I want answers for the "What do you think" part please. Thinking About Diversity: Race, Class, and GenderSchooling in the United States: Savage InequalityPublic School 2617 Head down Jerome Avenue and look for responds, "but they know. All these kids see TV. They know whatthe mortician's office." Off for a day studying the New York Cityschools, Jonathan Kozol parks his car and walks toward PS 261.Finding PS 261 is not easy because the school has no sign. In fact,the building is a former roller rink and doesn't look much like aschool at all.suburban schools are like. Then they look around them theirschool. They don't comment on it, but you see it in their eyes. Theyunderstand."Several months later, Kozol visits PS 24, in the affluentRiverdale section of New York City. This school is set back fromthe road, beyond a lawn planted with magnolia and dogwoodtrees, which are now in full bloom. On one side of the buildingis a playground for the youngest children; behind the school areplaying fields for the older kids. Many people pay the high priceof a house in Riverdale because the local schools have such anexcellent reputation. There are 825 children here; most are whiteand a few are Asian, Hispanic, or African American. The building isin good repair. It has a large library and even a planetarium. All theclassrooms have windows with bright curtains.Entering one of the many classes for gifted students, Kozolasks the children what they are doing today. A young girl answersconfidently, "My name is Laurie, and we're doing problem solving."A tall, good-natured boy continues, "I'm David. One thing that wedo is logical thinking. Some problems, we find, have more thanone good answer." Kozol asks if such reasoning is innate or if it issomething a child learns. Susan, whose smile reveals her braces,responds, "You know some things to start with when you enterschool. But we learn some things that other children don't. Welearn certain things that other children don't know because we'retaught them!The principal explains that this is in a minority area of theNorth Bronx, so the population of PS 261 is 90 percent AfricanAmerican and Hispanic. Officially, the school should serve 900 stu-dents, but it actually enrolls 1,300. The rules say class size shouldnot exceed thirty-two, but Kozol observes that it sometimesapproaches forty. Because the school has just one small cafeteria,the children must eat in three shifts. After lunch, with no place toplay, students squirm in their seats until they are told to return totheir classrooms. Only one classroom in the entire school has awindow to the world outside.Toward the end of the day, Kozol remarks to a teacher aboutthe overcrowding and the poor condition of the building. Shesums up her thoughts: "I had an awful room last year. In the winter,it was 56 degrees. In the summer, it was up to 90." "Do the childrenever comment on the building?" Kozol asks. "They don't say," sheSHARIN16THEBTONNASiWhat Do You Think?1. Are there differences between schools in your city or town?Explain.2. Why do you think there is so little public concern aboutschooling inequality?3. What changes would our society have to make to eliminateschooling inequality? Would you support such changes?Why or why not?Source: Adapted from Kozol (1992:85-88, 92-96).

Question

I want answers for the &#34;What do you think&#34; part please. Thinking About Diversity: Race, Class, and GenderSchooling in the United States: Savage InequalityPublic School 2617 Head down Jerome Avenue and look for responds, &#34;but they know. All these kids see TV. They know whatthe mortician's office.&#34; Off for a day studying the New York Cityschools, Jonathan Kozol parks his car and walks toward PS 261.Finding PS 261 is not easy because the school has no sign. In fact,the building is a former roller rink and doesn't look much like aschool at all.suburban schools are like. Then they look around them theirschool. They don't comment on it, but you see it in their eyes. Theyunderstand.&#34;Several months later, Kozol visits PS 24, in the affluentRiverdale section of New York City. This school is set back fromthe road, beyond a lawn planted with magnolia and dogwoodtrees, which are now in full bloom. On one side of the buildingis a playground for the youngest children; behind the school areplaying fields for the older kids. Many people pay the high priceof a house in Riverdale because the local schools have such anexcellent reputation. There are 825 children here; most are whiteand a few are Asian, Hispanic, or African American. The building isin good repair. It has a large library and even a planetarium. All theclassrooms have windows with bright curtains.Entering one of the many classes for gifted students, Kozolasks the children what they are doing today. A young girl answersconfidently, &#34;My name is Laurie, and we're doing problem solving.&#34;A tall, good-natured boy continues, &#34;I'm David. One thing that wedo is logical thinking. Some problems, we find, have more thanone good answer.&#34; Kozol asks if such reasoning is innate or if it issomething a child learns. Susan, whose smile reveals her braces,responds, &#34;You know some things to start with when you enterschool. But we learn some things that other children don't. Welearn certain things that other children don't know because we'retaught them!The principal explains that this is in a minority area of theNorth Bronx, so the population of PS 261 is 90 percent AfricanAmerican and Hispanic. Officially, the school should serve 900 stu-dents, but it actually enrolls 1,300. The rules say class size shouldnot exceed thirty-two, but Kozol observes that it sometimesapproaches forty. Because the school has just one small cafeteria,the children must eat in three shifts. After lunch, with no place toplay, students squirm in their seats until they are told to return totheir classrooms. Only one classroom in the entire school has awindow to the world outside.Toward the end of the day, Kozol remarks to a teacher aboutthe overcrowding and the poor condition of the building. Shesums up her thoughts: &#34;I had an awful room last year. In the winter,it was 56 degrees. In the summer, it was up to 90.&#34; &#34;Do the childrenever comment on the building?&#34; Kozol asks. &#34;They don't say,&#34; sheSHARIN16THEBTONNASiWhat Do You Think?1. Are there differences between schools in your city or town?Explain.2. Why do you think there is so little public concern aboutschooling inequality?3. What changes would our society have to make to eliminateschooling inequality? Would you support such changes?Why or why not?Source: Adapted from Kozol (1992:85-88, 92-96).

Accepted Answer

Inequality, injustice, discrimination, segregation, marginalization and other such ideas are common…

Thinking About Diversity: Race, Class, and Gender Schooling in the United States: Savage Inequality