Sociobiology and Educational Inequality Analytical Essay by Nicky

An in-depth discussion on the perspectives of Richard Dawkins, Jonathan Kozol and Malcolm Gladwell on socio-biological theories, the evolutionary process and educational inequality.
# 150879 | 4,016 words | 27 sources | APA | 2012 | US
Published on Apr 29, 2012 in Sociology (Theory) , Biology (Genetics) , Education (Social Issues)

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The paper explains Richard Dawkins' biological approach to intellectual evolution and Jonathan Kozol's perspective on society's inequality and the rampant disparities that exist in American schools based on class and race. The paper then explains the theory of the 'meme' and its implications for educational inequality and discusses cultural evolution and meme selection in relation to educational reform. Finally, the paper looks at Malcolm Gladwell's paradigm on cultural value changes and the evolution of the meme. The paper includes figures and an annotated bibliography.

Dawkins and Behavior - the Selfish Gene
The 'Meme' and Implications for Educational Inequality
Cultural Evolution and Meme Selection in Relation to Educational Reform
Cultural Value Changes and the Evolution of the Meme

From the Paper:

"Typically, and for the majority of school aged children, the learning environment
is tied to the school. Specifically, it is tied to the ability for younger children to glean competency in reading and literacy, the basis for their ability to move forward with any other core content area (Mynard, 2007). For hundreds of years, schools, or formal settings, were seen as the optimum learning environment. This idea coalesced during the Renaissance when formal schooling was mandatory for the wealthy, but was a veer from the more open, question/answer style of many of the Greco-Roman colloquia. For most of the 19th and early 20th century, learning environments were defined in a more formal manner, one in which there was a strict hierarchy, organization, set curriculum, and standardized speed and methodology for learning (Jonassen and Land, 2000). This idea began to unravel, however, with multi-disciplined educators such as Maria Montessori, who believed that the learning environment, especially for younger children, should be less formalized, more vibrant and focused on real-world experiences based on the child's own needs (Elkind, 2000). Public school classrooms in the 21st century, however, tend to be far more open and inclusive of differing learning styles and appropriate stimuli; indeed, the development and use of interactive learning environments is now one of the standards within the educational medium (Bloom and Loftin, 1998)."

Sample of Sources Used:

  • Barkow, J. (2006): Missing the Revolution: Darwinism for Social Scientists. OxfordUniversity Press.
  • Bloom, C. and R. Loftin. (1998). Facilitating the Development and Use of InteractiveLearning Environments. Erlbaum.
  • Carruthers, P., (2006). The Innate Mind: Culture and Cognition. Oxford University Press.
  • Dawkins, R. (2006). The Selfish Gene. Oxford University Press.
  • Dawkins, R. (1997). "Science, Delusion and the Appetite for Wonder." The ThirdCulture. Cited in:

Cite this Analytical Essay:

APA Format

Sociobiology and Educational Inequality (2012, April 29) Retrieved August 19, 2019, from

MLA Format

"Sociobiology and Educational Inequality" 29 April 2012. Web. 19 August. 2019. <>