The Impact of Social Stratification on Access to Islamic Education in Urban and Rural Areas
DOI:
https://doi.org/10.59966/655y7e75Keywords:
Social Stratification, Educational Access, Urban Areas, Rural Areas, Educational EquityAbstract
Purpose – This study aims to analyze the influence of social stratification on access to basic education in both urban and rural contexts. It addresses a critical gap in the existing literature by examining how socioeconomic differences encompassing income, education, and occupation—shape educational opportunities and equity for elementary school-age children. The research seeks new insights into the structural barriers that perpetuate inequality in educational access, thereby contributing to a deeper understanding of social justice in education systems.
Design/Methodology/Approach – The study employs a qualitative literature review using a sociology of education approach, focusing on scholarly works and policy reports related to social structure, education, and inequality. The analysis explores theoretical and empirical findings to identify patterns of educational access and opportunity across social classes in urban and rural areas.
Findings – The results reveal that socioeconomic status significantly influences access to basic education, particularly in terms of school quality, availability of facilities, and teacher competence. In urban areas, educational access tends to be more equitable due to stronger infrastructure and supportive policy frameworks. Conversely, in rural regions, economic limitations and inadequate infrastructure remain major obstacles to educational equity. These findings underscore the persistent relationship between social stratification and educational inequality.
Originality/Value – This research offers a comprehensive sociological perspective on educational inequality, providing valuable insights into how social hierarchies and institutional structures affect children’s learning opportunities. The study contributes to the advancement of policy discourse on inclusive and equitable education, emphasizing the importance of collaboration between government and society to achieve educational justice for all social groups.
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