The article “Inequality in Education: Comparative and International Perspectives” represents the efforts of authors Donald B. Holsinger and James Jacob to provide an enhanced understanding of education inequality from various contexts globally. The authors analyze the issue basing on variables such as global inequality statistics and inequality, relationships between education and per capita growth, as well as associations between education and per capita income among many others. The authors notably compile some key conceptual chapters and national case studies, which are inclusive of various mechanisms for measuring education inequality. This resource is notable for the examination of the manner in which the process of education interacts with the fiscal policies of governments to establish patterns of access to education services.
Some studies have been notable for endeavoring to examine the evolution of education inequality and the manner in which it meshes with daily life and culture in low-income national contexts (Rothstein, 2015). The studies in these contexts seek to trace some of the ways the inequalities in education tend to manifest themselves and affect varying population groups. The prevalence of inequalities represents one of the most curious social phenomena that operates at the intersection of pervasive social acceptance and the political promises that aim to promote the notion that schooling serves the role of promoting social mobility. The social acceptance is particularly notable as is the tangible evidence regarding the serious gaps and inconsistencies in the schooling of children from poverty-stricken urban and rural areas (Gonser, 2017). The inequalities are considerably pervasive among ethnic minorities and women. The research conducted in national contexts in Latin America and Sub-Saharan Africa indicates the enhanced potential of the educational inequalities to increase over time because of the increase in the number of private schools. The private education institutions tend to serve as outlets for the people that seek an escape from the poor quality education provided by public institutions (Gonser, 2017). The norms that seek to disseminate education as a tradable commodity have served to ensure the escalation of education prices in third world countries. In this manner, such norms contribute greatly to the rise in the rate education inequality in third world countries.
Other notable studies indicate that education inequality is a worrisome issue for both developed and developing countries. However, it adopts a different form in the context of developed countries. The research conducted on this topic in the United States reveals that education inequality intertwines with race. For instance, blacks and Hispanics have managed to narrow the education inequality gap with whites. Consequently, whites currently make up less than a half of the K-12 students countrywide (Reardon, et al., 2016). The trends indicate the fear that deciding the success of the country might occur within the confines of the classroom. Such trends highlight the huge extent to which the governmental measures aimed at curbing education inequality have been effective. Studies attribute the effectiveness of these measures to the rise in the economic stability of the minority groups in recent years (Mujic, 2015). The conclusions continue to highlight that the rate will continue to spiral in developing countries in the absence of adequate measures for improving the economic prospects of the people.
The analysis of the literature from varying contexts indicates that educational inequality is an inevitable byproduct of structural, class, and economic inequality in both the developed and developing nations. This aspect is notable in the notion that it is often worse in national contexts characterized by extreme economic inequality. In both the developed and the developing nations, education inequality triggers a wide array of impacts that affect the social structure and perpetuate the prevailing inequalities.
Gonser, S. (2017).Student Voices: DACA Students Worry about Really Tough Times Ahead. Retrieved from
Mujic, J. (2015). Education Reform and the Failure to Fix Education Inequality in America. Retrieved from
Reardon, et al., (2016). The Good News about Education inequality. Retrieved from
Rothstein, R. (2015). Class and the Classroom. Retrieved from