Equity in Education: Addressing the Capitalist Imbalance in American Academic Systems
Dr. Jeremiah C. Hackley
Advocate for Academic Equity
Table of Contents
Abstract
I. Introduction
II. The Influence of Capitalism on Education
III. The Oppression in Education Systems
IV. Emphasizing Community and Identity in Education
V. FSA's Secret Shoppers Initiative and its Potential Impact on Education Equity
VI. Conclusion
References
Abstract
This scholarly article examines the intersection of capitalism and education within the United States, drawing from Paulo Freire's "Pedagogy of the Oppressed" and the recent FSA Enforcement Bulletin, which introduces the use of secret shoppers to evaluate recruitment and enrollment practices in institutions receiving Title IV funding. We argue that capitalist values have significantly influenced education systems, perpetuating oppression and undermining the potential for transformative, equitable education. We explore potential avenues for addressing this imbalance, including the role of community and identity, and assess the potential impact of the FSA's new secret shopper initiative.
Keywords: equity, education, capitalism, Paulo Freire, FSA Enforcement Bulletin, secret shoppers
I. Introduction
American academic systems have long been influenced by capitalist values, with educational institutions operating under the assumption that the end goal is to generate profit and to equip students with the skills required to participate in a market economy (Shaull, 1970). This mindset has ultimately led to a disparity in educational opportunities, as the needs of the individual and the community are often marginalized in favor of policies that promote conformity and uphold the status quo. By critically examining the intersections of capitalism and education, we seek to uncover the potential for transformative change that emphasizes equity and the liberation of the oppressed. In this article, we analyze the influence of capitalism on education systems, the resulting oppression, and the role of community and identity in addressing this imbalance. We also discuss the potential impact of the FSA's new secret shopper initiative on promoting education equity.
II. The Influence of Capitalism on Education
The capitalistic underpinnings of the American education system are evident in its structure, which prioritizes financial outcomes over the holistic development of students (Freire, 1970). Educational institutions often focus on preparing students for the labor market, with the goal of ensuring that they become productive members of society, rather than encouraging the development of critical thinking skills and fostering a sense of curiosity and exploration (Shaull, 1970). This capitalist influence has given rise to a system that is inherently biased, promoting the interests of those in power and maintaining a hierarchical structure that perpetuates inequality.
In this context, education serves as an instrument for conformity, as it is primarily geared toward integrating students into the existing system (Shaull, 1970). This approach stands in contrast to the idea of education as a practice of freedom, in which students are encouraged to critically engage with the world and to participate in the transformation of their environment (Freire, 1970). The capitalist nature of the American education system ultimately undermines the potential for equity and transformative change, as it perpetuates a cycle of oppression that benefits the privileged few at the expense of the many.
III. The Oppression in Education Systems
The oppression present in American academic systems can be traced back to the capitalist influence on education, which values the individual over the collective (Freire, 1970). This individualism manifests in various forms of discrimination and marginalization, as those who do not conform to the dominant narrative are often left behind. Educational institutions often prioritize the interests of the wealthy and privileged, perpetuating the cycle of inequality and further entrenching the divide between the "haves" and the "have-nots" (Freire, 1970).
Oppressive educational practices are evident in the way that institutionsselect and promote leaders within the system. Freire (1970) highlights that oppressors often do not support the development of the community as a whole but rather focus on advancing selected leaders who maintain the status quo. This strategy ultimately serves to maintain the power dynamics and unequal distribution of resources that are characteristic of the capitalist system. Furthermore, the lack of representation and diversity among decision-makers in educational institutions perpetuates the marginalization of minority groups, further contributing to the cycle of oppression.
IV. Emphasizing Community and Identity in Education
To counteract the oppressive nature of capitalist-driven education systems, it is crucial to emphasize the importance of community and identity in educational practices. Freire (1970) asserts that a sense of identity is critical for any meaningful struggle against oppression. By fostering a sense of belonging and unity among students, educators can begin to dismantle the hierarchies and power dynamics that perpetuate inequality within the academic system.
In order to achieve this, it is essential for educators to adopt a more dialogical approach to teaching and learning, in which they actively engage with students and encourage them to question and critique the world around them (Freire, 1970). This participatory approach empowers students to challenge the existing structures of oppression, and it enables them to develop the critical thinking skills necessary to become agents of change in their communities. By prioritizing community and identity, educators can begin to address the capitalist imbalance that exists within the American education system and work towards a more equitable and just future.
V. FSA's Secret Shoppers Initiative and its Potential Impact on Education Equity
The recent announcement by the FSA's Office of Enforcement regarding the use of secret shoppers to evaluate recruitment and enrollment practices has the potential to address some aspects of the capitalist imbalance within the American academic system (Office of Enforcement, 2023). This initiative aims to uncover deceptive or predatory practices in institutions receiving Title IV funding, including misrepresentations related to credit transfer, job placement rates, completion rates, and accreditation, among other violations (Office of Enforcement, 2023).
By monitoring compliance with Title IV regulations and holding institutions accountable for fraudulent practices, the secret shoppers initiative may serve as a means of safeguarding the interests of both students and taxpayers. This approach has the potential to improve education equity by exposing predatory recruitment and enrollment practices that disproportionately affect marginalized and low-income students. Furthermore, the initiative could empower these students by providing them with access to accurate information, allowing them to make informed decisions about their education.
VI. Conclusion
The American education system has long been influenced by capitalist values, which prioritize profit and conformity over the individual and communal needs of students. This capitalist imbalance has contributed to the oppression and marginalization of vulnerable populations within the system, perpetuating cycles of inequality. By emphasizing community and identity in education and adopting a dialogical approach to teaching, we can begin to address this imbalance and work towards a more equitable future for all students.
The FSA's secret shoppers initiative is one step in addressing the capitalist imbalance in education. By monitoring compliance with Title IV regulations and exposing deceptive practices, this initiative may help to safeguard students and ensure access to accurate information about educational opportunities. As we continue to confront the challenges posed by the capitalist influence on education, it is crucial that we remain committed to promoting equity and justice, both within the American academic system and beyond.
References
Freire, P. (1970). Pedagogy of the Oppressed. Continuum.
Office of Enforcement. (2023). FSA Enforcement Bulletin, March 2023 – Announcing Use of Secret Shoppers to Evaluate Recruitment and Enrollment Practices and Monitor Title IV Compliance. Federal Student Aid.
Shaull, R. (1970). Education as the Practice of Freedom. In P. Freire, Pedagogy of the Oppressed (pp. 15-16). Continuum.
VII. Recommendations for Future Research and Policy
In order to effectively address the capitalist imbalance in American academic systems and promote education equity, several avenues for future research and policy should be explored. Some recommendations include:
Investigating alternative educational models: Research should focus on examining alternative education models that prioritize community and identity, such as cooperative and democratic schools, and assess their potential for fostering a more equitable learning environment.
Expanding access to high-quality education: Policies should be developed to ensure that all students have access to high-quality education, regardless of their socioeconomic background or geographical location. This may include increasing funding for schools in low-income areas and providing additional resources to support diverse learners.
Promoting diversity and representation in leadership: Initiatives aimed at increasing diversity and representation among decision-makers in educational institutions should be implemented, as this can help to dismantle the power dynamics and hierarchies that perpetuate inequality within the system.
Strengthening oversight and accountability measures: The enforcement and oversight of educational institutions must be strengthened to ensure that they comply with all relevant regulations, particularly with regards to recruitment, enrollment, and financial aid practices. This includes supporting and expanding initiatives like the FSA's secret shoppers program.
Encouraging dialogue and critical thinking in education: Teachers and educators should be provided with training and resources to adopt a more dialogical approach to teaching, which prioritizes critical thinking, curiosity, and the development of a strong sense of identity and community among students.
By pursuing these recommendations, we can work towards addressing the capitalist imbalance in American academic systems and promoting education equity for all students.
VIII. Epilogue
As we strive to create a more equitable and just future for all students, it is important to remember the words of Paulo Freire (1970): "Looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future." By learning from the past and critically examining the capitalist influences that have shaped our education system, we can work towards a transformative change that promotes equity and the liberation of the oppressed. Through the collective efforts of educators, policymakers, researchers, and communities, we can challenge the status quo and create a more inclusive and empowering future for all learners.
VIII. Epilogue
As we strive to create a more equitable and just future for all students, it is important to remember the words of Paulo Freire (1970): "Looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future." By learning from the past and critically examining the capitalist influences that have shaped our education system, we can work towards a transformative change that promotes equity and the liberation of the oppressed. Through the collective efforts of educators, policymakers, researchers, and communities, we can challenge the status quo and create a more inclusive and empowering future for all learners.
