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The Role of Social Identity Theory in Addressing Racial and Gender Inequality in

Education

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The Role of Social Identity Theory in Addressing Racial and Gender Inequality in

Education

One of the most pressing social problems in the United States is racial and gender

inequality in education. Education equality remains elusive despite strides in accessibility

because of continuing discrepancies between graduation rates, academic achievement, and

access to advanced courses. These discrepancies balance societal, economic, and cultural

factors, but human behavior is also responsible for their continued existence. Implicit biases

from educators may result in differential treatment of specific groups based on race or

gender. Another significant factor is pinning low expectations on academic achievements due

to student stereotypes. This paper will explore the application of social identity theory to

understand and address racial and gender inequality in education.

In the United States, education inequality concerning race and gender still poses a

pressing concern. According to National Center for Education Statistics published in 2020,

higher average scores on standardized tests were achieved by White students than Black and

Hispanic students. This show that there are racial inequalities. In addition, after analyzing the

data from the report, it was discovered that high-poverty schools which offered insufficient

resources and education had a higher enrollment of Black and Hispanic students. Gender

disparity in STEM disciplines is still related to a bigger problem of unequal educational

opportunities. According to a University World News analysis, in the United States in 2021,

57% of higher education students were men, while 43% were women. This shows that gender

inequality is a big issue in most educational institutions. The likelihood of women pursuing

postgraduate degrees in STEM professions is also lower than that of males.

Additionally, studies have shown that racial and gender biases influence how teachers

view and relate to their students. In 2020, studies reported that behavior from Black students

was frequently considered problematic by teachers, even when it matched that of white
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students. Additionally, male professors teaching STEM subjects in 2020 were said to exhibit

male favoritism over their female students. These discriminations lead to tangible results,

such as lowered chances of employment, reduced income, and more minor prospects for

social advancement. Systemic biases and unequal access to resources must be tackled to

ensure all students have equal opportunities.

Through Social Identity Theory (SIT), group belonging is critical in how individuals

view themselves and their self-esteem. Shared traits such as gender and race create social

groups, fostering a feeling of self-definition and inclusiveness. These groups, however, also

create competition and intergroup assessment, serving as a source of personal value.

Scheepers & Ellemers's (2019) theory suggests raising one's group while lowering the other

can maintain a positive self-image and social identity, ultimately leading to discriminatory

behavior and intergroup conflict. However, SIT also suggests that individuals can reduce

intergroup friction by creating common goals, positive intergroup contact, and promoting

shared superordinate identities.

The importance of social identity must be acknowledged and addressed to eliminate

racial and gender inequality in education. Promoting an excellent social identity among

students is one-way SIT might address racial and gender inequity in education. This may be

accomplished through fostering inclusion and celebrating diversity in the school

environment. For instance, educators might use literature and historical events that emphasize

the accomplishments of people from different backgrounds and include culturally appropriate

content in their lesson plans (Steketee et al., 2021). Practical strategies to alleviate racial and

gender disparity in education include fostering positive intergroup connections and dispelling

prejudices. No of their background, this can strengthen kids' feeling of community and

improve their academic achievement. Teachers may affect how their pupils feel about other

groups by promoting respect and understanding among all students. Stereotypes often lead to
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discrimination and prejudice, so tackling them head-on in the classroom is crucial. By

prioritizing inclusivity, all students can feel valued and supported. For example, teachers can

facilitate group discussions encouraging students to share their unique experiences and

perspectives. By doing so, students will have the opportunity to learn from one another and

challenge any negative stereotypes they may have about different groups of people.

SIT can also address racial and gender inequality in education by promoting social

justice and equity. Social justice signifies that resources and opportunities are distributed

equitably, not based on who one is. By establishing an equitable learning setting, teachers can

cultivate a culture of fairness and opportunity for all pupils to achieve academically,

exemplifying social justice's aims (Guo-Brennan & Guo-Brennan, 2020). Offering

supplementary resources to students lacking access to outside classroom experiences or

supporting struggling students is a method to achieve this goal. Finally, SIT can address

racial and gender inequality in education by promoting critical consciousness among

students. Critical consciousness refers to the ability to recognize and challenge systems of

power and privilege. Educators can promote critical consciousness by encouraging their

students to examine the social systems that perpetuate inequality critically. By highlighting

issues of social inequality, such as racial and gender-based discrimination (Whitford, 2021),

teachers can facilitate discussions on current events. This will better equip students to

challenge and recognize systems of oppression, both within and beyond the classroom.

In conclusion, education's racial and gender inequality needs a diverse method that

understands the intricate relationship amid social, economic, and cultural factors. Social

identity theory elucidates that prejudice, discrimination, and inter-group tensions result from

group affiliation impacting self-concept and self-esteem. Social identities can be positively

developed, stereotypes dismantled, justice and equality promoted, and critical thinking skills

fostered by those with the power of education to counter adverse outcomes. Taking these
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steps in the classroom and beyond can make a measurable difference in addressing the issues

that arise from group identification. Helping all students to reach their full potential and have

the chance to serve a fair and just society can be achieved through collaborative efforts aimed

at creating inclusive and equitable learning environments.

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References

Guo-Brennan, L., & Guo-Brennan, M. (2020). Global citizenship education and social justice

for immigrant students: Implications for administration, leadership, and teaching in

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Milkman, K. L., Akinola, M., & Chugh, D. (2020). What happens before? A field experiment

exploring how pay and representation differentially shape bias on the pathway into

organizations. Journal of Applied Psychology, 105(12), 1381-1397.

https://psycnet.apa.org/record/2020-10630-001

Milkman, K. L., Laudenbach, K., & Ludwig, J. (2020). Replication data for Good grades and

guns: A replication study of "school resources and weapon carrying." Harvard

Dataverse. https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/

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National Center for Education Statistics. (2020). The Condition of Education 2020.

https://nces.ed.gov/programs/coe/pdf/coe_cgc.pdf

University World News. (2021, March 12). US: Racial disparities persist in higher education

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%20among%20higher%20education%20graduates.

Okonofua, J. A., Paunesku, D., & Walton, G. M. (2020). Brief intervention to encourage

empathic discipline cuts suspension rates in half among adolescents. Proceedings of

the National Academy of Sciences, 117(16), 8627-8632.

https://www.pnas.org/content/117/16/8627

Scheepers, D., & Ellemers, N. (2019). Social identity theory. Social psychology in action:

Evidence-based interventions from theory to practice, 129-143.

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Steketee, A., Williams, M. T., Valencia, B. T., Printz, D., & Hooper, L. M. (2021). Racial

and language microaggressions in the school ecology. Perspectives on Psychological

Science, 16(5), 1075-1098.

Whitford, A. (2021). From Then to Now: Elementary Students' Perceptions of Gender Equity

in History and Today. Research Issues in Contemporary Education, 6(2), 125-153.