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Social Inequality

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Sociology
Introduction
One of the most important trends in the study of sociology is the inevitable social inequality in the society. When talk about inequality, sociologists usually link stratifying institutions which label people into social categories such as the educational system and the formal labor market. The three articles discussed below explore the different faces of inequality in society. These articles are Incarceration and Stratification (2010), The Mark of Criminal Record (2003) and The Black-White Test Score Gap (2004). The overarching theme that will be pointed out below is inequality face by black people in the United States. These articles show inequalities face by black people in three different landscapes: incarceration cells, employment, and education. This paper included the role of media in the proliferation of racial inequality between white and black people. Lastly, this paper also presented the missing gaps on literature and how should we address the problem of racial inequality.

Summary
Inequality is present in incarceration cells. Wakefield and Uggen (2010) claimed that incarceration became a powerful “engine of social inequality that plays a massive and racialized part in the contemporary stratification system” (Wakefield and Uggen, 2010, p. 388). The study conducted by Wakefield and Uggen (2010) covers the scope of imprisonment and the process of selection into prison. The authors then proceed by giving the implications of incarceration in different aspects of their lives such as education, labor market, health, family and civic life. The method used by the author is through graphs and statistics from different institutions. They looked at the percentage of the number of prisoners and or post inmates. The authors juxtaposed this with the unemployed population of the country and it shows that the figure showing the percentage of the prisoners is quite the same as the percentage of the unemployed (Wakefield and Uggen, 2010, p.389). This implies that the unemployed line covers the population of those in prison or the ex inmates were not able to find a job after their release in prison.
Through the quantitative method of presenting data in tables and graphs, the study was able to show whether there was an increase or decrease of the said number of inmates in the country. The figure also shows the greater population of US cells compared to other countries. Indeed, it shows that US has gained the status of having the most number of prisoners in the world. Their study also shows from the figure that there was higher population for men, especially for the blacks.
The differences of the inmates in race, class and gender shows the differences of the crimes being committed (Wakefield and Uggen, 2010, p.391).There was also evidence that poverty has something to do with this because the prisoners are filled by poor population. Other factors that can be attributed to the growing number of prisoners are the police efficiency and the different sentences given to the prisoners. Most of the time, the blacks and the Latinos do not benefit from this rather, the whites.
The second article talks about the outcome of incarceration among white and black men in employment. The assumption of the research is that contact to criminal justice system affects the employment of an individual. In order to test this, the study the researcher employed experimental audit method. The same claim was made by Parker, stratification and inequality is visible in the criminal justice system. He then goes on exploring the trends in incarceration; there are an increasing number of prisoners every year thus the institution employs harsher sentence to offenders. The young black men hold the highest number of prisoners in the country. The problem, there is no program after imprisonment; a remarkable percentage goes again to prison.
Individuals who have criminal records are less likely hired in labor. There seem two factors that affect the employment of an individual, his race and the criminal status he acquired. The result of the study shows that criminal records “close doors in employment situations” because employers usually make background check to their applicants. Although there are few employers who prefer hiring individuals who just exited the prison, it is outnumbered by employers who do not prefer hiring individuals with criminal records. The study also revealed that race also plays an important factor in the employment of an individual. As concrete evidence, the white who have criminal records are treated better than black who do not have records in prison. In addition during employment application, employer will likely ask his black applicants whether they had criminal records. This does not apply to his white applicants. The study asserted that criminal justice system indeed affects employment disparities among individuals who are freed from prisons. Moreover, the study also revealed that racial discrimination is still present in employment industries.
The third article covers inequality in educational institutions. In educational institutions, there seems test score gap present among white and black students; the latter usually get low grades in reading and mathematics subject. Honor students are usually white students and black students continue to lag in their school engagement. There are remarkable factors that account for this gap, one is culture defined as “the skills, knowledge, habits, and behaviors parents, caretakers, and peer teach students” (Farkas 2004, p. 9). Black parents usually get lower educational status than white parents. Hence, black children tend to underdeveloped their vocabulary skills because their parents tend to talk less. In addition, the study also revealed that economic status directly affects the extent of vocabulary knowledge of a child. All in all, Farkas claimed that “black-white differences in social class, family structures, and child-rearing behaviors” affect the capabilities of black students.
However the author also argued that all tests conducted are biased. In an instance, the standard vocabulary test is based on the language of the white rather than black. The mathematical concepts are also those taught among white children than black children. In a nutshell, the author argues that the standard to test the competiveness of black and white students depend on the skills most demanded by the job market (Farkas 2004, p. 16). So long as black people continued to be underrepresented in the market, they will continue to have lesser economic status. This phenomenon continues to create disparity in the educational institution.

Compare and Contrast
The first two studies cover the general findings in light of explaining the effects of incarceration to black individuals. There is no other place we see more discriminating than the labor market. This is a venue where people compete with one another in order to survive and maintain economic stability. The two studies proved that criminal records contribute to the disqualifying credential in the formal labor market. Prisons have made the black inmates as well as the former inmates a class, caste and status group. This implies that from a sociological lens, the prison does not only serve as a house for criminals but also a force that promotes inequality. The terms “prison industrial complex,” of a “carceral state,” or the “mass incarceration society” are all derogatory terms in the sense that when someone used these words, example in media coverage, people tend to classify them separately from the mainstream population.

Wakefield and Uggen juxtaposed the school and prison as institutions promoting inequality. Both institutions allow individuals to enter with varying skills and abilities making them different with one another. These differences will apparently sort out and place these individuals into differing tracks (Wakefield and Uggen, 2010, p. 394). The only difference with that of educational institution is prisons tend to house “those with the least human capital, financial capital and social capital” (Wakefield and Uggen, 2010, p. 394). This is clearly seen in the last article discussed; educational institution also houses racial inequality in the country.

Relate to Other Materials
The growing disparity of black and white people was viewed differently by other scholars. In this section, the paper will look at the role of media in manipulating and fabricating “moral panic” by its different strategies like news reporting, coverage and articles in broadsheets. This may help the readers to understand clearly the reasons why black people (especially those who just came out from prisons) continue to be discriminated in the labor market.
Media is a powerful institution and at the same time an external force that support “criminal justice official’s claims and stigmatizing at least the individuals charged” (Bobo and Thompson, 2010, p. 334).Moral panic is a term used to describe when “a condition, episode, person or group of person emerges to become defined as a threat to societal values and interest” (Cohen, 1972, p. 9). It suggests the problem of inequality in the labor market lies with the stigmatized and stereotypes happened inside the confinement. When the incarcerated black people happen to get out of the confinement, they find it difficult to look for better jobs or start a new life because of the notion that they came from “dangerous class.” In other words, once they enter into prisons, they are re-branded and totally get new personality. The studies of Bobo and Thompson (2010) and Cohen (1972) fill in the missing points of the three articles previously discussed. Of course the role of media is not only limited on the incarceration cells and labor market. Media may also play in educational institution.

Evaluation The studies of Wakefield and Uggen (2010), Pager (2003) and Farkas (2004) all discuss the prevalent white-black inequality in the incarceration cells, market and incarceration cells. It is not astonishing to see that these studies revealed socio-economic factors as major reasons for this phenomenon. There has been numerous literature addressing and challenging the system in order to alleviate if not eliminate the racial discrimination present in these areas. But there are few people who challenged the present set-up of the system itself. This is the strong point I see in the last article discussed above. Although there are empirical evidences that prove that socio-economic factors affect the white-black disparity, Farkas (2004) challenged the present educational system being a market-driven force. He seems to suggest that maybe if we turn our backs to the current standard of education and associate the concepts and vocabulary of black people to our educational system, black students will not be lagged. I agree with Farkas, challenging the present system is another lens to understand this phenomenon. This critique may be useful in giving solution to the problems given by the other two authors. Wakefield and Uggen and Pager discussed the role of mass incarceration in promoting inequality. The justice systems as well as different institutions find better solutions to stop this, but most of the time it always fails. So if we really adhere to the elimination of white-black divide, then why not eliminate or reconstruct the criminal justice system itself? The justice system may be blamed in terms of the effects of incarceration. High levels of crimes contribute to tougher policy. Ironically, tougher policy by the justice system contributes to a higher level of crimes. This turns out that instead of helping the people to rehabilitate and cope with his environment, the place reinforces the preexisting problems of crime. This institution clearly promotes racial discrimination.

References
Bobo, L. and Thompson, V. (2010). Raciaslized Mass Incarceration: Poverty, Prejudice and
Punishment. 322-355.
Cohen, S. (1972). Folk Devils and moral panics: The creation of the mods and rockers. London:
MacGibbon and Kee Ltd.
Farkas, G. (2004). The Black-White Test Score Gap. Contexts, 3 (2).
Pager, D. (2003). The Mark of a Criminal Record. AJS, vol. 108 (5), 937-75.
Wakefield, Sarah and Christopher Uggen (2010). Incarceration and Stratification. Annual Review of Sociology , 387-406.

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