Maintaining Inequality A Comparative Study of Educational Stratification in Argentina and The United States

Date of Award

2011

Document Type

Thesis

Degree Name

Bachelors

Department

Social Sciences

Second Department

Humanities

First Advisor

Hernandez, Sarah

Keywords

Education, Inequality, Argentina

Area of Concentration

Sociology

Abstract

A growing body of literature argues that schooling is not the great equalizer; rather, it reproduces inequality. Most of these theories concur that schools are not neutral enterprises, but sites of conflict. Educational inequality can be observed in the differences in approach and quality among public schools located in different socioeconomic districts. These differences in educational experience are reflected in the curriculum, resources, achievement rates, drop-out rates, and teacher qualifications, among other factors. Given that the current decentralized educational policies in the U.S. have not reduced the expanding achievement gap, my thesis project examines whether more centralized educational policies, such as a national curriculum, minimizes the difference in educational experience and academic achievement among the different social sectors. Therefore, I study the schooling system in Argentina and compare it with the US experience. According to the Argentinean National Education Law of 2006, establishing a common curricular structure and content guarantees high educational quality for all students. Thus, my study explores whether the law�s aims are observable in practice. To answer this question, I conducted content analysis of educational material, observed the classroom process, and interviewed teachers in three public schools within the same jurisdiction but located in districts of different socioeconomic statuses (low, middle, and high). The results reveal differences in the educational experience of children from each socioeconomic status, but particularly those of low-income in comparison with the other two areas. The national curriculum does not prevent differences in the academic needs of students and the educational approaches of teachers.

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