Still Separate, Still Unequal Analysis

1274 words - 6 pages

Still Separate, Still Unequal
“Still Separate, Still Unequal”, written by Jonathan Kozol, describes the reality of urban public schools and the isolation and segregation the students there face today. Jonathan Kozol illustrates the grim reality of the inequality that African American and Hispanic children face within todays public education system. In this essay, Kozol shows the reader, with alarming statistics and percentages, just how segregated Americas urban schools have become. He also brings light to the fact that suburban schools, with predominantly white students, are given far better funding and a much higher quality education, than the poverty stricken schools of the urban ...view middle of the document...

Another example of this is when he informs us that, “Schools in which as few as 3 or 4 percent of the students may be white or Southeast Asian or of Middle Eastern origin are referred to as ‘diverse’.”(Kozol 204) In this use of logos, Kozol uses facts to help us understand the sad reality of what society accepts as being diverse, and to show us that there is still segregation within the school system today.
Pathos is used in order to link the essay with the reader’s emotions and ethos is used to show the writers moral character. For example, pathos is used when Kozol speaks to a student of a Bronx high school, “Think of it this way,” said a sixteen-year-old girl. “If people in New York woke up one day and learned that we were gone…how would they feel?...I think they’d be relieved.” (Kozol 205) This part of the essay really made me feel sad for this girl who lives in a society where she has grown up feeling like now one cares about her or others of her race.
Kozol also shows us letters he has received from young elementary school children trying to understand why they do not have the same luxuries other children in wealthier school districts have, and why they do not have basic needs such as toiletries. Pathos is used within this essay to convey the sorrow of these students’ situations. For example, when he speaks of a letter written by an eight year old girl named Elizabeth, “It is not fair that other kids have a garden and new things. But we don’t have that.” (Kozol 206) There is a deep amount of sadness from the tone of this little girl’s letter, which me feel empathy for this child, creating the urge of wanting to rectify the problem of inequality.
In addition to pathos, Kozol uses ethos when he speaks of a new approach to teaching that is only being used in urban and poverty stricken schools. It is called the Skinnerian approach, “which are commonly employed in penal institutions and drug-rehabilitations” (Kozol 209). He defines this approach as “proponents of scripted rote-and-drill curricula” (Kozol 209). He also describes it as “a way of altering the attitudes and learning styles of black and Hispanic children” (Kozol 209). Kozol gives credibility and enlightens his readers on these new teaching practices that are threatening a whole generation of Americans, and shows us that this is happening in our own country, and right before our very eyes. Both pathos and ethos are used when Kozol speaks to a principal of a South Bronx school while they were looking at a collapsed section of the ceiling, which was covered by a garbage bag, “This…would not happen to white children.” (Kozol 2) This use of...

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