Abstract:This article argues that disparities in educational quality in elementary and secondary schools contribute to discrimination against underprivileged students in the United States and in France. Using a comparative framework to apply the findings of recent studies demonstrating a relationship between race, socioeconomic status, and academic achievement to first the American and then the French educational contexts, the processes of school funding and teacher education are identified as possible sources of educational inequality. The means by which funding procedures, curricula, and selection of teachers aggravate socioeconomic differences across the geographic landscape are also analyzed through the lens of residential segregation. Although popular rhetoric portrays elementary and secondary education as an efficacious means of surmounting poverty, these institutions frequently work paradoxically to reinforce the inequalities faced by disadvantaged students. Specifically, families of lower socioeconomic status, a classification that frequently includes immigrants and citizens of currently or historically oppressed ethnic backgrounds, tend to reside in economically disadvantaged school districts. Because these districts are funded according to the income level of local taxpayers, underprivileged children attending underprivileged schools lack access to the advanced pedagogical methods and high-quality teachers essential for their success. The effects of such regional variation in educational opportunities are demonstrated by unfavorable academic outcomes for students attending inadequately funded institutions in both the United States and France. Since this cycle of restricted opportunity directly shapes not only the lives of individual students but also the future of society as a whole, recommendations are made for individuals, educators, and government policymakers to support the academic potential of historically underrepresented populations.

中文翻译：

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需要激进主义的系统：考虑隔离和政策对法国和美国中小学教育的影响

摘要：本文认为，中小学教育质量的差异导致了美国和法国对贫困学生的歧视。使用比较框架将最近的研究结果应用到证明种族、社会经济地位和学业成就之间的关系的美国和法国教育环境中，学校资助和教师教育的过程被确定为教育不平等的可能来源. 还通过居住隔离的视角分析了资助程序、课程和教师选择加剧跨地理景观的社会经济差异的方式。尽管流行的言论将小学和中学教育描述为摆脱贫困的有效手段，但这些机构经常自相矛盾地加强弱势学生面临的不平等。具体而言，社会经济地位较低的家庭（通常包括移民和当前或历史上受压迫种族背景的公民）往往居住在经济上处于不利地位的学区。由于这些地区是根据当地纳税人的收入水平提供资金的，因此在贫困学校就读的贫困儿童无法获得对其成功必不可少的先进教学方法和高素质教师。就读于美国和法国资金不足的机构的学生的不利学业成绩证明了这种教育机会区域差异的影响。由于这种机会有限的循环不仅直接影响个别学生的生活，而且直接影响整个社会的未来，因此建议个人、教育工作者和政府决策者支持历史上代表性不足的人群的学术潜力。