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Structural inequality has been identified as the bias that is built into the structure of organizations, institutions, governments, or social networks. [ 1 ] [ unreliable source? ] Structural inequality occurs when the fabric of organizations, institutions, governments or social networks contains an embedded bias which provides advantages for ...
Unequal access to education in the United States results in unequal outcomes for students. Disparities in academic access among students in the United States are the result of multiple factors including government policies, school choice, family wealth, parenting style, implicit bias towards students' race or ethnicity, and the resources available to students and their schools.
[1] [2] The digital divide worsens inequality around access to information and resources. In the Information Age , people without access to the Internet and other technology are at a disadvantage, for they are unable or less able to connect with others, find and apply for jobs, shop, and learn.
Educational Inequality is the unequal distribution of academic resources, including but not limited to school funding, qualified and experienced teachers, books, physical facilities and technologies, to socially excluded communities. These communities tend to be historically disadvantaged and oppressed.
Laissez-faire, free-market ideologies—including classical liberalism, neoliberalism and right-libertarianism—are formed around the idea that social inequality is a "natural" feature of societies, is therefore inevitable and in some philosophies even desirable.
The correct number of sections for a fence is n − 1 if the fence is a free-standing line segment bounded by a post at each of its ends (e.g., a fence between two passageway gaps), n if the fence forms one complete, free-standing loop (e.g., enclosure accessible by surmounting, such as a boxing ring), or n + 1 if posts do not occur at the ends ...
Savage Inequalities: Children in America's Schools is a book written by Jonathan Kozol in 1991 that discusses the disparities in education between schools of different classes and races. [1] It is based on his observations of various classrooms in the public school systems of East St. Louis , Chicago , New York City , Camden , Cincinnati , and ...
The expression was popular in the early days of computing. The first known use is in a 1957 syndicated newspaper article about US Army mathematicians and their work with early computers, [4] in which an Army Specialist named William D. Mellin explained that computers cannot think for themselves, and that "sloppily programmed" inputs inevitably lead to incorrect outputs.