“Inequality,” as Joseph Stiglitz argues in Rewriting the Rules of the American Economy (2015), “has been a choice.” (Allen 1)

"High SAT verbal scores correlate with increased likelihood of political participation, while high SAT math scores correlate with decreased likelihood of participation." (Allen 6) The author cites research results from a study done by political scientist Sunshine Hillygus.

"In an important 2006 paper,“ Why Does Democracy Need Education?” economists Edward L. Glaeser, Giacomo Ponzetto, and Andrei Shleifer argue that education is a causal force behind democracy. " (Allen 4)

Allen cites the quote from an important paper to reiterrate her claim that education is a neccesity of democracy.

The 2006 New York court decision affirmed that students have a right to civic education, which includes skills necessary for meaningful democratic process.

Most state constitutions guarantee a right to education tied to civic purposes, emphasizing the importance of preparing students for capable citizenship.

Twenty-four state courts have explicitly held that preparation for capable citizenship is a primary purpose of public education, and no court has disputed this.

The vocational paradigm prioritizes STEM fields and economic competitiveness, often at the expense of the humanities and social sciences.

While vocational education aims to reduce inequality by disseminating skills, it fails to address the political roots of inequality.

Vocational education prepares students for minimum-wage jobs but neglects the advanced skills needed for meaningful civic participation, such as understanding complex ballot propositions or engaging in democratic deliberation.

Civic education fosters participatory readiness, enabling students to engage in disinterested deliberation, prophetic frame-shifting, and fair fighting for causes—key components of democratic citizenship.

Political participation has driven egalitarian reforms in the past (19th-century Britain, early 20th-century U.S.). Civic education can empower citizens to advocate for fairer economic policies.

Data show that humanities and social science graduates are more likely to participate in politics than STEM graduates, suggesting that liberal arts education fosters civic engagement.

The liberal arts provide the tools for social diagnosis, ethical reasoning, cause-and-effect analysis, and persuasive argumentation—skills necessary for democratic citizenship.

Example for the reason above: The founders of democratic systems were educated in the liberal arts, which equipped them to design representative governments and articulate principles like those in the Declaration of Independence.

While the content of the liberal arts must evolve to address contemporary issues (patriarchy, racism), their purpose—cultivating critical thinking and participatory readiness—remains vital.

Economic inequality is a product of political choices, not just technological or market forces. Civic education empowers citizens to challenge unfair policies and advocate for distributive justice.

A participatory paradigm demands higher educational standards, requiring more resources for schools and a focus on advanced competencies in social studies, economics, and critical thinking.