal, and it is obvious that for high schools to promote better quality of learning and knowledge delivery, the issues of racial, gender, and socioeconomic inequality should be timely addressed.

Conclusion
Inequality in high schools remains the issue of the major educational and social concern. Despite the growing number of laws and regulations, as well as the growing level of inequality awareness, the issues of racial, gender, and socioeconomic inequality in high schools require immediate resolution. Numerous examples confirm the urgency of inequality issues in high schools and the negative impacts, which these issues produce on the quality of learning processes and outcomes. As such, for schools to promote better quality of knowledge delivery among students, the issues of racial, gender, and socioeconomic inequality should be timely addressed.