Using Sociology to Bridge the Opportunity Gap

The current socio-economic climate of the United States and the world at large can best be characterized as one in which access to both opportunity and wealth are increasingly scarce to those living in poverty. While there are a number of contributing factors that create this mass inequality, the scope of this argument will focus on education. The American schooling system is lagging behind globally and the current programs in place are ineffective to the point of being detrimental. This paper asserts that specific changes to the public education system will produce positive outcomes not only in the global ranking but will be additionally beneficial in bridging the opportunity gap and countering the growing culture of classism. Specifically, the argument, backed by statistics and application of sociological principles, will support the notion that adding sociology as part of a compulsory curriculum is a viable means to reverse the increasing disparity between the rich and the poor.

Before entering into defense of the argument, it is important to communicate that the current situation is one which demands reform. It must be understood that the state of the public school system is not simply confined to the domain of education but is instead very much interrelated with the distribution of wealth. The current opportunity gap-which affords those who are middle and upper class greater access to higher quality education-is the cause of the inequality seen in the distribution of income. “Children born into the top fifth of the income distribution have about twice as much of a chance of becoming middle class or better in their adult years as those born into the bottom fifth (Isaacs, Sawhill, & Haskins, 2008)”.

There is undoubtedly a li...

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...terparts is largely unequal access to opportunity granted by an unfair system.

The idea of incorporating sociology in the public school system seems innocuous. Actually, to the empowered class, it is very dangerous. It upsets the security of the wealthy if those individuals living in poverty receive the knowledge that their position in society is a constant dialogue rather than a fixed destiny. The system in place has failed those without the resources to fully participate; to some degree this is an intentional measure to maintain the status quo. This inequity is allowed to continue because most individuals do not possess the sociological imagination fully to perceive this injustice. If sociology were taught in all schools, people could understand the full weight of systemic injustice in society, and opportunity and greater equality would follow.