Intersectionality and Social Inequality

This assignment delves into the complexities of intersectionality, specifically focusing on the interplay between social class and education. It presents a meta-analysis on aversive racism, highlighting how ambiguity in norms influences treatment of targets from various social class backgrounds. The study also discusses how intersectional perspectives can reveal multiple jeopardy faced by marginalized groups, such as poor homosexuals and individuals who are at an unexpectedly high risk of poor self-rated health.

Running head: SOCIOLOGY
Sociology
Name of the Student
Name of the University
Author note

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How education and family intersects each other based on race and gender
Introduction
Structural inequality refers to a situation of gender inequalities in social structures
between men and women based on the institutionalized conceptions of differences. The
theory of intersectionality is a method of comprehending the social inequalities by gender,
race, class and sexuality that accentuates the possibility of differences (Warwick-Booth
2013). Education and family discusses how the differences based on race, class and gender
intersect each other. Socio-economic, racial and gender inequalities intersects to examine the
non-academic and academic results among the schoolchildren who has problems in
understanding (Apple and Michael 2017). The concept of race, gender and class are
structured in a situation that are clearly visible for the self definition in people’s life.
Education and family are generally intersected with each other based on the above mentioned
spheres. These two domains intersect each other when they are differentiated by gender and
race.
Discussion
Sociologists argue on the intersectionality that are the identities based on gender,
class, race and sexuality that generally accompany in every social interaction (Vivar and
Maria Teresa Herrera 2016). Race, gender and sexuality are not reducible to the attributes of
individuals that are measured and assessed for separate contribution in describing the social
results. The theory of intersectionality had become popular in the circle of social sciences and
humanities. Notwithstanding the importance of documenting patterns of inequality in relation
to a particular social identity including race, ethnicity, gender and class, there is increasing
acknowledgement within both theoretical and empirical research (Lips and Hilary 2016). As
observed by the sociologists, individuals are discriminated on the basis of class, race and

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gender. While providing education, students must be taught that no individual should be
differentiated. Inequality is against law. Despite their gender, religion and class all should be
treated equally. Education and family are intersected on such theories of inequality. When it
comes to education, it should be provided to every pupil equally and not in a segregated way.
There have been a policy of social lift in the educational policy that serves a merit to plenty
of immigrants who transfers in into a capital of culture amongst the children (Apple and
Michael 2017). There is a non-degree third level qualification for making them better
educated than the population of the Irish. An educational advantage has been detected and
noticed amongst the Africans in United Kingdom. It was argued that the axes inequality are
inseparable and are therefore interconnected with the nature of race, class and gender that
were visible to those individuals who have faced oppression for more than one dimension of
inequality. It can be analyzed and stated that inequality and discrimination starts from the
families and type of education provided to individuals. Segregation should not take place in
the society, as that would cause major difficulties for individuals to sustain (Warwick-Booth
2013). Earlier, it was noticed that individuals failed to provide support in the field of English
Language to children that were highlighted earlier. Therefore, there have been cultural
conflicts in the scenario due to these effects. Individuals were also generalized based on their
religions by living in an undivided society of equality. It has been said that a country is
comprised of individuals belonging from different religion, gender and class background.
Therefore, no individual must be discriminated because of their age, religion, class or gender.
The cultural and social environments and also the institutions that structure them as well as
the individuals operating within and from outside are associated with the production of
attitudes and gender. The social processes socialize and pattern opportunities and outcomes
that are both gendered and rationalized with racism and sexism. In the case of education and
cultural capital, it is treated as a form of intellectual capital that generally affects the chances

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of the individuals (Warwick-Booth 2013). The intersection between the axes are considered
to create the complex social locations that are central to the nature of the social experiences
of inequality. Majorly, the differences on class, race, gender and sexuality depends on the
social location of in the structure of above mentioned areas. Class structure refers to the
working class, managerial class or unemployed, the gender structure refers to male and
female, structure of sexuality discusses bisexual, homosexual and heterosexual. Therefore,
complex social locations consist of the disadvantaged indentities that are regarded to lead to
multiplicative demerits. However, it should be taught in the families and schools that society
is equal and no individual should be discriminated based on these four axes (Warwick-Booth
2013).
In this regard, it is noteworthy to mention here that, children must be taught this since
childhood as they will grow up to live in a society where everyone should be treated equally
without being discriminated based on the four axes. The adult immigrants were more
optimistic about the future of their children than the Irish citizens (Vivar and Maria Teresa
Herrera 2016). This is a good way to reduce the concept of differentiation from the early days
so that they does not repeat them in the future and discriminate people based on their sex,
religion and class. Parents should be more aware of the educational inequalities since they are
often best equipped to ignore on behalf of their children and should know to not repeat that in
future in the society (Ladson-Billings, Gloria, and William F 2016). The effects of racism,
poverty and cultural-capital became compounded for some immigrants for producing the new
patterns (Lips and Hilary 2016). Individuals have been discriminated for ages based on
religion, class and gender. Separate education has been provided to children regarding this to
make them aware of the level of equality in the society. Minorities in the society are severely
judged because of their class. However, this should not be the case as the society does not
accept norms on inequality (Warwick-Booth 2013).

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Issues of education and social class are concerned with special issues. The social class
highlights the key factors all over the educational sectors. Development of human beings is
based on the education, social issues, life expectancy and income per person that forms
inequalities between the nations. It has been observed that the socio-economic inequalities in
Ireland are driven by the gender, discrimination and racial bias at individual levels. While
providing education, children or students face how race and gender intersect each other in
various spheres (Sterzing et al 2016). Among the students, it has been noticed that the
importance of notions of gender and locality to the educational aspirations of the boys
belonging to the middle-class and working-class in Northern Ireland. The working class of
boys receive very little education as they have to work to survive in the society whereas the
middle-class children receives education of how there should be no case of inequality in
family and society (White et al 2015). Social psychology suggested that political liberals
perpetrate the contemporary discrimination. Individuals are differentiated in families based
on gender, class and race. It can be argued stating that when it comes to gender
discrimination plays a major role in the society since over the years men have been receiving
the upper hand in the society. It has been the trend that the society has been ruled by
patriarchy and women were not put in the centre and protected (Vivar and Maria Teresa
Herrera 2016). The intersectional approaches help the researchers to take the social identities
into account that includes race, social class, gender and sexual orientation. The three major
points of intersectionality consists of the social structure that includes the power that can be
implied and therefore individuals should be located based on these structures of power.
Secondly, the social groups should be heterogeneous. Lastly, there are effects of non-
addictive effects of being a member of innumerous social groups. The purpose of
intersectional approach helps to reduce the comparisons between these four axes. Racial
discrimination has been made in families and educational institutions (Lips and Hilary 2016).

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Black students were differentiated in schools and other educational institutions. It has be said
that researchers have used intersectionality as tool or method for various devised models as to
how group memberships reply to different treatments. Racial discrimination arises when
white men are preferred more than the black ones in schools as well as in families. In the
differences between racialism and gender discrimination it has been analyzed that, both men
and women are dependent based on the gender whereas the racial groups are not. Racial
groups are not connected emotionally whereas men and women are. Thirdly, racial groups
and differences consists of violence as compared to that between men and women. Fourthly,
the gender groups are featured more transsituationally invariant compared to the racial
groups. Lastly, racial groups are not characterized the way gender groups are based on
transcultural and transspecies. Alteration in the context has the power to influence
discrimination perpetration through the increase and decrease of targets (White et al 2015).
People have been biased based on these four axes and therefore there is a sphere of inequality
in the society. Synthesizing discrimination, social class, and intersectionality research
generally suggests that the uncertainty around preparedness might interact with racial and
gender background of the student in predicting bias, but not the social class background, if
the hypothesis that powerholders will be generous in policy endorsements to students from
low social class backgrounds. Female and black students cannot afford to be compared and
discriminated in the society (Apple and Michael 2017). The intersectionality principle
maintains that all the four axes of inequality that should be taken into consideration in an
analysis whereas, on the other hand principle of multiplicatively maintains all the
intersections that will over pass the individual axes in themselves to effects. On the other
hand, the high social class conditions may have represented a safer space to misattribute bias
to lack of preparedness since the black guys are from higher social class backgrounds and are
not the stereotype. In fact, the black guys from higher social class backgrounds represent a

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group where the white guys may be put to hostile against them when it will come to social
policy support, given the misperception that Blacks from higher social class backgrounds are
insulated from discriminatory bias (Ladson-Billings, Gloria, and William F 2016). For
example, one prevalent argument among those who oppose affirmative action is that the
Black students who 98 often benefit from affirmative action policies are middle to upper class
Black students, not the Black students who requires help. Research on discrimination
experiences however indicates that middle to upper class Blacks often experience more, not
less of particular types of discrimination in comparison to their lower status counterparts,
partially as a function of more frequent and stressful intergroup contact with Whites. Thus,
whereas research has shown that Black people from al lsocial class group memberships have
experienced high levels of discrimination, the perception by the whites people, and in
particular the white males, may not match the experience of the Black people (Warwick-
Booth 2013). This reasoning is partially supported by a meta-analysis on aversive racism that
found that when norms were ambiguous, the targets of Ireland receives worse treatment than
White targets. As per the results, both male and female participants endorsed class-based
affirmative action more for targets from low social class backgrounds, sparking a discussion
about how social class in education particularly, may be unique from other social group
memberships, such as race, and from social class in non-academic contexts. Results for
female participants revealed an interaction between targets’ race, class, and gender (Lips and
Hilary 2016).
Conclusion
However, lastly it can be concluded stating that there was a higher likelihood that
female participants endorsed social class-based affirmative action for White male targets
from higher social class backgrounds, than for Black male from higher social class
backgrounds, independent of preparedness. The study also included a brief discussion of how

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ambiguity may depend on the characteristics of the power holders in addition to the targets of
the social group who has memberships (White et al 2015). Therefore, from an intersectional
perspective, each axis of inequality can be interacted with at least one or the other. This will
include multiple jeopardy pertained to poor homosexuals and individuals who were at an
unexpectedly high risk of poor self-rated health and mitigating effects were experienced by
poor women and by poor Asians who were less likely than expected to report poor health.

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ideology and the state. Vol. 53. Routledge, 2017.
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causes, and consequences. Routledge, 2016.
Kivel, Paul. Uprooting Racism-: How White People Can Work for Racial Justice. New
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Ladson-Billings, Gloria, and William F. Tate IV. "Toward a critical race theory of
education." Critical Race Theory in Education: All God's Children Got a Song (2016): 11.
Lips, Hilary M. A new psychology of women: Gender, culture, and ethnicity. Waveland Press,
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Vivar, Maria Teresa Herrera. Framing intersectionality: Debates on a multi-faceted concept
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Warwick-Booth, L., 2013. Social inequality: A student's guide. Sage.

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White, Allen, Naomi Tyrrell, Fina Carpena-Méndez, and Caitríona Ní Laoire. "Migrant
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