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The Equity Theory Of Staff At Marshall Metro High School

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The equity theory focuses on a person’s “perception of fairness” (Kinicki & Williams, 2013, p. 385) and how they are being treated in comparison to other people they work with. The staff at Marshall Metro High School felt as though they were being treated unfairly compared to other school’s, due in part to the “data collection and entry requirements” (Kinicki & Williams, 2013, p.406) that were set by the school's district members for staff to keep up with all troublesome episodes that took place on school grounds. Expectancy theory according to Kinicki and Williams (2015) “Suggests that people are motivated by two things: 1) how much they want something and 2) how likely they think they are to get it” (p.387). The program that Marshall Metro
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In the article, “Savage Inequalities: Children in U.S. Schools”, by Jonathan Kozol, discusses the inequalities that exist in class differences. Money is spent more in wealthy areas than in the poor or low class areas. The schools located in the wealthy areas are funded more and receive more supplies and better teachers. The schools in the not-so-wealthy areas do not have the best teachers and they need better teachers than the students in the wealthy areas. Kozol displays how schools are still segregated as they were in the past.

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Though Tatum criticizes this theory as “ineffective”, I find that it can still lead to improvements. Taking the process-oriented theory and applying it to mindsets, people are more likely to learn if they are focused on how to get the answer, rather than goals of simply what the answer is. So, if process-oriented mindsets are ideal in classrooms, process-oriented programs can be beneficial in affirmative action also. To explain this reasoning, if a workplace is focused on making standards the same for everyone through a fair process, the outcome will lead to candidates hired based on their qualifications and not on meeting a “goal”. Tatum critiques this by saying not everyone is given a fair chance because those in minority groups are not awarded the same opportunities, therefor leaving them disadvantaged from the start.

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However, staying objective in reporting such injustice and disadvantage is nearly impossible. In reading Savage Inequalities, there were moments that seemed to be portrayed to be slightly slanted towards making some of the more privileged schools seem to be selfish, ignorant, and egocentric environments. Kozol writes about making it equal with those in Cherry Hill “‘First, they wouldn’t be equal. You know that as well as I. So long as there are no white children in our school, we’re going to be cheated” (187).

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The teachers frowned when they looked upon us” (Rand 21). This quote explains that Equality is without a doubt smart, and this is why his teachers disliked him. He is disliked by his teachers because everyone in the society is supposed to have the same knowledge and keep at the same pace. Equality’s intelligence is first step to rediscovering the lightbulb, but there is another step.

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The same is true for African American individuals in the work force. The workforce claims to give everyone a fair and equal hand, but often times African Americans are given the short end of the stick. This lack of opportunity leads me to question the structural conditions that have created cultural patterns that reinforce disadvantage. The structural issues of inequality in the workforce lead many individuals to have a stigma towards African American individuals. This stigma taint’s society’s view towards this group and allows them to make judgements on other aspects of their lives.

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Looking at the modern office there are many “glass ceilings” that Steele refers to not only apply to minorities but to genders in general. Some bosses may stop people from being promoted because they are intimidated by women and do not think they should be placed on the same level as themselves, even though they are equally qualified for the position. Steele also talks about how a misused privileged can turn out to be a disadvantage such as the concept of welfare, because people use it to their advantage so much that it become a crutch for the rest of their lives. Wiley addresses a more individual process of failing to meet educational standards hence; “You get ballplayers who could barely form a compound sentence to keep a dog off them.” This statement is still true to this day due to the fact that so many people get accepted on full ride sports scholarships but their academics are below par, so that if something happens that keeps them from competing in sports they can not afford to stay in college nor can they keep their grades

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In addition, the Government Accountability Office [GAO] (2016) reported: “from school years 2000-2001 to 2013-2014, the percentage of all K-12 public schools that had high percentages of poor and black or Hispanic students grew from 9 to 16 percent” (p. 2). These findings suggest that practices of racially and economically segregating students of color continue unresolved. Sadly, poverty and race are automatic disqualifiers for children of color to have equal access to quality

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in Post 848) . This is what the Council of Vocations is doing. They are selectivity giving people jobs that determine the amount of success and power they have. Equality thinks "learning [is] too easy," and the Teachers know this, as he is "lashed more often than all the other children" (Rand, Anthem 19-20).

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Racism and classism management in schools today What if you were not offered the same opportunities based merely off of the color of your skin? What if your peers thought lesser of you because of how much your parents made? It may seem like something of the past, but these manifestations of racism and classism continue to lurk among the depths of schools across the globe. These forms of discrimination are still common within school systems, and continue to affect the lives of many students(Expereiences of racism).

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