Introduction
Social disparities based on race or ethnicity, gender, sexuality, class, and age in Jamaica contribute to poor educational attainment and uneven community leadership accomplishment among men and women. Significant inequities are focused on social class rather than race or ethnicity because Jamaica is a homogeneous race country. According to the system in place, education is one of the most pressing development issues.
Following multiple socioeconomic inequities, Jamaica has a low level of education, which directly impacts other elements such as poverty, unemployment, and leadership. Nonetheless, women outnumber males in higher education in the country. Although men continue to lead in community leadership, Jamaican women gradually break through the glass ceiling to the top.
Social disparities in Jamaica based on class, gender, and age, among other factors, restrict men and women from pursuing higher education and engaging in community leadership.
Some Identities Take Pre-Eminence Over Others
In Jamaica, class is a crucial influence over all other social inequalities, including gender, age, sexuality, and race or ethnicity. People of the high class dominate the poor or the low-income earners. This reality is explained by the existing high gap between the rich and poor. According to the World Bank (2023), 20% of the Jamaican population lives below the poverty line, while only 10% of the general population holds 3/5 of the nation’s wealth. In the highest Jamaican population, especially in the low-class category, men assume the gender role of providing for the family while women remain at home with children (Craig et al., 2021). Consequently, women are denied chances to participate in most community agendas.
The next critical problem is population productivity and job distribution in Jamaica. For instance, the most productive Jamaican population is the older generation above 40 (Craig et al., 2021). Jamaican youths, except those from wealthy families, have been left out of country development agendas. Another debatable issue is sexuality because eroticism and reproduction are common subjects in daily practices (Spencer et al., 2020). The country legally approves heterosexual orientation and prohibits homosexuality (Spencer et al., 2020). Racial or ethnic inequalities are uncommon in Jamaica because the highest population is black.
Effects of Gender, Sexuality, Race or Ethnicity, Class, and Age Inequalities in Jamaican Education
There is gender inequality in enrollment and persuasion of higher education in Jamaica. Roofe (2021) states that more males than females will likely enroll in primary or childhood education. For instance, 51.1% of the children enrolling to begin their educational journey in Jamaica are male (Roofe, 2021). Although there is no massive gap in the enrolment population between boys and girls, a difference is noted in secondary and tertiary education. The study demonstrates that 67.1% of the students who complete tertiary education are female (Roofe, 2021). Male students are no longer interested in pursuing higher education due to a lack of empowerment. Jamaican education programs mainly empower females and ignore males, hence losing interest at the secondary level (Thomas-Brown, 2021). Furthermore, young men become sexually active during adolescence and often drop out of school to become parents.
Although teenage boys and girls may engage in sexual activities that lead to school dropouts, females are more empowered to remain in school than males. Male students drop out of school to become family providers by seeking jobs, while females become pregnant prematurely (Thomas-Brown, 2021). Moreover, male students have an increased dropout rate because they lack role models, as most school teachers are females (Thomas-Brown, 2021).
LGBTQ+ community also experiences problems in advancing education. According to Craig et al. (2020), chances for LGBTQ+ students, especially males, to further their education are minimal. Jamaican law prohibits same-sex relationships and makes such practices punishable by imprisonment (Craig et al., 2021). The report shows that it is easier for lesbians to further their education and relocate to LGBTQ+-approved countries like the US without being noticed than gay men who cannot hide their sexual orientations (Craig et al., 2021). Consequently, inequalities in sexual orientation contribute to low education among gays.
Class, compared to race, is a primary source of inequality and negatively affects educational outcomes. Research shows that 91% of the Jamaican population is black; thus, they are less likely to experience racial inequality (Spencer et al., 2020). Nevertheless, due to the high poverty level in Jamaica, people who belong to a low class or low-income earners can barely afford education. According to Maylor (2020), Jamaican education is expensive, thus limiting its access to the general public. Children of early age, often minors, have higher chances of being in school (Maylor, 2020). As they finish secondary school, low-income students are expected to seek jobs and support their families. Nonetheless, learners above 18 years old and from high-class backgrounds often continue with their education (Maylor, 2020). Therefore, the combination of these inequalities limits the educational level of achievement for men in Jamaica.
Effects of Gender, Sexuality, Race or Ethnicity, Age, and Class Inequalities in Jamaican Community Leadership
Gender, sexuality, and class inequalities significantly influence community leadership in Jamaica. Race or ethnicity inequality barely affects community leadership because most Jamaicans are black. Nonetheless, the issue of gender equality remains in the country. Although women are more likely than males to pursue higher education, they are underrepresented in community leadership (Craig et al., 2021). Additionally, the interpretation and practices of sexuality make it difficult for women to be selected as leaders (Craig et al., 2021). When women become submissive in sexual relationships, they are assumed to be weak. According to a study, Jamaican women are more vulnerable to being tricked into sexual activities using verbal cues (Craig et al., 2021). The general public, particularly voters, interprets women’s submissiveness as easily misled and not powerful enough to lead communities.
Hence, men still take the top leadership positions in the country despite being less educated than women. According to Spencer et al. (2020), only 21% of Jamaican women have assumed top government positions. According to Spencer et al. (2020), 68.2% of Jamaican women were high court judges in 2018, while no woman won a mayor position in 2021. This data indicates that women are likely to succeed in positions requiring skills and fail in positions demanding influence. Class is a significant factor determining which women rise to the top. Women from higher social classes have more opportunities to lead than those from lower social classes.
Rather than the youth, older people take most Jamaican community leadership positions. Craig et al. (2021) report that 28% of Jamaican people are youth, but only 5% are involved in leadership. Furthermore, 5% of youth in community leadership are from wealthy backgrounds and lack close contact with real youth problems, thus inadequately representing the young population (Craig et al., 2021). Written and oral discourses, especially the television and social media platforms, have indicated older leaders’ reliability more than younger ones (Craig et al., 2021). In addition to age, gender plays a vital role in leaders’ trustworthiness. Women are portrayed as sex objects on television, while males are encouraged to use and mistreat women (Craig et al., 2021). Unfortunately, some youths, especially those from poor backgrounds, have accepted that they cannot lead the community.
Theories Explaining Social Inequalities
Functionalist Theory
The functionalist theory claims that society comprises social institutions that meet various needs. Government, education, family, economy, media, and religion are critical institutions that meet society’s daily needs (Tyler, 2020). Functionalists believe that inequality is necessary and inevitable and plays a significant role in a community (Tyler, 2020). They also believe that certain societal positions demand higher training levels and must be rewarded more than those requiring no skills.
Consequently, the functionalist approach would explain the discrepancies in Jamaican education and community leadership. According to functionalists, Jamaican education is costly and can only be granted to those who can afford it (Tyler, 2020). The highly educated population must also take the top positions in community leadership, and their pay cannot match that of the uneducated (Tyler, 2020). A functionalist would conclude that the Jamaican situation of inequalities is inevitable and should remain as it is.
Conflict Theory
In conflict theory, Karl Marx claims society is a perpetual conflict state where people compete for limited resources. Social order is retained by power and domination rather than conformity and consensus (Tyler, 2020). The people in power strive to maintain it by all means possible, including oppressing the powerless. Conflict theory can explain Jamaica’s massive gap between the poor and the wealthy (Tyler, 2020). The rich, primarily through class, gender, and age inequalities, fight to maintain their positions at the top by oppressing the poor. They ensure unequal distribution of resources and chances for education and community leadership development.
Recommendations
Improving Jamaican Education
Jamaica should formulate an education system for all children to have equal access to inclusive education. One of the issues with Jamaican education is the system used. Apart from being expensive, it is not inclusive or modeled for children from all backgrounds (Thomas-Brown, 2021). The program that empowers female education should also include males. Male learners need encouragement to continue their education after secondary school. Some inclusive empowerment strategies include mentoring and sponsorship of learners of both genders. When implementing the mentoring strategy, the program should include school parents (Thomas-Brown, 2021).
The home-school partnership allows learners to be motivated and empowered in school and at home. Training parents about the importance of education helps them push their children through all stages of education (Maylor, 2020). An enlightened parent would not require a male student to discontinue school so they can seek a job. Even when the parents lack the financial capacity to pay for tertiary education, they may afford a technical course for their children.
The second recommendation about education is enhancing teacher roles in school. Regarding role modeling, the current capacity of teachers in Jamaican schools is deficient. According to Thomas-Brown (2021), male students lack role models from teachers because most of them are females. The system needs to include male teachers who, alongside the female, will mentor all students to become better. Female teachers should also be empowered with skills to mentor male children. A school system should have teachers’ learning and development programs to develop competency skills (Maylor, 2020). Teachers will be capacitated to bridge the gap between gender-based education, negative assumptions, and practices of parents and learners using the acquired skills.
Promoting Inclusive Community Leadership
Community leadership inequality is not inevitable and can be changed through the right policies and practices. Jamaica has existing policies that seek gender inclusion in community leadership (Kuknor & Bhattacharya, 2022). Nevertheless, due to a lack of implementation, women continue to suffer from gender-based disparities in leadership. The country’s government should ensure the adoption of gender-balanced leadership through leadership reform initiatives (Kuknor & Bhattacharya, 2022).
To persuade other leadership offices, the government might launch a campaign demanding the implementation of these policies in other government institutions. Hiring an equal number of male and female educators in public schools, among other institutions, is also vital. Written and oral discourses, such as in the media through debates, movies, and music, should be formulated to influence inclusive leadership styles (Kuknor & Bhattacharya, 2022). Through educational government programs, especially on television, women should be displayed as capable of leading and men as respectful to women. Spreading such messages to the people while the government institutions put the message into action will transform the dimensions of community leadership.
Conclusion
Gender, class, sexuality, and age discrepancies play a substantial role in educational and community leadership gaps. Women from low-income families may succeed in tertiary education but are underrepresented in community leadership roles throughout distribution. On the other hand, older men who may not have completed higher education can obtain top leadership roles if they are of high social status. Functionalists think disparities are unavoidable, but Marx believes that the powerful oppress the poor to maintain their power. Inequalities, on the other hand, are not unavoidable and may be corrected for improved educational and leadership outcomes. A solid educational foundation will enable students to become better community leaders. Daily practices that inform the assumptions and acceptance of inequalities must be formulated to promote inclusion and equality in Jamaican life.
References
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