short essay on social inequality

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Chapter 9. Social Inequality

9.1. What Is Social Inequality?

Sociologists use the term social inequality to describe the unequal distribution of valued resources, rewards, and social positions in a society. Key to the concept are the notions of social differentiation and social stratification . The question for sociologists is: how are systems of stratification formed? What is the basis of systematic social inequality in society?

Social differentiation refers to the social characteristics — social differences, identities, and roles — used to differentiate people and divide them into different categories, such as race, gender, age, class, occupation, and education. These social categories have implications for social inequality. Social differentiation by itself does not necessarily imply a division of individuals into a hierarchy of rank, privilege, and power. However, when a social category like class, occupation, gender, or race puts people in a position where they can claim a greater share of resources or rewards, then social differentiation becomes the basis of social inequality.

The term social stratification refers to an institutionalized system of social inequality. It refers to a situation in which social inequality has solidified into an ongoing system that determines and reinforces who gets what, when, and why. Social differentiation based on different characteristics becomes the basis for social inequality.

Students may remember the word “stratification” from geology class. The distinct horizontal layers found in rock, called “strata,” are a good way to visualize social structure. Society’s layers are made of people, and society’s resources are distributed unevenly throughout the layers. The people with the most resources represent the top layer of the social structure of stratification. Other groups of people, with progressively fewer and fewer resources, represent the lower layers of society. Social stratification assigns people to socio-economic strata based on a process of social differentiation — “these type of people go here, and those type of people go there.” The outcome is differences in wealth, income and power. Again, the question for sociologists is how systems of stratification are formed. What is the basis of systematic social inequality in society?

Equality of Condition and Equality of Opportunity

In Canada, the dominant ideological presumption about social inequality is that everyone has an equal chance at success. This is the belief in equality of opportunity , which can be contrasted with the concept of equality of condition . Equality of opportunity is the idea that everyone has an equal possibility of becoming successful. It exists when people have the same chance to pursue economic or social rewards. This is often seen as a function of equal access to education, meritocracy (where individual merit determines social standing), and formal or informal measures to eliminate social discrimination.

Equality of condition is the situation in which everyone in a society has a similar actual level of wealth, status, and power. Although degrees of equality of condition vary markedly in modern societies, it is clear that even the most egalitarian societies today have considerable degrees of inequality of condition. Ultimately, equality of opportunity means that inequalities of condition are not so great that they greatly hamper a person’s opportunities or life chances. Whether Canada is a society characterized by equality of opportunity, or not, is a subject of considerable sociological debate.

To a certain extent, Ted Rogers’ story illustrates the idea of equality of opportunity. His personal narrative is one in which hard work and talent — not inherent privilege, birthright, prejudicial treatment, or societal values — determined his social rank. This emphasis on individual effort is based on the belief that people individually control where they end up in the social hierarchy, which is a key piece in the idea of equality of opportunity. Most people connect inequalities of wealth, status, and power to the individual characteristics of those who succeed or fail. The story of the Aboriginal gang members, although it is also a story of personal choices, casts that belief into doubt. It is clear that the type of choices available to the Aboriginal gang members are of a different range and quality than those available to the Rogers family. The available choices and opportunities are a product of habitus and location within the system of social stratification .

While there are always inequalities between individuals in terms of talent, skill, drive, chance, and so on, sociologists are interested in larger social patterns. Social inequality is not about individual qualities and differences, but about systematic inequalities based on group membership, class, gender, ethnicity, and other variables that structure access to rewards and status. In other words, sociologists are interested in examining the structural conditions of social inequality. There are of course differences in individuals’ abilities and talents that will affect their life chances. The larger question, however, is how inequality becomes systematically structured in economic, social, and political life. In terms of individual ability: Who gets the opportunities to develop their abilities and talents, and who does not? Where does “ability” or “talent” come from? As Canadians live in a society that emphasizes the individual (individual effort, individual morality, individual choice, individual responsibility, individual talent, etc.) it is often difficult to see the way in which life chances are socially structured.

Wealth, Income, Power and Status

Factors that define the layers of stratification vary in different societies. In most modern societies, stratification is indicated by differences in wealth , the net value of money and assets a person has, and income , a person’s wages, salary, or investment dividends. It can also be defined by differences in power (e.g., how many people a person must take orders from versus how many people a person can give orders to, or how many people are affected by one’s orders) and status (the degree of honour or prestige one has in the eyes of others). These four factors create a complex amalgam that defines an individual’s social standing within a hierarchy.

Usually the four factors coincide, as in the case of corporate CEOs, like Ted Rogers, at the top of the hierarchy — wealthy, powerful, and prestigious — and the Aboriginal offenders at the bottom — poor, powerless, and abject. Sociologists use the term status consistency to describe the consistency of an individual’s rank across these factors.

Students can also think of someone like the Canadian Prime Minister — who ranks high in power, but with a salary of approximately $320,000 — earns much less than comparable executives in the private sector (albeit eight times the average Canadian salary). The Prime Minister’s status or prestige also rises and falls with the fluctuations of politics and public opinion. The Nam-Boyd scale of status, based on education and income, ranks politicians (legislators) at 66/100, the same status as cable TV technicians (Boyd, 2008). There is status inconsistency in the prime minister’s position.

Teachers often have high levels of education, which give them high status (92/100 according to the Nam-Boyd scale), but they receive relatively low pay. Many believe that teaching is a noble profession, so teachers should do their jobs for the love of their profession and the good of their students, not for money. Yet no successful executive or entrepreneur would embrace that attitude in the business world, where profits are valued as a driving force. Cultural attitudes and beliefs like these support and perpetuate social inequalities.

Systems of Stratification

Sociologists distinguish between two types of stratification systems. Closed systems accommodate little change in social position. They do not allow people to shift levels and do not permit social relations between levels. Open systems, which are based on achievement, allow movement and interaction between layers and classes. The different systems also produce and foster different cultural values, like the values of loyalty and traditions versus the values of innovation and individualism. The difference in stratification systems can be examined by the comparison between class systems and caste systems.

The Caste System

Caste systems are closed stratification systems in which people can do little or nothing to change their social standing. A caste system is one in which people are born into their social standing and remain in it their whole lives. It is based on fixed or rigid status distinctions, rather than economic classes per se.

As noted above, status is defined by the level of honour or prestige one receives by virtue of membership in a group. Sociologists make a distinction between ascribed status: a status one receives by virtue of being born into a category or group (e.g., caste, hereditary position, gender, race, ethnicity, etc.), and achieved status:   a status one receives through individual effort or merits (e.g., occupation, educational level, moral character, etc.). Caste systems are based on a hierarchy of ascribed statuses, because people are born into fixed caste groups. A person’s occupation and opportunity for education follow from their caste position.

In a caste system, people are assigned roles regardless of their individual talents, interests, or potential. Marriage is endogamous (from endo- ‘within’ and  Greek gamos ‘marriage’) which means marriage between castes is forbidden, whereas exogamous marriage is a marriage union between people from different social groups. There are virtually no opportunities to improve one’s social position. Instead, the relationship between castes is bound by institutionalized rules, and highly ritualistic procedures come into play when people from different castes come into contact. People value traditions and often devote considerable time to perfecting the details of ritualistic procedures.

The feudal systems of Europe and Japan can, in some ways, be seen as caste systems in that the statuses of positions in the social stratification systems were fixed, and there was little or no opportunity for movement through marriage or economic opportunities. In Europe, the feudal estate system divided the population into clergy (first estate), nobility (second estate), and commoners (third estate), which included artisans, merchants, and peasants. In early European feudalism, it was still possible for a peasant or a warrior to achieve a high position in the clergy or nobility, but later the divisions became more rigid. In Japan, between 1603 and 1867, the mibunsei system divided society into five rigid strata in which social standing was inherited. At the top was the Emperor, then court nobles ( kuge ), military commander-in-chief ( shogun ), and land-owning lords ( daimyo ). Beneath them were four classes or castes: the military nobility ( samurai ), peasants, craftsmen, and merchants. The merchants were considered the lowest class because they did not produce anything with their own hands. There was also an outcast or untouchable caste known as the burakumin, who were considered impure or defiled because of their association with death: executioners, undertakers, slaughterhouse workers, tanners, and butchers (Kerbo, 2006).

The caste system in India from 4,000 years ago until the 20th century probably best typifies the system of stratification. In the Hindu caste tradition, people were expected to work in the occupation of their caste and enter into marriage according to their caste. Originally there were four castes: Brahmans (priests), Kshatriyas (military), Vaisyas (merchants), and Sudras (artisans, farmers). There were also the Dalits or Harijans (“untouchables”). Hindu scripture said, “In order to preserve the universe, Brahma (the Supreme) caused the Brahmin to proceed from his mouth, the Kshatriya to proceed from his arm, the Vaishya to proceed from his thigh, and the Shudra to proceed from his foot” (Kashmeri, 1990).

Accepting this social standing was considered a moral duty. Cultural values and economic restrictions reinforced the system. Caste systems promote beliefs in fate, destiny, and the will of a higher power, rather than promoting individual freedom as a value. A person who lives in a caste society is socialized to accept their social standing, and this is reinforced by the society’s dominant norms and values.

Although the caste system in India has been officially dismantled, its residual presence in Indian society is deeply embedded. In rural areas, aspects of the tradition are more likely to remain, while urban centres show less evidence of this past. In India’s larger cities, people now have opportunities to choose their own career paths and marriage partners. As a global centre of employment, corporations have introduced merit-based hiring and employment to the nation. The caste system has been largely replaced by a class system of structured inequality. Nevertheless, Dalits continue to experience violence and discrimination in hiring or obtaining business loans (Jodhka, 2018).

The Class System

A class system is based on both socio-economic factors and individual achievement. It is at least a partially open system. A class consists of a set of people who have the same relationship to the means of production or productive property — that is, to the things used to produce the goods and services needed for survival, such as tools, technologies, resources, land, workplaces, etc. In Karl Marx’s (1848) analysis, class systems form around the institution of private property, dividing those who own or control productive property from those who do not, who survive on the basis of selling their labour. In capitalist societies, for example, the dominant classes are the capitalist class and the working class.

In a class system, social inequality is structural , meaning it is built into the organization of the economy. The relationship to the means of production (i.e., ownership/non-ownership) defines a persistent, objective pattern of social relationships that exists independently of individuals’ personal or voluntary choices and motives.

Unlike caste systems, however, class systems are open in the sense that individuals are able to change class position. Individuals are at least formally free to gain a different level of education or occupation than their parents. They can move up and down within the stratification system. They can also socialize with and marry members of other classes, allowing people to move from one class to another. In other words, individuals can move up and down the class hierarchy, even while the class categories and the class hierarchy itself remain relatively stable. It is not impossible for individuals to pass back and forth between classes through social mobility , but the class structure itself remains intact, structuring people’s lives, privileges, wealth, and social possibilities.

In a class system, one’s occupation is not fixed at birth. Though family background tends to predict where one ends up in the stratification system, personal factors play a role. For example, Ted Rogers Jr. chose a career in media like his father but managed to move upward from a position of modest wealth and privilege in the petite bourgeoisie, to being the fifth-wealthiest bourgeois in the country. On the other hand, his father Ted Sr. chose a career in radio based on individual interests that differed from his own father’s. Ted Sr.’s father, Albert Rogers, held a position as a director of Imperial Oil. Ted Sr. therefore moved downward from the class of the bourgeoisie to the class of the petite bourgeoisie.

Making Connections: Case Study

The commoner who could be queen.

On April 29, 2011, in London, England, Prince William, Duke of Cambridge, married Catherine (“Kate”) Middleton, a commoner. Throughout its history, it has been rare, though not unheard of, for a member of the British royal family to marry a commoner. Kate Middleton had an upper-middle-class upbringing. Her father was a former flight dispatcher, and her mother was a former flight attendant. The family then formed a lucrative mail order business for party accessories. William was the elder son of Charles, Prince of Wales, and Diana, Princess of Wales. Kate and William met when they were both students at the University of St. Andrews in Scotland (Köhler, 2010).

The rules regarding the marriage of royals trace their history to Britain’s formal feudal monarchy, which arose with William of Normandy’s conquest in 1066. Feudal social hierarchy was originally based on landholding. The monarch’s family (royalty) was at the top, vassals, nobles and knights (landholders) below the king, and commoners or serfs on the bottom. This was generally a closed system, with people born into positions of nobility or serfdom. Wealth was passed from generation to generation through primogeniture , a law stating that all property was to be inherited by the firstborn son. If the family had no son, the land went to the next closest male relation. Women could not inherit property, and their social standing was primarily determined through marriage. From the late feudal era onward, a royal marrying a commoner was a scandal. In 1937, the British parliament obliged Edward VIII to abdicate his succession to King of the United Kingdom, so he could marry the American divorcée, Wallis Simpson. Not only was she a commoner, but she was also divorced , which contradicted the Church of England doctrine.

The rise of capitalism changed Britain’s class structure. The feudal commoner class generated both the new dominant class of the bourgeoisie or capitalists and the new subordinate class of the proletariat or wage labourers. The aristocracy and the royals continued as a class through their wealth and property, but their position in society became increasingly based on status and tradition alone. Today, the British government is a constitutional monarchy, with the prime minister and other ministers elected to their positions.  The royal family’s role is largely ceremonial. The historical differences between nobility and commoners have blurred, and the modern class system in Britain is similar to Canada. Since Edward VIII’s abdication in 1937, Queen Elizabeth II’s sister and several of her children and grandchildren have married commoners.

Today, the royal family still commands wealth, power, and a great deal of attention. In 2017, Forbes estimated the total wealth of the royal family to be $88 billion (Rodriguez, 2017). Since Queen Elizabeth II passed away in September 2022, Prince Charles has ascended the throne as king. His wife Camille Parker-Bowles, also a commoner and divorcée, is expected to become “Princess Consort.” If Charles had abdicated (chosen not to become king) or died, the position would go to Prince William. If that happened, Kate Middleton would be called Queen Catherine and hold the position of Queen Consort. She would be one of the few queens in history to have earned a university degree (Marquand, 2011). Of note here is, of course, Prince Harry, who married the commoner and divorcée Meghan Markle. Prince Harry is currently 6th in line for the British throne, after Prince William’s children. If she succeeded to Queen Consort, Meghan Markle would be the first queen with African heritage.

Initially there was a great deal of social pressure on Kate Middleton not only to behave as a royal, but to bear children. The royal family recently changed its succession laws to allow daughters, not just sons, to ascend the throne. Her firstborn son, Prince George, was born on July 22, 2013, so the new succession law is not likely to be tested in the near future. However, behind George is Princess Charlotte (b. 2015) and Prince Louis (b. 2018). Kate’s experience — from commoner to possible queen — demonstrates the fluidity of social class position in modern society.

Social Class

Social class is both obvious and not so obvious in Canadian society. It is based on subjective impressions, outward symbols, and less visible structural determinants. Can one tell a person’s education level based on clothing? Is opening an $80 bottle of wine for dinner normal, an exceptional occasion, or an insane waste of money? Can one guess a person’s income by the car they drive? There was a time in Canada when people’s class was more visibly apparent. In some countries, like the United Kingdom, class differences can still be gauged by differences in schooling, lifestyle, and even accent. In Canada, however, it is harder to determine class from outward appearances.

For sociologists, too, categorizing class is a fluid science. One debate in the discipline is between Marxist and Weberian approaches to social class (Abercrombie & Urry, 1983).

Marx’s analysis emphasizes a historical materialist approach to the underlying structures of the capitalist economy. Classes are historical formations that distribute people into categories based on the organization and structure of the economy. Marx’s definition of social class rests essentially on one materialist variable: a group’s relation to the means of production (ownership or non-ownership of productive property or capital). Therefore, in Marxist class analysis, there are two dominant classes in capitalism — the working class and the owning class — and any divisions within the classes based on occupation, status, education, etc. are less important than the tendency toward increasing separation and polarization of these two classes.

Marx referred to these two classes as the bourgeoisie and the proletariat . The capitalist class (bourgeoisie) lives from the proceeds of owning or controlling productive property (capital assets like factories, technology, software platforms or machinery, or capital itself in the form of investments, stocks, and bonds).  The working class (proletariat) live from selling their labour to the capitalists for a wage or salary.  Their interests are in conflict, as higher profits depend on lower wages, which accounts for the characteristic power dynamics, conflicts, instabilities and periodic crises of capitalist societies.

In addition, he described the classes of the petite bourgeoisie (the little bourgeoisie) and the lumpenproletariat (the sub-proletariat). The petite bourgeoisie are those like small business owners, farmers, and contractors who own some property and perhaps employ a few workers, but still rely on their own labour to survive. The lumpenproletariat are the chronically unemployed or irregularly employed, who are in and out of the workforce. They are what Marx referred to as the “reserve army of labour,” a pool of potential labourers who are surplus to the needs of production at any particular time.

Weber defined social class slightly differently, as the life chances one shares in common with others by virtue of possession of property, goods, skills or opportunities for income (1969). Life chances refer to the ability or probability of an individual to act on opportunities and attain a certain standard of living. Owning property or capital, or not owning property or capital, is still the basic variable that defines a person’s class situation or life chances. However, class position is defined with respect to markets rather than the process of production . It is the value of one’s capital, products or skills in the commodity or labour markets at any particular time that determines whether one has greater or fewer life chances.

This yields a model of class hierarchy based on multiple gradations of socio-economic status, instead of a division between two principle classes. Analyses of class inspired by Weber tend to emphasize gradations of status relating to several variables like wealth, income, education, and occupation. Class stratification is not just determined by a group’s economic position, but by the prestige of the group’s occupation, education level, consumption, and lifestyle. It is a matter of status — the level of honour or prestige one holds in the community by virtue of one’s social position — as much as a matter of class.

Based on the Weberian approach, some sociologists talk about upper, middle, and lower classes (with many subcategories within them) in a way that mixes status categories with class categories. These gradations are often referred to as a group’s socio-economic status ( SES ): their social position relative to others based on income, education, and prestige of occupation . For example, although plumbers might earn more than high school teachers and have greater “life chances” in a particular economy, the status division between blue-collar work (people who “work with their hands”) and white-collar work (people who “work with their minds”) means the plumbers might be characterized as lower class but teachers as middle class.

There is a randomness in the division of classes into upper, middle, and lower in the Weberian model. However, this manner of classification based on status distinctions captures something about the subjective experience of class and the shared lifestyle and consumption patterns of class that Marx’s categories often do not. An NHL hockey player receiving a salary of $6 million a year is a member of the working class, strictly speaking. He might even go on strike or get locked out according to the dynamic of capital and labour conflict described by Marx. Nevertheless, it is difficult to see what the life chances of the hockey player have in common with a landscaper or receptionist, despite the fact that they might share a common working-class background.

Class: Materialist and Interpretive Factors

Social class is a complex category to analyze. It has both a strictly materialist quality relating to a group’s structural position within the economic system, and an interpretive quality relating to the formation of status gradations, common subjective perceptions of class, differences of power in society, and class-based lifestyles and consumption patterns. Considering both the Marxist and Weberian models, social class has at least three objective components: a group’s position in the occupational structure (i.e., the status and salary of one’s job), a group’s position in the power structure (i.e., who has authority over whom), and a group’s position in the property structure (i.e., ownership or non-ownership of capital). It also has an important subjective component that relates to recognitions of status, distinctions of lifestyle, and ultimately how people perceive their place in the class hierarchy.

Making Connections: Classic Sociologists

Marx and weber on social class: how do they differ.

Often, Marx and Weber are perceived as at odds in their approaches to class and social inequality, but it is perhaps better to see them as articulating different styles of analysis.

Weber’s analysis presents a more complex model of the social hierarchy of capitalist society than Marx. Weber’s model goes beyond the economic structural class position to include the variables of status (degree of social prestige or honour) and power (degree of political influence). Thus, Weber provides a multi-dimensional model of social hierarchy. As a result, although individuals might be from the same objective class, their position in the social hierarchy might differ according to their status and political influence. For example, women and men might be equal in terms of their class position, but because of the inequality in the status of the genders within each class, women (as a group) remain lower in the social hierarchy.

With respect to class specifically, Weber also relies on a different definition than Marx. As noted above, Weber (1969) defines class as the “life chances” one shares in common with others by virtue of one’s possession of goods or opportunities for income. Class is defined with respect to markets, rather than the process of production. As in Marx’s analysis, the economic position that stems from owning property and capital, or not owning property and capital, is still the basic variable that defines one’s class situation or life chances. However, as the value of different types of capital or property (e.g., industrial, real estate, financial, etc.), or the value of different types of opportunity for income (i.e., different types of marketable skills), varies according to changes in the commodity or labour markets, Weber can provide a more nuanced description of an individual’s class position than Marx. A skilled tradesman like a pipe welder might enjoy a higher class position and greater life chances in Northern Alberta where such skills are in demand, than a high school teacher in Vancouver or Victoria where the number of qualified teachers exceeds the number of positions available. If one adds the element of status into the picture, the situation becomes even more complex, as the educational requirements and social responsibilities of the high school teacher usually confer more social prestige than the requirements and responsibilities of the pipe welder.

Nevertheless, Weber’s analysis is descriptive rather than analytical . It can provide a useful description of differences between the levels or “strata” in a social hierarchy or stratification system but does not provide an analysis of the formation of classes themselves.

On the other hand, Marx’s analysis of class is essentially one-dimensional. It has one variable: the relationship to the means of production. If one is a professional hockey player, a doctor in a hospital, or a clerk in a supermarket, one works for a wage and is therefore a member of the working class. In this regard, his analysis challenges common sense, as the difference between these different “fragments” of the working class seems paramount — at least from the point of view of the subjective experience of class. It would seem that hockey players, doctors, lawyers, professors, and business executives have very little in common with grocery clerks, factory or agricultural workers, tradespeople, or low level administrative staff, despite the fact that they all depend on being paid wages by someone.

However, the key point of Marx’s analysis is not to ignore the existence of status distinctions within classes, but to examine class structure dialectically in order to provide a more comprehensive and historical picture of class dynamics.

The four components of dialectical analysis were described in Chapter 1. An Introduction to Sociology : (1) Everything in society is related; (2) everything is caught up in a process of change; (3) change proceeds from the quantitative to the qualitative; and (4) change is the product of oppositions and struggles in society. These dialectical qualities are also central to Marx’s account of the hierarchical structure of classes in capitalist society.

With regard to the first point — everything in society is related — the main point of the dialectical analysis of class is that the working class and the owning class have to be understood in a structural relationship to one another. They emerged together out of the old class structure of feudalism. More significantly for Marx, each exists only because the other exists. The wages that define the wage labourer are paid by the capitalist; the profit and capital accumulated by the capitalist are products of the workers’ labour.

In Marx’s dialectical model, “everything is caught up in a process of change” occurs because the system is characterized by the struggle of opposites.  The classes are structurally in conflict because the contradiction in their class interests is built into the economic system. The bourgeoisie as a class is defined by the economic drive to accumulate capital and increase profit. The key means to achieve this in a competitive marketplace is by reducing the cost of production by lowering the cost of labour (by reducing wages, moving production to lower wage areas, or replacing workers with labour-saving technologies). This conflicts with the interests of the proletariat who seek to establish a sustainable standard of living by maintaining their level of wages and employment in society. While individual capitalists and individual workers might not see it this way, structurally, their class interests clash and define a persistent pattern of management-labour conflict and political cleavage in modern, capitalist societies.

So, from the dialectical model, Marx can predict that the composition of classes changes over time: the statuses of different occupations vary, the proportions between workers’ income and capitalists’ profit change, and the types of production and the means of production change (through the introduction of labour-saving technologies, globalization, new products and consumption patterns, etc.). In addition, change proceeds from the quantitative to the qualitative, in the sense that the multiplicity of changes in purely quantitative variables like salary, working conditions, unemployment levels, rates of profitability, product sales, supply and demand, etc., lead to changes in qualitative variables like the subjective experience of inequality and injustice, the political divisions of “left” and “right,” the formation of class-consciousness, and eventually change in the entire economic system through new models of capital accumulation or even revolution.

The strength of Marx’s analysis is its ability to go beyond a description of where different groups fit within the class structure at a given moment in time to an analysis of why those groups and their relative positions change with respect to one another. The dialectical approach reveals the underlying logic of class structure as a dynamic system, and the potential commonality of interests and subjective experiences that define class-consciousness. As a result, in an era in which the precariousness of many high status “middle class” jobs has become clearer, the divisions of economic and political interests between the different segments of the working class becomes less so.

Media Attributions

• Figure 9.3 Office Politics: A Rise to the Top by Alex Proimos, via Flickr, is used under a CC BY-NC 2.0 licence.
• Figure 9.4 Strata in the Badlands by Just a Prairie Boy, via Flickr, is used under a CC BY 2.0 licence.
• Figure 9.5 Fort Mason Neighborhood by Orin Zebest, via Flickr, is used under a CC BY 2.0 licence.
• Figure 9.6  Woman, construction, worker, temple, india, manual, poor, labourer, labour , via PxHere, is used under a CC0 Public Domain licence. 
• Figure 9.7 Royal wedding Kate & William by Gerard Stolk, via Flickr, is used under a CC BY-NC 2.0  licence. 
• Figure 9.8 Item B-03624 – Group of Nanaimo coal miners at the pithead by unknown photographer, [ca. 1870]  (Creation) via the Royal BC Museum/ British Columbia Archives Collection (Item B-03624), is in the public domain .
• Figure 9.9 James and Laura Dunsmuir in Italian Garden at Hatley Park, by unknown photographer, 1912-1920  (Creation), courtesy of Craigdarroch Castle Society,  is in the public domain .
• Figure 9.10 File:MAX WEBER.jpg  by Power Renegadas, via Wikimedia Commons, is used under a CC BY-SA 4.0 licence.
• Figure 9.11   Karl Marx by John Mayall, via Wikimedia Commons, is in the public domain .

Introduction to Sociology – 3rd Canadian Edition Copyright © 2023 by William Little is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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How can the world address inequality? 7 experts explain

Leave no one behind. Image:  Priscilla Du Preez/Unsplash

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• The COVID-19 pandemic has exacerbated socioeconomic inequalities.
• Mitigating inequality requires a mix of bottom-up and top-down changes that address the underlying social and economic systems.
• Seven experts shine a light on creating a future that leaves no one behind.

The COVID-19 pandemic has exacerbated socioeconomic inequalities within and across countries. The policy responses designed to mitigate them in the form of either relief and recovery packages or welfare protections have mostly proved to be short-term fixes. In the long-term, however, the distributional consequences of the pandemic between and within countries, as in during previous pandemics and recessions, are bound to widen inequality.

According to the World Inequality Database 2020 update, Latin America and the Middle East stand as the world’s most unequal regions, with the top 10% of the income distribution capturing 54% and 56% of the average national income respectively. Despite Gulf countries (Bahrain, Kuwait, Oman, Qatar, UAE, Saudi Arabia) having among the highest GDP per capita levels, they have also marked extreme inequality levels, with little variation since the 1990s. However, the starkest change has been the rise in concentration of incomes in the US, with the top 10% witnessing an increase from 34% to 45% of the national income between 1980 and 2019.

The data are an indicator that countries with strong investments in public services, social protection, and labour market policies have the lowest inequality levels, with Europe standing as the most equal of all regions driven by its redistribution and progressive taxation, seen in the Commitment to Reducing Inequality Index .

Have you read?

How covid deepened gender inequality - this week's radio davos podcast, 5 shocking facts about inequality, according to oxfam’s latest report, imf head: how governments can prevent widening inequality.

Looking at global inequality beyond purely from an income distribution lens, it is critical to take into consideration multidimensional factors such as social mobility, gender equality, livelihood infrastructure, technology access, the voice of civil society, privacy, social and environmental protections, progressive tax laws and labour rights when examining the how societies perform on reducing inequality and serving public interest.

The COVID crisis has forced us to reimagine our shared futures as the world attempts to rebuild. From proposals relating to basic income and collecting the tax deficit to the more emerging debate on inheritance for all , the asymmetric impact of the pandemic and divergent recovery beckon a universal call for us to build back broader .

Mitigating inequality will now demand a mix of bottom-up and top-down changes that recognize the social and economic systems aggravating inequality are a matter of choice. Where do we go from here?

We asked seven global experts from the World Economic Forum Expert Network to provide their perspective on how we can build a better future where we leave no one behind. Here’s what they said.

‘It is particularly crucial to increase the minimum wage'

Tak Niinami, Chief Executive Officer, Suntory Holdings and Senior Economic Advisor to the Prime Minister of Japan

The pandemic has made it apparent that Japan also faces the issue of inequality. A widening in the gap must be prevented by all means as it would bring social unrest and social divide. In the short-term, given Japan’s comparatively low wages, it is particularly crucial to increase the minimum wage and thoroughly implement an “equal pay for equal work” policy to bridge the gap between regular and non-regular workers.

The acceleration of redistribution of wealth is also imperative. Taxation on assets and capital gains should be increased so that this resource can be utilized to fund NPOs (nonprofit organizations) that can take measures against issues such as poverty and isolation.

Furthermore, in the long-term, I believe education is key in mitigating inequality. The widening education gap can spill over from generation to generation, creating a chain effect that must be avoided. Technology can prove to be a solution if it can be applied to ensure equal opportunities, enabling high-quality education to anyone and anywhere, no matter where you live.

‘ Well-funded and quality universal healthcare must be the legacy of the pandemic ’

Deepak Xavier, Head of Inequality Advocacy and Campaigns, Oxfam International

The world risks the greatest rise of inequality since records began , and today it is inequality that perpetuates COVID-19, which is ending so many lives. The grotesque inequality in accessing healthcare is proving fatal. To be without a hospital bed or medical oxygen in the face of a pandemic is frightening enough. However, for most of the world that has long been the case. Pre-pandemic 10,000 people were dying daily due to lack of access to healthcare.

Progress on universal healthcare is achievable – as countries such as Costa Rica have shown . Implementing a fair and progressive tax system to avoid concentration of wealth to the top 10% is one way to provide a fiscal boost. A 0.5% extra tax on the wealth of the richest 1% alone could raise $418bn each year which could be redistributed towards resilient healthcare systems. Issuing US$1 trillion of IMF’s Special Drawing Rights (SDRs) global reserve asset would dramatically increase the funds available to countries – for example, the Ethiopian government will have access to an additional $630 million — enough to increase its health spending by 45%.

Well-funded and quality universal healthcare must be the legacy of the pandemic: to save lives and better tackle future pandemics.

'Support our people outside of the "nine to five".'

Leslie Parker, Partner and Member of the Board of Directors, Kearney

It used to be that there was very little crossover between our work and personal lives. Since COVID, that has changed. The new work-from-home model has given us intimate access to our colleagues’ personal lives – and surfaced a whole new set of inequalities.

We see family members juggling caring responsibilities with the demands of their jobs. We see people who live alone, who might not physically encounter another human being that week. We see housemates sitting three to a table, trying to work at the same time. And we see laptops propped on kitchen counters, stacks of boxes and pairs of knees, as people search for an elusive quiet space or change of scenery.

The ability to work from home is an incredibly privileged position for many. But with working patterns and norms changed beyond all recognition, we need policies that take on these and other new inequalities – including lack of choice over working location – into account. It’s not enough to dish out some grants for home office equipment. What about some let-up from home schooling or eldercare, or help to tackle loneliness? Why not help our teams create better connections with one another that can offer more than the virtual happy hour and more time behind a laptop? We need to go beyond one-dimensional Diversity, Equity, Inclusion programmes and policies, and really support our people outside of the ‘nine to five’.

At Kearney we have taken a first step by asking employees around the world to tell us what would improve their lives and how we can help as leaders. We are already seeing wellbeing, both physical and mental, as a major theme. We introduced more mental and physical health programmes with free classes available to employees, redesigned our future work model strategies to allow for flexibility of working hours and location (no longer adopting five-days-a-week office model), offered an option to go to co-working spaces to employees whose current situation is not supportive of their work or mental health and improved coaching and mentoring guidelines in the absence of in-person onboarding and support.

‘ Promote more transparent and accountable systems ’

Ibrahima Hathie, Distinguished Fellow, Initiative Prospective Agricole et Rurale (IPAR), Senegal and Southern Voice network member

Sustainable Development Goal 10 of the 2030 Agenda seeks to “reduce inequality within and among countries”. Yet, the goal’s targets and indicators focus on horizontal inequality and exclu­sion of the vulnerable and marginalized population from opportunities. The United Nations’ overarching principle of “ Leave No One Behind ” reflects this orientation and calls for a transformative agenda. However, it fails to address deep-rooted social, economic, and political systemic problems that preserve and often amplify vertical inequalities.

A path to achieving this must seek to reduce the political influence of elites in the formulation and implementation of public policies. It would promote more transparent and accountable systems. Tackling inequalities between countries is also imperative if we are to face the consequences these have on the most vulnerable in developing countries. Addressing overlapping disadvantages through a comprehensive development strategy can be an excellent response to horizontal inequalities. Vertical inequalities require more: progressive economic institutions with pro-poor taxation, investment, and trade.

In Senegal, for example , the government should choose and invest heavily in food value chains, funding of research of these value chains, training of family farmers, agricultural entrepreneurs, technicians, and engineers and introduce multisector governance to ensure smooth coordination to achieve the goals set out by the Malabo Declaration . This would lead to increased industrial development, improved health and nutrition, and decent and abundant jobs for young people and women.

‘The basic fundamentals of knowledge creation and collaboration must be addressed’

Marie McAuliffe, Head, Migration Research Division, International Organization for Migration

In addition to measures on improving social protection of migrant workers, reducing costs of international remittance transfers, and bolstering migrants' rights throughout the migration process, the fundamentals of knowledge creation and collaboration must be addressed. Affected communities impacted by increasing inequality must be part of processes aimed at formulating effective responses.

Developing country experts and research institutions must be able to meaningfully participate in researching, proposing, designing, and evaluating solutions according to their priorities and needs. A much greater focus on leveraging opportunities to undertake participatory and collaborative research with (and for) marginalized populations is needed. Only then can the programmatic and policy responses designed to reduce inequality globally be truly sustainable.

We advocated this approach as part of consultations on the UN Research Roadmap on COVID-19, which makes a strong case for participatory research to support long-term global transformations. In 2017, IOM invited the world’s leading migration researchers from around the world to join in sharing their expertise and knowledge in support of the 2018 global compact on safe, orderly and regular migration. As a consequence, the resolution on the Global Compact for Safe, Orderly and Regular Migration was adopted by the United Nations General Assembly in 2018.”

‘Increase public investments in the formal and informal care economies’

Susan Ferguson, Women Representative for India, UN Women

The COVID-19 crisis in India has impacted millions, not only those suffering from the disease, but also those who care for them. As always, women have taken on the heavy burden of caring for the sick and finding ways to meet their family’s basic needs. A recent Oxfam report shows that Indian women and girls put in 3.26 billion hours of unpaid care work every day — a contribution of at least ₹19 trillion a year to the Indian economy.

Yet in India, duties performed at home have historically not been considered “work,” because of unequal gender and caste norms. And now, with after the second wave of COVID-19, the combination of illness, unpaid care, economic slowdown and lack of access to financing for female entrepreneurs means that many women are unable to return to work.

If these trends aren’t reversed, they will have a devastating impact on the economy and further exacerbate gender inequality. For this generation of women to emerge relatively unscathed from this pandemic and be able to return to the workforce, we must invest seriously in education and livelihoods of women and girls in India. UN Women’s Second Chance Education programme is a prime example of how we can and must focus on women’s livelihoods right now, before the equality gaps widen even more. Another way to mitigate the inequality crisis would be to increase public investments in the formal and informal care economies and tap into the job creation potential of the care economy.

In the end, it will come down to changing attitudes. Whether it’s at home, in the office or in the fields, we must stop taking women’s work for granted.

Read more here .

Don’t use the pandemic as a justification to discriminate and exclude

Melody Patry, Advocacy Director, Access Now

From Singapore to Jamaica, governments are scrambling for solutions to help the world return to a pre-virus normality. Vaccine certificates — or “passports” — that record and authenticate vaccination statuses, however, are short-term fixes that potentially pose long-term risks to human rights. These fast-tracked stopgaps are a blueprint for exclusion and discrimination, and present serious and disproportionate threats to the privacy and security of millions of people.

COVID-19 and its reverberations already impact our most vulnerable and underserved individuals and communities — from limited health care, to increased economic instability — we cannot allow techno-solutionism to exacerbate the divide further.

Global leaders, and their industry counterparts, must stop, recalibrate, and ensure technology plays a positive, cornerstone role in pandemic recovery. As laid out by U.N. Special Procedures on the eve of RightsCon 2021 , "we need to act together to embrace the fast-pace expansion of digital space and technological solutions that are safe, inclusive and rights-based."

World Economic Forum Strategic Intelligence , in partnership with the Institute for Global Prosperity , University College London (UCL) launched the transformation map on Inequality .

The experts cited in this article are part of the World Economic Forum Expert Network .

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Home — Essay Samples — Social Issues — Social Inequality — Equality

Essays on Equality

What makes a good equality essay topic.

When it comes to crafting an exceptional equality essay, the choice of topic plays a pivotal role. A remarkable essay topic should not only captivate the reader's attention but also provoke thought and remain relevant to the subject of equality. Below are some innovative suggestions on how to brainstorm and select the perfect essay topic:

• Brainstorm: Initiate the process by brainstorming ideas that revolve around equality. Delve into various aspects such as gender equality, racial equality, LGBTQ+ rights, social justice, and economic equality. Jot down any ideas that spring to mind during this creative process.
• Research: Once you have compiled a list of potential topics, embark on thorough research to gather more information. Explore recent news articles, scholarly journals, and books that delve into your chosen topics. This process will help you gain a deeper understanding and unearth unique perspectives.
• Consider your interests: Handpick a topic that genuinely captivates your interest. Writing about something you are passionate about will not only make the process more enjoyable but also reflect in the quality of your essay.
• Relevance: Ensure that your chosen topic remains pertinent to the current socio-political climate. Consider the impact it has on individuals and society as a whole. Seek out topics that are timely and hold significance in today's world.
• Uniqueness: Aim for a topic that stands out from the crowd. Steer clear of ordinary or overexplored subjects. Instead, focus on a specific aspect or angle that hasn't been extensively explored. This will make your essay more compelling and original.
• Controversial issues: Controversial topics have the potential to generate lively discussions and debates. However, it is crucial to approach these topics with sensitivity and respect for diverse opinions. Present balanced arguments and consider multiple perspectives to ensure a well-rounded essay.

Remember, an exceptional equality essay topic should ignite curiosity, encourage critical thinking, and promote a deeper understanding of the subject. Now, let's proceed to explore some of the best equality essay topics that will inspire your writing.

Revolutionary Equality Essay Topics

Here are some groundbreaking equality essay topics that you can consider:

• The Empowering Role of Education in Achieving Gender Equality.
• Exploring the Intersectionality of Race and Gender in the Battle for Equality.
• Analyzing the Impact of Socioeconomic Factors on the Rights of the LGBTQ+ Community.
• The Challenges Faced by Minority Women in Paving Their Way to Corporate Leadership.
• The Evolution of Feminism: From Suffragettes to Modern Activism.
• The Pivotal Role of Media in Shaping Public Perception of Equality.
• Breaking Barriers and Overcoming Stereotypes: Promoting Equality in the World of Sports.
• The Profound Impact of Gender Equality on Economic Growth.
• The Significance of LGBTQ+ Representation in Mainstream Media.
• Exploring the Connection Between Disability Rights and Equality.
• Masculinity Unveiled: The Role of Men in the Feminist Movement.
• The Struggles Faced by Transgender Individuals in Today's Society.
• The Complex Relationship Between Religion and LGBTQ+ Rights.
• Analyzing the Wage Gap: Causes, Consequences, and Potential Solutions.
• Government Policies and Their Effectiveness in Promoting Equality.
• The Impacts of Colonialism on Indigenous Peoples' Quest for Equality.
• The Psychological Effects of Discrimination on Marginalized Communities.
• The Power of Inclusive Language in Fostering Equality.
• The Nexus of Immigration and Equality.
• Social Media as a Catalyst for Activism in the Pursuit of Equality.

These topics encompass a wide range of equality issues and offer ample opportunities for in-depth exploration and analysis.

Provocative Equality Essay Questions

To delve deeper into the chosen equality topics, here are ten essay questions that can guide your research and analysis:

• How has the feminist movement evolved over the past century, and what obstacles does it face in the present day?
• In what ways do socioeconomic factors influence access to education and opportunities for marginalized communities?
• What are the main hurdles faced by LGBTQ+ individuals in their pursuit of legal recognition and societal acceptance?
• How does media representation contribute to the perpetuation of gender stereotypes and inequality?
• What are the ethical implications of affirmative action policies in promoting equality?
• How does systemic racism affect the criminal justice system and contribute to racial disparities?
• What role does religion play in either fostering or hindering LGBTQ+ rights?
• How does the concept of intersectionality contribute to a more comprehensive understanding of inequality?
• What are the psychological effects of discrimination on individuals from marginalized communities?
• How can society achieve true equality without neglecting individual differences and unique cultural identities?

These questions serve as a launchpad for exploring different aspects of equality and provide opportunities for critical analysis and discussion.

Equality Essay Prompts

To ignite your writing on equality, here are five creative essay prompts:

• Envision a world where gender roles are completely reversed. How do you think this would impact society, and what challenges might arise?
• Compose a personal reflection on a time when you witnessed or experienced inequality. What lessons did you learn from this experience?
• If you could interview any historical figure who fought for equality, who would it be and why? What questions would you ask them?
• Create a fictional story set in a utopian society where equality is fully realized. What does this society look like, and what measures were taken to achieve equality?
• Analyze the role of art and creativity in promoting social change and advancing the cause of equality.

These prompts encourage creative thinking and offer unique angles for exploring the concept of equality.

Writing Equality Essay FAQ

Here are some frequently asked questions about writing equality essays:

Q: How can I make my equality essay stand out?

A: To make your essay stand out, choose a unique topic, provide compelling evidence and examples, and present original insights. Additionally, ensure your writing is clear, concise, and well-structured.

Q: Can I use personal experiences in an equality essay?

A: Yes, incorporating personal experiences can add depth and authenticity to your essay. However, remember to connect your experiences to broader societal issues and provide a balanced perspective.

Q: How can I engage readers in my equality essay?

A: Engage readers by starting with a captivating introduction, using thought-provoking questions, providing real-life examples, and encouraging readers to reflect on their own beliefs and actions.

Q: Is it necessary to consider counterarguments in an equality essay?

A: Yes, considering counterarguments demonstrates a comprehensive understanding of the topic and allows you to present a balanced viewpoint. Addressing counterarguments strengthens your essay's credibility and persuasiveness.

Q: How can I ensure my equality essay is well-researched?

A: Conduct thorough research using reliable sources, such as academic journals, reputable news outlets, and books written by experts in the field. Take notes, cite your sources accurately, and critically evaluate the information gathered.

Remember, writing an equality essay is an opportunity to contribute to important discussions and promote positive change. Embrace creativity and critical thinking to make your essay impactful and inspiring.

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Understanding Diversity Leads to Equality

Liberty vs. equality debate: 'equality' marginalizes people, woman's rights as global issue: gender inequality, the civil rights movement: a struggle for equality, equality in the treatment of white defendants and black defendants in the united states, the right to equality in islam, sexuality does not determine equality, gender pay gap phenomenon, good and evil are equally important, equality in america: keeping our country happy, women's rights and equality in marriage in the ucf theatre's production of man and superman by george bernard shaw, the fight for equality and civil rights in the life and career of jackie robinson, gender wage gap issue: equal pay for equal work, separate but equal is equal: plessy v ferguson, the applicability of transformative, fractured and imposed constitutionalism in africa, race-based affirmative action in postsecondary institutions, the lack of equality in society in shakespeare’s "the merchant of venice" and in hansberry’s "a raisin in the sun", the legal dilemma behind equal pay for equal work in india, topdog/underdog: a sociological approach to norms and inequality, interpreting global inequality in "guns, germs, and steel".

1. Lynch, K., & Baker, J. (2005). Equality in education: An equality of condition perspective. Theory and research in education, 3(2), 131-164. (https://journals.sagepub.com/doi/pdf/10.1177/1477878505053298) 2. Subrahmanian, R. (2005). Gender equality in education: Definitions and measurements. International Journal of Educational Development, 25(4), 395-407. (https://www.sciencedirect.com/science/article/abs/pii/S0738059305000349) 3. Lynch, K. (2001). Equality in education. Studies: An Irish Quarterly Review, 90(360), 395-411. (https://www.jstor.org/stable/30095506) 4. Hallinan, M. T. (1988). Equality of educational opportunity. Annual review of sociology, 14(1), 249-268. (https://www.annualreviews.org/doi/abs/10.1146/annurev.so.14.080188.001341) 5. Coleman, J. (1968). The concept of equality of educational opportunity. Harvard educational review, 38(1), 7-22. (https://meridian.allenpress.com/her/article-abstract/38/1/7/30900/The-Concept-of-Equality-of-Educational-Opportunity) 6. Gamoran, A., & Long, D. A. (2007). Equality of educational opportunity a 40 year retrospective (pp. 23-47). Springer Netherlands. (https://link.springer.com/chapter/10.1007/978-1-4020-5916-2_2) 7. Bol, T., & Van de Werfhorst, H. G. (2013). Educational systems and the trade-off between labor market allocation and equality of educational opportunity. Comparative Education Review, 57(2), 285-308. (https://www.journals.uchicago.edu/doi/abs/10.1086/669122) 8. Brighouse, H., & Swift, A. (2009). Educational equality versus educational adequacy: A critique of Anderson and Satz. Journal of applied philosophy, 26(2), 117-128. (https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1468-5930.2009.00438.x)

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Disability as Inequality: Social Disparities, Health Disparities, and Participation in Daily Activities

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Carrie L Shandra, Disability as Inequality: Social Disparities, Health Disparities, and Participation in Daily Activities, Social Forces , Volume 97, Issue 1, September 2018, Pages 157–192, https://doi.org/10.1093/sf/soy031

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Individuals with disabilities experience lower education levels, lower employment rates, fewer household resources, and poorer health than people without disabilities. Yet, despite comprising more than one-eighth of the US population, people with disabilities are seldom integrated into sociological studies of inequality. This study uses time use as a lens through which to understand one type of inequality between working-aged people with and without disabilities: participation in daily activities. It also tests whether social disparities (as suggested by the social model of disability) or health disparities (as suggested by the medical model of disability) explain a larger percentage of participation differences. I first consider if disability predicts daily time in market work, nonmarket work, tertiary (health-related) activities, and leisure—net of health and sociodemographic characteristics. Next, I utilize Oaxaca-Blinder decomposition to assess the relative contribution of these characteristics in explaining time differences. Results from the American Time Use Survey indicate that adults with disabilities spend less time than adults without disabilities in market work and more time in tertiary activities and leisure. There is no difference in nonmarket time. Health accounts for the largest percentage of the explained component of tertiary time differences, but depending on the choice of predictors, sociodemographic characteristics account for as much—or more—of the explained component of differences in market and leisure time. Results indicate the importance of disentangling disability from health in sociological studies of inequality. They also support a hybrid disability model in suggesting that both health and sociodemographic characteristics determine how disability shapes daily life.

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Essay on Social Equality

Students are often asked to write an essay on Social Equality in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Social Equality

Understanding social equality.

Social equality is a state where all individuals within a society have equal rights, opportunities, and status. It promotes fairness and justice, irrespective of one’s background, culture, or gender.

Importance of Social Equality

Social equality is crucial for the growth of a society. It ensures every person gets equal opportunities to learn, work, and contribute to the community. It fosters respect among individuals, enhancing social harmony.

Obstacles to Social Equality

Despite its importance, social equality often faces challenges like discrimination, bias, and prejudice. These barriers can be based on race, gender, religion, or socio-economic status.

Achieving Social Equality

Achieving social equality requires collective efforts. Education, law enforcement, and public awareness are key tools in promoting and maintaining social equality.

250 Words Essay on Social Equality

Introduction to social equality.

Social equality is a state of affairs wherein all individuals within a specific society or isolated group have the same status in certain respects. These aspects may include civil rights, freedom of speech, property rights, and equal access to social goods and services.

Theoretical Foundations of Social Equality

The philosophical underpinnings of social equality are rooted in the principles of human dignity and justice. The concept of human dignity asserts that every individual, by virtue of their humanity, is deserving of respect and consideration. Justice, on the other hand, demands the equitable distribution of opportunities and resources.

Social Equality in a Modern Context

In today’s diverse and globalized world, social equality is a multifaceted concept. It encompasses not only economic factors but also aspects of race, gender, age, disability, and sexual orientation. Despite progress, social inequality persists, often perpetuated by systemic biases and discrimination.

Social equality is crucial for the overall well-being and development of a society. It paves the way for social cohesion, economic prosperity, and political stability. Moreover, it fosters a sense of belonging and respect among individuals, promoting peace and harmony.

In conclusion, social equality is an integral element of a fair and just society. It is a continuous pursuit requiring collective effort and commitment. It is a goal that, while challenging, is essential for the creation of a more inclusive and equitable world.

500 Words Essay on Social Equality

Social equality is a fundamental principle that underpins the concept of a fair and just society. It is premised on the belief that all individuals, regardless of their ethnic, racial, gender, or socio-economic status, should have equal access to resources, opportunities, and social privileges.

The Importance of Social Equality

Social equality plays a pivotal role in fostering social cohesion and harmony. It mitigates social tensions and conflicts that arise from disparities in wealth and opportunities. Furthermore, it promotes human dignity and respect, as it acknowledges the inherent worth of every individual. Social equality also fosters innovation and productivity as it gives everyone an equal chance to contribute to societal progress.

Challenges to Social Equality

Despite its importance, achieving social equality remains a daunting challenge. Socio-economic disparities, deeply ingrained prejudices, and institutionalized discrimination continue to hinder the realization of this ideal. These barriers are often systemic, perpetuated by social structures and institutions that inadvertently favor certain groups over others.

The Role of Education in Promoting Social Equality

Education is a powerful tool for promoting social equality. It equips individuals with the knowledge and skills needed to participate fully in society. Moreover, it fosters critical thinking, enabling individuals to challenge prejudices and discriminatory practices. However, for education to effectively promote social equality, it must be accessible to all, irrespective of their socio-economic status.

The Role of Government in Upholding Social Equality

Governments have a crucial role in upholding social equality. They can enact laws and policies that prohibit discrimination and promote equal opportunities. For instance, affirmative action policies can help redress historical injustices and level the playing field for marginalized groups. However, these measures must be implemented judiciously to prevent reverse discrimination.

The Role of Individuals in Advancing Social Equality

While governments and institutions play a significant role, individuals also have a part in advancing social equality. This can be achieved by challenging discriminatory attitudes and behaviors, promoting inclusivity, and advocating for social justice. Individuals can also contribute by educating themselves about social issues and participating in civic activities aimed at promoting social equality.

Conclusion: The Path to Social Equality

Achieving social equality is a collective responsibility that requires the concerted efforts of individuals, communities, and governments. It calls for a paradigm shift, where society values diversity and inclusivity, and where opportunities and resources are distributed equitably. While the journey towards social equality may be fraught with challenges, it is a worthy pursuit that holds the promise of a more harmonious and prosperous society.

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10 Stories about Race & Social Justice from 2020

Our 2020 Year in Review series of lists – beginning with “ 10 Pieces of COVID-19 News We All Paid Attention to in 2020 ” and later “ 10 Election Stories That Kept Us Sane in 2020 ” – spotlights Harris news, accomplishments, and perspectives from across our community in a year unlike any other.

2020 brought on a reckoning in the United States and around the globe on the topic of racial justice and the importance of diversity and inclusion to advancing social progress. Here are some of the stories from around the Harris community that we paid attention to:

1. Fighting inequality with the Harris toolkit

When Harin Contractor, MPP’08, started college at the University of Georgia in 2000, he wasn’t politically or policy-inclined – until 9/11 happened, changing his trajectory forever and making him aware of his privilege. Contractor received the 2020 Alumni Award at the Minorities in Public Policy Studies (MiPPS) Alumni Gala this fall.

2. Celebrating Black Action in Public Policy Studies (BAPPS)

Black Action in Public Policy Studies (BAPPS) was founded by four Black women in 2017 because there needed to be more intention in the creation of Black spaces at the Harris School of Public Policy. This is their story.

3. Race, the wealth gap, and income shocks

Using a dataset linking bank account data with voter registration records containing race and ethnicity, Associate Professor Damon Jones , Assistant Professor Peter Ganong , and coauthors were able to examine, with unprecedented levels of specificity , the spending behaviors of households, and to examine how self-reported Black, Hispanic, and white households behave differently when faced with sudden income reductions.

4. Feminism’s racial blind spots

With a goal toward “comfort the afflicted and afflict the comfortable,” Mikki Kendall turned her signs to feminism’s racial blind spots in Hood Feminism: Notes from the Women That a Movement Forgot , a collection of essays weaving history, social science, and the harsh world around us into stories of Kendall’s own life. Harris Public Policy hosted Kendall for a discussion of Hood Feminism and her extraordinary journey.

5. Black leaders share their stories

Valerie Jarrett and Helene Gayle shared their stories at the Harris Policy Forum in February 2020. We learned of Skyla Hearn (CLA’20) and her journey as an archivist and activist on Chicago’s South Side. And we heard from Nikki Giovanni, who told us, “ you cannot let the world change you .”

6. Fines and fees

Working with Senior Lecturer Paula Worthington , the Center for Justice & Safety Finance at PFM has released an expert study from the University of Chicago Harris School of Public Policy that includes best practices for reforming the policies that dictate criminal justice system fines and fees, which disproportionately affect Black and Latinx communities.

7. Hispanic roots

As a part of Harris Public Policy's celebration of Hispanic Heritage Month, our HR team sat down with Assistant Professor Austin L. Wright to discuss his Mexican-American community roots , among other faculty and staff. And in celebration of Latinx Heritage Month, the Latinx Heritage Month Committee offered, in collaboration with Harris and I-House, the annual ¡Pachanga! , an evening of music performances from influential Chicago artists. Although the year presented many challenges, the organizers remained committed to continue this tradition virtually with evening filled with song, dance, and inspiration.

8. A Human Rights Commissioner in our midst

Barbara Barreno-Paschall, MPP’17 , could have ended her LinkedIn profile headline after the first three words: Human Rights Commissioner. Appointed by Governor JB Pritzker in 2019, she’s among Illinois’ first seven full-time commissioners, a heady role in which she’s tasked with resolving discrimination complaints under the state Human Rights Act.

9. How do our textbooks affect our students?

New research by Harris Assistant Professor Anjali Adukia and Alex Eble , assistant professor at Columbia University's graduate school of education, Teachers College , will explore how messages about gender and race in elementary school textbooks can influence children’s beliefs in their own abilities and their subsequent educational decisions.

10. A renewed commitment to D&I

Katherine Baicker , dean and Emmett Dedmon Professor at Harris Public Policy, announced the release of the Harris D&I Roadmap , the school’s first-ever strategic plan for diversity and inclusion, as well as a new D&I website housing the roadmap, action steps, progress updates, and more. In addition, Michelle Hoereth was also named to the new, leadership-level position as Harris' first Assistant Dean for Diversity and Inclusion.

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Social Inequality Issue Analysis Essay

Introduction, works cited.

Social inequalities are the core of society’s structure and functioning. A society, as an institution, has developed specific ways of carrying out basic functions which involve economic production, government machine, and so on. Thesis Social inequality is a system and systematic worked as the framework of society and its functionality.

Social inequality is culturally embodied in beliefs and norms based on the idea of exploitation and class division. The two classes whose existence is recognized are associated with different forms of “property” — the working class and the ruling class (Johnson 156). This structure is historically determined and followed by all modern societies. But the existence of substantial income inequalities is not associated with class (or strata) privileges or hierarchy, for it reflects the differing merits of individuals, i.e., their differential contribution to production. There is a sense, of course, in which one class — the ruling class — is regarded as having a superior status rooted in its historic mission.

It is associated with a higher form of property and played the leading role in the transition to capitalism (Johnson 153). Social inequality is systematic because it determines labor relations and becomes an engine of economic growth. Social inequality enters all levels of social organization reflected in hierarchical social relations and organizational hierarchy of duties and functions. The language and conceptual apparatus of social stratification have thus become part of the discourse on social structure. Its assimilation into social thought is evidenced in a variety of forms. What is acknowledged to be a hierarchical social structure are essentially confined to the primary units of economic organization — industrial enterprises and farms. Quality of labor or position in the division of labor is presented as the principal criteria of social differentiation (Andersen 23).

Another important aspect of social inequality is rewards differences. Low skills and unprofessional workers are always low-rewarded employees in contrast to highly qualified professionals. If an unequal relation to the means of production is no longer the principal source of economic and social differentiation — as it presumably is under capitalism — it becomes the underlying mechanism that generates and reproduces inequalities in income, cultural levels, and prestige (Johnson 153). Johnson also states that racial differences influence social inequality and low pay. “Given the historical legacy that encourages whites to feel a sense of superiority and entitlement in relations to the people of color, such competition is bound to provoke anger and resentment” (51). Personnel employed in the higher levels of government ministries, planning agencies, the scientific establishment are included in the socio-occupational strata whose incomes, lifestyles, and opportunities for intergenerational transmission of status, Those groups control the allocation of society’s productive resources and its reward structure are excluded from scrutiny. All individuals have an essentially similar relationship to the means of production, they contribute unequally to society’s economic and cultural development. This reflects the need to “attach” individuals — often for extended periods — to specific work activities of differing significance to society.

In sum, the division of labor into mental and manual, complex and routine, managerial and subordinate job functions becomes a division of society into distinct social groups retaining relatively fixed occupational positions throughout their work careers and contributing unequally to economic and cultural growth. social inequality is reinforced in all levels of the organization and is seen as the normal functioning of the economy, given the still inadequate state of the productive forces, does not permit anything like an equal sharing or rotation of different job functions among the members of the workforce.

Andersen, M. Race, Class, and Gender , Wadsworth Pub Co; 4 edition, 2000.

Johnson, A. G. Privilege, Power, and Difference . McGraw-Hill Humanities/Social Sciences/Languages, 2001.

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IvyPanda. (2021, September 21). Social Inequality Issue Analysis. https://ivypanda.com/essays/social-inequality-issue-analysis/

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IvyPanda . 2021. "Social Inequality Issue Analysis." September 21, 2021. https://ivypanda.com/essays/social-inequality-issue-analysis/.

1. IvyPanda . "Social Inequality Issue Analysis." September 21, 2021. https://ivypanda.com/essays/social-inequality-issue-analysis/.

Bibliography

IvyPanda . "Social Inequality Issue Analysis." September 21, 2021. https://ivypanda.com/essays/social-inequality-issue-analysis/.

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Gender Inequality Essay

500+ words essay on gender inequality.

For many years, the dominant gender has been men while women were the minority. It was mostly because men earned the money and women looked after the house and children. Similarly, they didn’t have any rights as well. However, as time passed by, things started changing slowly. Nonetheless, they are far from perfect. Gender inequality remains a serious issue in today’s time. Thus, this gender inequality essay will highlight its impact and how we can fight against it.

  About Gender Inequality Essay

Gender inequality refers to the unequal and biased treatment of individuals on the basis of their gender. This inequality happens because of socially constructed gender roles. It happens when an individual of a specific gender is given different or disadvantageous treatment in comparison to a person of the other gender in the same circumstance.

Get the huge list of more than 500 Essay Topics and Ideas

Impact of Gender Inequality

The biggest problem we’re facing is that a lot of people still see gender inequality as a women’s issue. However, by gender, we refer to all genders including male, female, transgender and others.

When we empower all genders especially the marginalized ones, they can lead their lives freely. Moreover, gender inequality results in not letting people speak their minds. Ultimately, it hampers their future and compromises it.

History is proof that fighting gender inequality has resulted in stable and safe societies. Due to gender inequality, we have a gender pay gap. Similarly, it also exposes certain genders to violence and discrimination.

In addition, they also get objectified and receive socioeconomic inequality. All of this ultimately results in severe anxiety, depression and even low self-esteem. Therefore, we must all recognize that gender inequality harms genders of all kinds. We must work collectively to stop these long-lasting consequences and this gender inequality essay will tell you how.

How to Fight Gender Inequality

Gender inequality is an old-age issue that won’t resolve within a few days. Similarly, achieving the goal of equality is also not going to be an easy one. We must start by breaking it down and allow it time to go away.

Firstly, we must focus on eradicating this problem through education. In other words, we must teach our young ones to counter gender stereotypes from their childhood.

Similarly, it is essential to ensure that they hold on to the very same beliefs till they turn old. We must show them how sports are not gender-biased.

Further, we must promote equality in the fields of labour. For instance, some people believe that women cannot do certain jobs like men. However, that is not the case. We can also get celebrities on board to promote and implant the idea of equality in people’s brains.

All in all, humanity needs men and women to continue. Thus, inequality will get us nowhere. To conclude the gender inequality essay, we need to get rid of the old-age traditions and mentality. We must teach everyone, especially the boys all about equality and respect. It requires quite a lot of work but it is possible. We can work together and achieve equal respect and opportunities for all genders alike.

FAQ of Gender Inequality Essay

Question 1: What is gender inequality?

Answer 1: Gender inequality refers to the unequal and biased treatment of individuals on the basis of their gender. This inequality happens because of socially constructed gender roles. It happens when an individual of a specific gender is given different or disadvantageous treatment in comparison to a person of the other gender in the same circumstance.

Question 2: How does gender inequality impact us?

Answer 2:  The gender inequality essay tells us that gender inequality impacts us badly. It takes away opportunities from deserving people. Moreover, it results in discriminatory behaviour towards people of a certain gender. Finally, it also puts people of a certain gender in dangerous situations.

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