Equity in Education
Sounia Kaltimi
While in Brazil, one of the most impactful parts of the trip for me was visiting the University of São Paulo (USP) Practicum School. It is a public school connected to USP where kids from all kinds of socio-economic backgrounds come together to learn. What stood out to me the most was how intentional the school is about building an inclusive environment. In that space, students and staff talked openly about how inequality outside the classroom affects students’ lives inside it.
Through conversations with students and faculty at USP Practicum school, I kept hearing things such as the poor and communities with people of color tend to receive less investment in their schools, and this lack of support creates barriers that are hard to overcome. One USP Practicum school student shared that it is incredibly difficult to move up if you are born into poverty. That same point came up when we met a nonprofit founder who also came from a disadvantaged background. She spoke about how isolating it was to be one of the only Black students from a low-income community when she entered USP. She described her journey as “one in a million,” not because she was not capable, but because the system rarely gives people like her a real chance.
It reminded me of what we see in the U.S., where schools in predominantly Black and Brown neighborhoods often receive less funding and fewer resources compared to white and wealthier areas. The cycle is the same: underfunded schools, fewer opportunities, and limited pathways to higher education. It made me realize how global this issue really is.
I also noticed something interesting. While my friend a Black male on our trip, was often asked questions related to racism and identity, I was not. I think part of that may be because I wear the hijab and present as a Muslim woman. My identity seemed to shift the conversation, and I wonder if they saw me more through the lens of religion or gender than race. It made me reflect on how layered identity can be, and how different parts of who we are show up depending on the space we are in.
All of this pushed me to think about the kind of environments we need to create for all children to thrive. Education is not just about textbooks and tests. It is about belonging, dignity, and being given the chance to imagine a future where you matter. What I saw in Brazil affirmed for me that equity in education is possible, but it has to be intentional and supported at every level.
