Modern societies often celebrate the idea of a **meritocracy**—a system in which success is determined by individual talent, effort, and achievement. The notion that anyone, regardless of background, can rise to the top through hard work is central to many national identities and economic policies. Yet, an increasing body of research suggests that this ideal, while inspirational, may not reflect the actual mechanisms by which opportunity is distributed.
At the heart of this discussion is the concept of **structural inequality**—systemic advantages and disadvantages embedded within institutions. These include access to quality education, stable housing, healthcare, social capital, and generational wealth. While individuals may strive to 'pull themselves up by their bootstraps,' many begin that effort from vastly unequal starting lines.
Paradoxically, the widespread belief in a fair system can obscure these disparities. When success is viewed solely as a product of personal merit, those who fail are often blamed for lacking effort or ambition, rather than being recognized as participants in an unequal structure. This narrative reinforces the status quo by shifting attention away from policy-level reforms and toward individual behavior.
Moreover, systems that appear neutral—such as standardized testing or college admissions—may actually amplify inequality when they fail to account for differences in preparation, resources, and exposure. As a result, what looks like a level playing field may, in fact, be tilted by invisible forces.
Recognizing the limitations of meritocracy does not negate the value of personal effort. Rather, it calls for a more nuanced understanding of success—one that acknowledges both individual agency and structural context. Policies aimed at reducing inequality must move beyond rewarding achievement alone and begin addressing the conditions that make achievement possible in the first place.
Ultimately, a truly equitable society may not be one in which outcomes are equal, but one in which **opportunities** are genuinely accessible to all. This distinction—between equality of opportunity and equality of outcome—is essential in designing fair systems that do not confuse privilege with merit.
Q1: What is the central argument of the passage?
Q2: What is implied by the phrase 'vastly unequal starting lines' in paragraph 2?
Q3: How does the author address the role of personal effort in achieving success?
Q4: What rhetorical effect is achieved by contrasting 'privilege' with 'merit' in the final paragraph?
Q5: Which of the following best supports the author’s claim that standardized systems can be unfair?
Q6: What tone does the author maintain throughout the passage?
Q7: What does the author suggest is necessary for building a fair society?
Q8: Which sentence from the passage best captures the author's purpose?
Printable Comprehension Practice
Visit us at https://readbuddies.com to practice interactively, track your progress, and explore more comprehension passages.
Q1: What is the central argument of the passage?
✅ Correct Answer: C
💡 Reasoning: The passage critiques the ideal of meritocracy by emphasizing systemic barriers that influence opportunity.
Q2: What is implied by the phrase 'vastly unequal starting lines' in paragraph 2?
✅ Correct Answer: A
💡 Reasoning: The phrase refers to disparities in resources and circumstances that affect people’s chances for success.
Q3: How does the author address the role of personal effort in achieving success?
✅ Correct Answer: C
💡 Reasoning: The author doesn’t reject effort but calls for a balanced view that includes structural conditions.
Q4: What rhetorical effect is achieved by contrasting 'privilege' with 'merit' in the final paragraph?
✅ Correct Answer: C
💡 Reasoning: The author uses this contrast to challenge the assumption that all success stems from individual merit.
Q5: Which of the following best supports the author’s claim that standardized systems can be unfair?
✅ Correct Answer: B
💡 Reasoning: The passage notes that seemingly neutral systems can perpetuate inequality if they ignore structural disadvantages.
Q6: What tone does the author maintain throughout the passage?
✅ Correct Answer: B
💡 Reasoning: The author critiques commonly held beliefs in a reasoned and thoughtful tone, aiming for a deeper understanding.
Q7: What does the author suggest is necessary for building a fair society?
✅ Correct Answer: C
💡 Reasoning: The author argues that fair systems must ensure that opportunities—not just outcomes—are equitably accessible.
Q8: Which sentence from the passage best captures the author's purpose?
✅ Correct Answer: C
💡 Reasoning: This sentence clarifies that the author’s purpose is not to dismiss effort, but to promote a fuller understanding of success.