SOCIAL THEORY

Applying Social Theory to the Case of Social Inequality in Hartford

Marc Schoendorf

University of Connecticut

Applying Social Theory to the Case of Social Inequality in Hartford

Introduction

The major theories and perspectives in social work include feminist, conflict and interpretive among others. These, theories and their implications can be used to address social inequalities in today's society. Further their scope and limitations can readily be observed in Eaton's The Children in Room E4. Through the book and the case of Sheff verse O'Neill we have a clear demonstration of the usage and limitations of macro theories and the future direction of education in America's cities.

Social Inequality in Schools

Eaton has elaborated the case of Milo Sheff to reveal the face of social inequality in educational institutions. He was a lead plaintiff in the lawsuit filed by a group of students and their families against the state of Connecticut in 1989. They claimed that their children were being treated differently because of racial and social class reasons. They were deprived of many opportunities in the field of education.

The Impact of the Case of Sheff versus O'Neill on the Educational Institutions

Susan Eaton has distilled a nationwide dilemma into two tales of Hartford, Connecticut. These entail a record of her experiences in the third grade classroom of Lois Luddy and the dramatic account of the Sheff versus O'Neill trial, in which local school districts were accused of practicing illegal segregation. According to Eaton, the underprivileged students always suffer and pay the price of these discriminatory activities. Eaton in her book Children In Room E4 has exposed the issues of equity and segregation in the Hartford. Eaton, in an interview, published in the Education Week, said that her attempt to minimize discrimination in educational institutes has been successful to quite an extent with some legislation passed in this context. School management in different states have begun to focus on reducing disparities for the purpose of ensuring quality education even in high poverty schools.

Eaton's conclusion of the book discussed that after eighteen years of courtroom battles to desegregate Hartford schools, they were unfortunately more isolated than before. The state of Connecticut had continued to fail to meet its mandated goals. “No Child Left Behind” legislation requires schools that receive federal funds seek gains for children in all marginalized groups, including English learners. The state and federal government must significantly improve the No Child Left Behind Act for the initiative to have a positive effect on Connecticut's schools. The No Child Left Behind Act is a controversial federal law that sets strict student and school performance requirements for schools that receive federal money. However, this legislation aslo has the potential to improve education for Connecticut's students, but to do so the law must be adapted to account for the needs and realities of the educators on the ground.

Critical Analysis of Social Theories

Social theories are developed to explain the change in the society and to describe the factors that are needed to make society a better place for the ...