EDUCATIONAL EQUITY IN THE 21ST CENTURY: THEORETICAL PERSPECTIVES AND POLICY IMPLICATIONS

Abstract

Educational equity remains a critical issue as societies strive to provide fair and inclusive learning opportunities for all students, irrespective of socioeconomic status, race, gender, or geographic location. While equality ensures equal access, equity seeks to address systemic barriers that disproportionately affect marginalized groups. Historically, disparities in education have been linked to broader socio-economic inequalities, with disadvantaged students facing challenges such as inadequate funding, implicit biases, and restrictive admission policies. Theoretical frameworks such as Rawls' theory of justice and Bourdieu's concept of cultural capital provide insights into structural factors influencing education. Although policy initiatives such as affirmative action and need-based funding aim to close the equity gap, their effectiveness remains debated. This study critically examines educational equity through theoretical perspectives and policy implications, addressing gaps in existing research, particularly the intersection of systemic barriers and their evolution in the 21st century. While prior studies have explored school funding disparities, curriculum biases, and teacher expectations, there is limited research on how these factors collectively impact long-term student success. This paper introduces an integrative framework that connects macro-level policy interventions with micro-level classroom practices to promote sustainable equity. It also explores the influence of globalization and digital learning on educational equity strategies. The findings contribute to academic discourse and policy development by offering insights into more inclusive and effective reforms. Future research should focus on longitudinal impacts, intersectionality in policy implementation, and the role of technology in advancing educational equity.