One of the fundamental tasks of the sociology of education is thus to discover what actions, by what people, in what social organisations, contribute to what extent in bringing about social differences in educational achievement.  
Lauder, Hugh (Editor); Nash, Roy (Editor). Explaining Inequalities in School Achievement : A Realist Analysis.
Farnham, Surrey, GBR: Ashgate Publishing Group, 2010. p 259.

The difficulties involved in developing and testing theories capable of providing robust explanations prove, however, to be unexpectedly severe. the sociology of education has, for example, never conceded that it possesses no adequate technique that will allow fractions of the disparity between social classes, such as that between the upper and lower fifths of the household income distribution, to processes localised to the home rather than the school.

New York inspires creation and recreation, such a city of infinite permission.  The city's energy becomes an embrace - cradled in the energy of the city contained in her bosom  there is room for you, room for your difference, room for the acceptance craved in the small town that could not contain you.

Imagine as a young child, you walked into a classroom and felt that there was room for your difference, room for how you wanted to learn, room for the fear and apprehension encountered in the unfamiliar.  At the end of the first day of school at three o'clock, you knew viscerally that anything was possible since your potential  expanded by your teacher's acceptance.  All children deserve that depth of acceptance in school.