Consequences of Educational Inequality Don't End with School and the Konkur Exam

The consequences of educational inequality are not limited to school and the Konkur exam. A student with greater access to resources has a higher chance of entering top universities and will also be more likely to access suitable job opportunities later on.

According to Ambassador Arjan's report, this year's exam once again showed the gap between Iranian schools; Among the top 30 ranks of the three experimental groups of experimental sciences, mathematics and humanities, not a single student from normal public schools was present. This result can be seen as just a list of the top ranks, but if we put it next to the difference in school facilities, the economic status of families, and students' unequal access to educational resources, a more worrying picture emerges; A picture of a system where talent may exist, but not everyone has the same opportunity to flourish.

In the past years, the country's schools have been divided into different types; From Sampad and government sample to non-government schools, Shahid, Board of Trustees and other schools. The difference between these schools is not only in the name and admission method. In many cases, the difference in facilities, the number of students in the class, educational programs, access to counselors, educational resources and the possibility of holding reinforcement courses can also be seen.

In such a situation, a student who lives in a wealthy family, even if his school cannot meet all his educational needs, has the possibility to compensate for this weakness through private classes, schools, mock tests and various educational resources. But a student from a low-income family usually does not have such options.

The main problem arises when the economic capital of the family turns into educational capital

Amanullah Qaraei, a Chame expert, told Ambassador Arjan about this: The main problem arises when the family's economic capital turns into educational capital. When a family can afford additional education, a better school, and more educational services, they have already paved part of their child's path to academic success.

He added: On the other hand, a family that does not have such ability, has to depend on the facilities of the same school where their child studies. In such a situation, academic success cannot be explained only by the concept of individual effort. The student's effort is important, but the environment in which this effort is carried out and the amount of resources available to him are also decisive.

The quality of public schools should not be considered a marginal issue

This professor of sociology continues: Normal public schools cover a large part of the country's student population. Therefore, the quality of these schools should not be considered a marginal issue. If a large part of the country's students are to study in schools that have a noticeable distance from schools in terms of educational facilities and opportunities, the consequences will not only be seen in the entrance exam results.

The absence of regular public schools from the top rankings should be seen as an "indicator" rather than simply attributed to the success of particular schools, notes Qaraei. Exam ranks only show part of the reality. We see students who have made it to the top ranks, but we don't see students who were left out of the competition before reaching this stage due to unfavorable educational, economic or family circumstances.

He emphasizes: This hidden part of the story is very important. A student may be highly gifted in a regular public school, but be stunted due to overcrowded classes, lack of proper counseling, lack of educational facilities, or the family's inability to pay for extracurriculars. In such a situation, it cannot be said that the student did not have talent; Rather, one should ask whether the educational system has been able to identify and strengthen his talent.

Educational justice is not just about free registration

Qaraei further pointed to the issue of educational justice and said: One of the most important challenges in the discussion of educational justice is the incorrect definition of this concept. The fact that the public school is free alone does not mean the realization of educational justice. If a student attends a public school without paying tuition, but has to go to private classes and extracurriculars in order to pass important tests, then the economic difference of the families has entered directly into the educational process.

This sociologist says: educational justice becomes meaningful when a student is not deprived of the opportunity to grow due to the economic status of his family. If the rich family can make up for the shortcomings of the school with money, and the poor family cannot, the school will no longer fulfill its social balancing role properly.

He adds: From this point of view, the normal public school should be one of the most important tools to reduce the class gap; Not that the existing class difference in the society is reproduced in the quality of education.

How does the educational gap turn into a social gap?

Amanullah Qaraei further pointed out the consequences of educational inequality in the society and emphasized: the consequences of educational inequality are not limited to school and entrance exams. A student who has a higher chance of entering top universities due to having more facilities will also have a greater chance of accessing suitable job opportunities. On the other hand, a student who lags behind the competition due to economic or educational conditions may face more restrictions in the later stages of life.

He warns: this cycle can transfer inequality from one generation to another. If the school cannot compensate for some of the families' economic differences, these differences will show themselves again in the future in the form of educational, occupational and income differences. In this case, instead of being the path of social mobility, education becomes a tool to reproduce the social status of families.

The success of a few students is not the success of the entire educational system

In response to the question of whether the success of students in scientific olympiads can be attributed to the entire educational body of the country, this professor of sociology answered the question. The issue that officials always point to to emphasize the success of the educational system, states: An educational system is successful when it can identify and develop the talents of students across the country and in all social classes; Not that major success is concentrated among a limited group of schools.

Qaraei emphasizes: If we only focus on the top of the educational pyramid, we will not see the condition of the main body of students. A more important measure is what quality of education the average student receives in an average school and whether or not a gifted student has a real chance to thrive, regardless of the family's financial situation.

He adds: The absence of normal public schools among the top ranks of the entrance exam, therefore, more than a simple number, can be a warning about the distribution of educational opportunities. The main issue is not even the entrance exam rank; The problem is the talents that may never be seen.