Educational Inequalities Research Articles

Considerations for improving racial equity in schools: Applying a cultural historical framework

ABSTRACT Educational agencies with inequities in special education or exclusionary discipline are required to review local policies, practices, and procedures as potential drivers of disproportionality. Indeed, disparities manifest in both locally and through broad, historical narratives; solutions must thus address both local context and histories of power and privilege. However — despite racial and ethnic disparities defining inequities, school-wide approaches enacted for addressing drivers (e.g. multi-tiered systems of support) rarely center culturally sustaining, anti-racist, and anti-ableist lenses that consider the sociohistorical contexts of an educational space. Further, there is little practical guidance regarding how to implement these frameworks through such a lens, leaving school stakeholders with scant guidance for understanding and addressing inequities via school-level, institutional practices. We outline practical implementation ideas that practitioners might use when selecting school-wide programs meant to shift inequitable systems and provide meaningful access to learning for all students.

Addressing disproportionality and racial inequities in special education through policy change

ABSTRACT Literature on racial disproportionality in special education has recently been situated within a polarized debate about the sources of racial inequities: specifically, the benefits and harms of special education. In this article, we consider this debate from a historical perspective by examining special education policies and their implementation. By doing so, we aim to bridge theory to practice by attending to systemic, institutional, and organizational oppression that becomes enacted through policy aimed at achieving racial equity and educational access. More specifically, we provide a model for local school districts to revise, develop, enhance, and implement policy changes to address disproportionality and racial inequities in special education using a cultural-historical framework and culturally responsive practices.

Distraction in Australian language education policy: a call to re-centre language rights

ABSTRACT In this paper, we provide an overview of the policies that have existed in relation to Australian First Nations students’ languages, and English language and literacy learning before exploring how the politics of distraction manifests in this context. We then share our findings of an analysis of Australian language education policies for First Nations children and the media discourses which surround them. We argue that, in the context of First Nations languages and language learners, ‘language’ is conflated with either ‘literacy’ or ‘culture’ to distract from the sovereign language rights of First Nations peoples in Australia. We draw on the notion of ‘policy narrowing’ to explain this policy distraction and the ways in which it reproduces educational inequities for First Nations students in the Australian schooling system. To counter this, and the surrounding media discourses, governing educational bodies should re-centre language rights and language learner diversity in policymaking.

Student characteristics and effort during test-taking

BackgroundAchievement tests are designed as measurement tools for student knowledge and learning, but also reflect student effort during the test. Understanding better what determines differences in (different dimensions of) effort can help in understanding what measured achievement differences reflect. AimWe analyze how test-taking effort relates to students’ demographic characteristics, past attainment and personality traits. Data13,791 9th grade students in the Netherlands, administered in 2012, 2014 and 2016, answering a total of 449,956 observations. MethodsWe distinguish between two measures of effort: solution behavior and response time given solution behavior. We estimate multi-level cross-classified models that include individual and test characteristics as predictors. We further include interaction terms between question position and individual characteristics, to identify how effort decline across the test differs by student type. ResultsGirls, high achievers, more agreeable, more conscientious and less extravert students exert more effort. Differences by past achievement are especially large and further increase along the test, while differences in other characteristics tend to be more stable. Effort differences by socioeconomic status are relatively small. ConclusionsSystematic differences between different types of students can partly reflect differences in test effort across these groups. Thus, test effort should be considered when analyzing achievement gaps and differences across learning outcomes. Tests with different test lengths imply different measures of educational inequality through differential effort declines.

Educational inequalities in multimorbidity at older ages: a multi-generational population-based study.

Social inequalities in multimorbidity may occur due to familial and/or individual factors and may differ between men and women. Using population-based multi-generational data, this study aimed to (1) assess the roles of parental and individual education in the risk of multimorbidity and (2) examine the potential effect modification by sex. Data were analysed from 62060 adults aged 50+ who participated in the Survey of Health, Ageing and Retirement in Europe, comprising 14 European countries. Intergenerational educational trajectories (exposure) were High-High (reference), Low-High, High-Low and Low-Low, corresponding to parental-individual educational attainments. Multimorbidity (outcome) was ascertained between 2013 and 2020 as self-reported occurrence of ≥2 diagnosed chronic conditions. Inequalities were quantified as multimorbidity-free years lost (MFYL) between the ages of 50 and 90 and estimated via differences in the area under the standardized cumulative risk curves. Effect modification by sex was assessed via stratification. Low individual education was associated with higher multimorbidity risk regardless of parental education. Compared to the High-High trajectory, Low-High was associated with -0.2 MFYL (95% confidence intervals: -0.5 to 0.1), High-Low with 3.0 (2.4-3.5), and Low-Low with 2.6 (2.3-2.9) MFYL. This pattern was observed for both sexes, with a greater magnitude for women. This effect modification was not observed when only diseases diagnosed independently of healthcare-seeking behaviours were examined. Individual education was the main contributor to intergenerational inequalities in multimorbidity risk among older European adults. These findings support the importance of achieving a high education to mitigate multimorbidity risk.

The Effect of Education Level, Health Level, and Income Inequality on Regency/City Poverty Level in West Sumatra Province 2016-2021

The poverty rate in the province of West Sumatera is still high, the poverty rate can be seen in the statistics of the province of West Sumatera. This study analyzes several factors that influence the level of poverty in the province of West Sumatera. This study aims to analyze the effect of education level, health level and income inequality on poverty in districts/cities in West Sumatera Province in 2016-2021.This study uses panel data from 2016 to 2021 with a research sample of 19 cities / districts in West Sumatera Province. The analysis used in this research is the Fixed Effect Model (FEM) approach using Least Square Dummy Variable (LSDV).The panel regression model used in this study has tested classical assumptions, detected no multicollinearity, autocorrelation, heteroscedasticity, and normally distributed data, with an R-squared of 0.97. Based on the partial research that affects the level of poverty, namely the level of education and the level of health. Income inequality does not affect poverty levels. If viewed simultaneously or together, these variables can affect the level of poverty. Suggestions that can be submitted are that the government pays attention to the level of education, the level of public health. To the community to realize the importance of education and health in order to reduce the level of poverty. Keywords : Education Level, Health Level, And Inequality, Income Against Poverty Level

Effectiveness of educational interventions: An ecological systems analysis of initiatives from the UK opportunity areas programme

AbstractGovernment interventions to address inequalities in education are common in the United Kingdom and internationally. Whilst there is a tendency for policy discourse to focus on benchmarks and indicators as measures of educational success, the inclusiveness and effectiveness of government interventions in education has been questioned. This paper uses the ecological systems perspective as a way of analysing how government interventions may, or may not, lead to real impact on young people's educational outcomes. Two case studies are presented on projects funded as part of the opportunity areas (OA) programme in England to tackle barriers to learning for young people: Ipswich ‘Learning Behaviour Leads’ and Norwich ‘Engagement Coaches’. The research team carried out an evaluation of these projects in seven schools, using a mixed methods approach which involved interviews and reflective journals by the staff delivering the projects (n = 7), interviews with members of the school senior leadership teams (n = 7), an online survey with teachers (n = 23) and focus groups with young people involved in the projects (n = 14). The evaluation found that although there was shared understanding of the purpose and priorities of the OA programme between the macro and exosystems, there were tensions between these and the microsystem, and a lack of interconnection with the mesosystem. Whilst the projects benefited the young people involved, they fell short of the initial intentions to foster engagement amongst the most at‐risk groups, and failed to address the macro aims of fostering a pan‐system response.

Holistic exploration of reading comprehension skills, technology and socioeconomic factors in Spanish teenagers

The intricate relationship between teenagers' literacy and technology underscores the need for a comprehensive understanding, particularly in the Spanish context. This study employs explainable artificial intelligence (AI) to delve into this complex interplay, focusing on the pivotal role of reading comprehension skills in the personal and career development of Spanish teenagers. With a sample of 22,400 15-year-olds from the PISA dataset, we investigate the impact of socioeconomic factors, technology habits, parental education, residential location, and school type on reading comprehension skills. Utilizing machine learning techniques, our analysis reveals a nuanced connection between autonomy, technological proficiency, and academic performance. Notably, family oversight of technology use emerges as a crucial factor in managing the impact of digital technology and the Internet on reading comprehension skills. The study emphasizes the necessity for a balanced and supervised introduction to technology from an early age. Contrary to current trends, our findings indicate that online gaming may not contribute positively to reading comprehension skills, while moderate daily Internet use (1–4 h) proves beneficial. Furthermore, the study underscores the ongoing nature of acquiring reading comprehension and technological skills, emphasizing the need for continuous attention and guidance from childhood. Parental education levels are identified as partial predictors of children's performance, emphasizing the importance of a holistic educational approach that considers autonomy and technological literacy. This study advocates for addressing socio-economic and gender inequalities in education and highlights the crucial role of cooperation between schools and families, particularly those with lower educational levels.

An Investigation of Private School Psychological Counseling and Guidance Teachers’ Views on Immigrant Students

Migration continues to emerge as a significant issue in the present day, extending beyond its historical context. This phenomenon not only forms a broad spectrum of impact in social, economic, and cultural realms but also holds notable consequences in the realm of education. Migration, on one hand, has the potential to stimulate cultural interaction, enhancing diversity in knowledge and experience. On the other hand, immigrant individuals may encounter early challenges such as educational inequalities or negative attitudes. This intricate relationship between migration and education contributes to cultural development while simultaneously bringing about areas of societal conflict. Understanding the effects of migration on the younger generation falls within the responsibilities of Psychological Counseling and Guidance (PCG) teachers. These educators aim to support students’ academic, personal, social, and emotional development, particularly addressing the challenges posed by the education of immigrant students in the context of social diversity. Research on understanding the attitudes among school stakeholders towards immigrant students contributes valuable insights to this field. In this context, the study is an original work focusing on the perspectives of PCG teachers concerning the attitudes of other stakeholders in schools with immigrant students in private schools. Conducted using qualitative research methods and the phenomenology design, the study involved 12 PCG teachers working in private schools in Gaziantep, Kilis, and Mersin, which are among Turkey’s cities experiencing significant migration. Data collected through interviews were analyzed using content analysis. The findings revealed that, overall, teachers and students in private schools with immigrant students tended to have a positive attitude, while parents held a negative outlook. A collective evaluation of all data suggests a notably positive perception and attitude toward immigrant students.

Educational inequalities and self-reported health among men and women aged 18–49 years in Yangon Region, Myanmar: analysis of a population-based, cross-sectional study

ObjectivesTo estimate the prevalence of good self-reported health (SRH) in subpopulations based on the social determinants of health and to investigate the association between education (measured in years of schooling)...

Educational inequality and emancipation: A Rohingya case study

Educational inequality and emancipation: A Rohingya case study

“A Change Is Gonna Come”: Pedagogical Shifts in a Post-COVID World

Background/Context: COVID-19 changed how students learn, the challenges they face both in and out of the classroom, and the ways they access and engage with higher education. COVID-19 also highlighted inequalities in higher education. In response, faculty have also had to change their pedagogical approaches. Purpose/Focus of Study: This article presents ideas to address some of the challenges that COVID-19 has brought to the community college classroom. The focus of these strategies and pedagogical changes is to create a more equitable and successful environment for all students. Research Design: The author’s praxis used Paulo Freire’s 1970 work, The Pedagogy of the Oppressed, as a guide to critically examine pedagogical practices and choices for sociological curriculum development at a medium-sized, urban, Hispanic-serving community college. Changes were evaluated through final grade analysis and student feedback. Findings: Ten changes were implemented: making the course mobile phone/tablet accessible, incorporating audio transcripts for all, using additional video formats, engaging families/children, addressing student anxieties, incorporating more assignment choices, using Open Educational Resources for reduced costs, allowing more flexibility in assignments, extending submission times, and varying course length. These changes have reduced barriers, decreased student anxiety, and increased student success. Conclusions: The pedagogical changes made seemed to help students be more successful in their courses.

Inequality gaps in modern contraceptive use and associated factors among women of reproductive age in Nigeria between 2003 and 2018

BackgroundInequalities in modern contraceptive use among women in low-income countries remain a major public health challenge. Eliminating or reducing the inequalities in modern contraceptive use among women could accelerate the achievement of Sustainable Development Goals, Targets 3.7 & 5.6. Thus, this study examined the inequality gaps in modern contraceptive use and associated factors among women of reproductive age in Nigeria between 2003 and 2018.MethodsThis study employed the World Health Organisation’s Health Equity Assessment Toolkit to analyse the 2003 and 2018 Nigeria Demographic Health Surveys. Modern contraceptive use was aggregated using five equity stratifiers: age, economic status, educational level, place, and region of residence among women of reproductive aged 15 to 49, with a sample size of 5,336 and 29,090 for 2003 and 2018, respectively. Inequality was measured in this study using difference (D), ratio (R), population-attributable risk (PAR), and a population-attributable fraction (PAF).ResultsThe study shows an increase in modern contraceptive use among women of reproductive age in Nigeria from 8.25% in 2003 to 12.01% in 2018, with the use being more prominent among women of reproductive age 20–49 and those in the richest economic quintile. In both surveys, women with primary education showed the most upward increase in modern contraceptive use. Women residing in the urban areas also show an upward use of modern contraceptives use. The study further highlights inequality gaps, with age being a substantial factor, while economic status and sub-national regions showed mild to marginal inequality gaps. Finally, the educational level of women of reproductive age in Nigeria significantly shows inequality in modern contraceptive use, with a PAF of 129.11 in 2003 and 65.39 in 2018.ConclusionThe inequality gap in modern contraceptive use among women of reproductive age in Nigeria between 2003 and 2018 reported in this study includes age, education, wealth quintile, residence, and region-related inequalities. The study highlights the need for policies and programmes that target the groups with low use of modern contraceptives to promote equity in family planning services.

Health insurance in the United States: A case of effectively maintained inequality?

The theory of Effectively Maintained Inequality (EMI) (Lucas, 2001) posits that goods have both quantitative (how much?) and qualitative (what kind?) dimensions. Coupled with the hypothesized mechanisms of EMI, this simple observation greatly complicates research and policy development concerning inequality. First applied to explain educational inequality in the United States, evidence for the theory has been found in education systems in over 20 countries, including Chile, China, the Czech Republic, Denmark, Egypt, Germany, Greece, Ireland, Nigeria, South Africa, and South Korea. Yet, while EMI was proposed as a general theory of inequality, to date no research has assessed its applicability to domains outside education. This work uses nearly two decades of National Health Interview Survey data (N = 451,161) to provide the first effort to assess whether EMI illuminates patterns of inequality outside education, by taking up the issue of health insurance in the United States.

Pembebasan Kaum Perempuan dalam Tradisi Pendidikan Islam: Analisis Historis dan Kontemporer

This research explores complex issues related to Islamic education, social transformation, and gender inequality in society. The method used in this study is the literature review method, which is data collection by identifying relevant literature and then analyzed. The results of this research found that Islamic education not only contains religious aspects, but also reflects long socio-cultural dynamics. Problems such as slavery, colonialism, and power hegemony also influenced the complexity of Islamic education, with acculturation of values extending to various parts of the world. In addition, various views on the backwardness of women from the Structural Functionalism school to Marxist and Socialist feminism provide diverse insights. The importance of critical reflection on the values and practices of Islamic education is also highlighted in creating an inclusive society that supports gender equality. Although the concept of equality between women and men exists in Islam, social reality often does not reflect it, with strict social restrictions, especially regarding the role of women in society. However, views such as those expressed by Mernissi and Islamic historians show that women have equal rights and potential, prompting the need for a review of religious interpretations to create a more inclusive understanding and support gender equality. Keywords : Education, Women, Gender

한국 청소년의 문화·예술경험과 정의적 성취

Objectives This study aims to examine the disparities in cultural and artistic experiences among adolescents ac-cording to gender and family background. It seeks to clarify the longitudinal relationship between cultural and ar-tistic experiences and affective achievements, shedding light on the growing issue of educational inequality in Korean society. Methods Using the Korean Children and Youth Panel Survey 2018 Middle School Panel, structural equation models with fixed effects were applied to examine the longitudinal relationship between adolescent cultural and artistic experiences and affective aspects such as happiness, self-esteem, and life satisfaction. Results Descriptive statistical analysis showed that female students and those with parents of higher educational and income levels had significantly higher levels of cultural and artistic experiences. Meanwhile, the positive rela-tionship between cultural and artistic experiences and affective achievements was more pronounced among male students. Specifically, for male students, the relationships between cultural and artistic experiences during the past year and current life satisfaction, happiness, and self-esteem were statistically significant, and the creativity was positively significant for both male and female students. Conclusions The research findings demonstrate the gap in cultural and artistic experiences among adolescents across social classes, and the longitudinal relationship between the experiences and adolescents' affective development. It supports the need for enhanced accessibility to cultural and art education through public educa-tion systems.

Time in School: A Conceptual Framework, Synthesis of the Causal Research, and Empirical Exploration

We examine the fundamental and complex role that time plays in the learning process. We begin by developing a conceptual framework to elucidate the multiple obstacles schools face in converting total time in school into active learning time. We then synthesize the causal research and document a clear positive effect of additional time on student achievement typically of small to medium magnitude depending on dosage, use, and context. Further descriptive analyses reveal how large differences in the length of the school day and year across public schools are an underappreciated dimension of educational inequality in the United States. Finally, our case study of time loss in one urban district demonstrates the potential to substantially increase instructional time within existing constraints.

Inequalities in the Cape Flats: Principals’ perspectives on children’s schooling

Background: A separate, apartheid system of schooling in South Africa entrenched European racialised ideologies of white supremacy that left a legacy of social, economic, and educational inequalities. The 1995 White Paper for Education, the 1996 South African Schools Act, and the Revised National Curriculum Statement outlined steps for equalising education. However, inequalities within the schooling system remain.Aim: The study aimed to understand how principals experience the lasting effects of apartheid-era segregationist policies in primary schools and to document principals’ solutions.Setting: A meeting of principals who work at primary schools in the Western Cape province.Methods: Researchers purposively sampled four principals from the primary schools represented at the meeting, conducted semi-structured interviews with the principals chosen, and adopted an interpretive approach to analyse findings.Results: This study finds from principals’ perspectives that neighbourhood gang violence, and highly unequal funding for schools in different neighbourhoods adversely impact primary school children’s education and principals’ abilities to lead as a result of context, overcrowding and inequality. Principals note that when parent-led programmes such as the Walking Bus produce a positive effect, the government tends to undercut parents’ efforts to work with principals to secure and equalise young children’s schooling.Conclusion: Giving greater governance power to parents and principals may help to equalise the extremes of inequalities in primary schools remaining from Nationalist Party policies of the pre-1994 apartheid era.Contribution: This study contributes to primary school principals’ ideas for improving primary schoolchildren’s education.

Exploring Black parents’ critical consciousness in relation to their engagement with their children's schools

AbstractDespite consensus that parent involvement is integral to children's educational success, Black parents’ involvement remains largely characterized from a deficits‐based perspective. Using critical race and critical consciousness theories, this study explored parents’ analysis of educational inequities and their school engagement. Using interview data from a sample of Black parents (n = 20), emergent understandings of parents’ thoughts, motivations, and actions to engage with their child's school were explored. Findings revealed that Black parents held both critical and traditional views, expressed themes of internal and external efficacy in their motivation, and engaged critically and traditionally in their child's education. Results are consonant with literature on Black parents’ engagement and to the nascent understanding of how parents' beliefs about structural racial oppression within schools impacts how they engage in that space.

Does raising awareness about inequality decrease support for school closures? An information treatment survey experiment during the COVID-19 pandemic

The increase in inequalities during the ongoing COVID-19 pandemic has been the topic of intense scholarly and public debate. School closures are one of the containment measures that have been debated most critically in this regard. What drives support for closures of schools and pre-school services (daycare/kindergarten) during a public health crisis such as the current COVID-19 pandemic? More specifically, does inequality awareness affect this support? Theoretically, we assume that providing information on current levels of inequality can change policy preferences, as it increases awareness of their consequences for inequality. Moreover, we assume that the strength of the association between information provision and policy support varies across individuals—depending on their exposure to these policies, and the political attitudes that they hold. To identify causal linkages between awareness of inequalities and support for school and daycare/kindergarten closures, we use a survey experiment with information treatment, in which we randomly assign information designed to prime the respondents to think about either education inequality, gender inequality, or both. The experiment, involving more than 3,000 respondents, was conducted in the spring of 2021 at the end of a prolonged lockdown in Germany when a new piece of legislation was enacted, enabling or restricting school reopenings based on local infection rates. Using Probit Regression models for dichotomous dependent variables, we show that raising awareness of education inequality and gender inequality via an information treatment is associated with decreasing support for preschool and primary school closures. We also find that past exposure to school-closure policies strengthens the effects of information treatments, whereas previous political attitudes do not moderate the association between information treatments and support for preschool and school closures.