A recent article featured in Scientific American reveals the need for societies to address core entrenched issues that inhibit structural change towards equity and equality —one such inhibitor is the unwavering belief in meritocracy which pervades our educational system.
Read the article here
To make change, we can promote socioeconomic desegregation in schools and improve the social integration of children from different backgrounds. Such changes would render inequality of opportunity more visible to children, parents, teachers and policymakers. When people learn that segments students are treated in ways that make them disadvantaged because of the cringe imagery attached to their external conditions, they become more supportive of policies that reduce inequality. Until then, educators can make a real difference in their own classrooms. They can reframe students’ socioeconomic background as sources of strength rather than weakness. They can convey to students that what matters is not one’s current level of ability but how much one can improve over time. And they can help students embrace failure as an opportunity for learning. Rather than conclude that a pupil isn’t an Einstein, teachers can help that student understand why they got a disappointing grade and how to do better next time.
Have you read a recent peer-reviewed paper that you would like to write about for Mind Matters? Please send suggestions to Scientific American’s Mind Matters editor Daisy Yuhas at pitchmindmatters@gmail.com.
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