Educational Inequalities Research Articles

Unveiling the evolving educational inequality from upper secondary to higher education in South Korea: from effectively maintained inequality theory perspective

Unveiling the evolving educational inequality from upper secondary to higher education in South Korea: from effectively maintained inequality theory perspective

Machine learning to evaluate the relationship between social determinants and diabetes prevalence in New York City

IntroductionDiabetes is a leading contributor to cardiovascular disease and mortality; social determinants of health (SDOH) are associated with disparities in diabetes risk. Quantifying the cumulative impact of SDOH and identifying...

Social Determinants of School-to-School Differences in Opportunity to Learn (OTL): A Cross-National Study

Do some students learn more than others because they attend School A instead of School B? Or is educational inequality generated elsewhere, from common processes within schools, or outside of formal schooling? Within these paradigmatic questions, this study investigates the social determinants of school-to-school differences in STEM course-taking experiences, a key component of Opportunity to Learn (OTL), in a cross-national setting. Drawing on an internal-development model and social stratification theories, we examine whether observed school-to-school differences in OTL can more clearly be attributed to functional or dysfunctional sources, using a large cross-national sample from TIMSS with 278 observations across 67 countries/regions, dating from 1995 to 2019. Results from Generalized Multilevel Linear Models indicate that variation in school-level OTL comes primarily from variation in school readiness in a given country. Yet, we also observe evidence that supports conflict forces of differentiation. This paper contributes to existing cross-national studies of educational inequality by tracing the fundamental origins of inequality in OTL, locating potentially dysfunctional sources of OTL between schools.

California’s AB 101

In 2021, California governor Gavin Newsom signed into law AB 101, which requires that all students graduating high school by 2029–2030 must take an ethnic studies course. California is the only state in the nation with this graduation requirement. This article explores the historical and contemporary factors that pushed California to legislate and implement AB 101. We utilize a historical case study approach focusing on different student-led movements that embraced ethnic studies to combat educational inequalities. To do so, we pinpoint three historical phases in which ethnic studies became implemented throughout the state. In the first phase, influential scholars in the early and mid-twentieth century produced scholarship about historically marginalized people of color, which became foundational for the study of Black, Chicana/o, Asian American, and Indigenous people. The second phase involved students of color fighting for a culturally relevant curriculum, as demonstrated by the 1968 Third World Liberation Front, the 1968 East Los Angeles Chicano walkouts, El Plan de Santa Bárbara, and Chicanx/Latinx student hunger strikes in the 1990s. Lastly, the third phase consists of contemporary students, parents, educators, and activists successfully petitioning their local school districts to mandate ethnic studies as a high school graduation requirement. Despite these gains, far-right organizations in cities like Santa Barbara have mobilized to push back against both the ethnic studies requirement and progressive social justice groups like Just Communities Central Coast. This resistance initially derailed AB 331, an earlier ethnic studies bill that Governor Newsom vetoed based on accusations that it was “anti-Semitic.” A revised version, AB 101, was then introduced and passed. While momentous, we contend, AB 101 is still limited; reaching its full potential would require greater teacher credentialing and the expansion of ethnic studies to K–8 students.

Readdressing democracy and social justice: coping with inequalities in physical education

Readdressing democracy and social justice: coping with inequalities in physical education

A Research Plan for Pupils’ Global Understanding about Educational Inequality in the UK

This paper delves into the UK primary school pupils' initial perceptions of global educational inequality. It aims to assess their comprehension of 'education,' 'inequality,' and 'educational inequality,' and to determine their ability to identify educational resources, which are key to addressing the unfair distribution of educational opportunities highlighted by Banzragch et al. (2019). The study seeks to uncover the pupils' awareness of these concepts, which is crucial for understanding their views on educational disparities.

Enhancing Professional Development for Science Teachers in Selected Elementary Schools in Suakoko Town, Bong County, Liberia

This paper probes into the multifaceted issues surrounding violence against women and challenges to girls' education in Liberia. Coomaraswamy's 2002 research underscored the role of cultural behaviors in family structures contributing significantly to violence against women. King and Winthrop's 2015 study explored factors such as poverty, gender norms, and cultural expectations, contributing to discussions on fair educational opportunities. Cunningham et al.'s 2023 research delved into gender disparities across economic, educational, healthcare, and political spheres, employing a women's empowerment perspective. Theoretical frameworks rooted in gender and social norm theories were employed to understand the impact of cultural identity on preschool girls' education in Liberia. The study focused on evaluating negative effects on preschool girls in Bong, Lofa, and Nimba counties, emphasizing the need for targeted interventions to create a supportive environment. Coomaraswamy's 2002 insistence on rejecting the use of cultural considerations to justify violence against girls resonates globally. The study also highlighted disparities in girls' primary school enrollment rates in the region compared to the global average, emphasizing the urgency of addressing educational inequalities. Overall, this paper contributes valuable insights for policymakers, educators, and communities, advocating for positive change in Liberia's educational landscape and women's empowerment.

INEQUALITY AND POVERTY IN INDIA: CAUSES, CONSEQUENCES, AND POLICY IMPLICATIONS

This research paper explores the enduring challenges of inequality and poverty in India, a nation characterized by its remarkable economic growth, cultural diversity, and social complexity. The paper delves into the multifaceted dimensions of inequality and poverty, examining their economic, social, and political underpinnings. It investigates the consequences of these challenges, including health disparities, educational inequalities, and social unrest, and underscores the imperative of proactive policy measures. The study reviews key policy implications, including poverty alleviation programs, educational reforms, healthcare initiatives, and social welfare measures. Moreover, it discusses the challenges and future directions for India as it seeks to balance economic growth with environmental sustainability, ensure social inclusion, and foster good governance. In conclusion, this research underscores the urgency of addressing these challenges and achieving equitable development in India, offering a comprehensive framework for policymakers and stakeholders to consider. KEYWORDS: Inequality, Poverty, India, Economic Disparities, Social Inclusion, Policy Implications, Sustainable Development

Ethical Considerations and Challenges in the Integration of Artificial Intelligence in Education: A Systematic Review

This systematic review examines those challenges in light of data privacy, algorithmic bias, ethical implications, technological hurdles, and acceptance of AI by educators and students. First, data privacy should be a primary concern, as AI systems require extensive data, bringing up the potential for breach and misuse. Secondly, there must be a robust mechanism concerning data protection and against the application of GDPR. Another critical point is algorithm bias: biased training data sets may lead to discriminative decisions that will increase inequalities in education. It talks about AI's impact on teachers and classroom dynamics because the takeover of responsibilities may lower the intensity of necessary human contact. From a technical perspective, there is so much infrastructure and expertise required that too many educational institutions lack, especially in developing countries. In addition, educators themselves may feel that the change resists and fears job loss and therefore acts as a deterrent to AI integration. The review underscores the imperative for extensive training of teachers to support enabling the integration of AI. It now demands a collaborative effort on the part of all stakeholders to maximize the gains and reduce the drawbacks of AI in educational aspects. Continuous research in, policy-making for, and ethical guidelines on AI are required to benefit all aspects of education equitably and effectively.

Identifying the role of high school in educational inequality: A causal mediation approach

Although the effect of socioeconomic background on children’s educational attainment has long been investigated, the extent to which high school mediates this effect has not been assessed from the causal mediation framework. This study investigates the direct effect of family income on educational attainment not mediated by the rank of high school, using data from longitudinal surveys of ninth-grade students in Japan (n = 1,790). Regression with residuals (RWR) analysis reveals that, although high school type mediates the effects of family income on university enrollment and relative educational attainment to some extent (approximately 25% and 33%, respectively), the direct effects of family income are considerable. The result also suggests a positive interaction effect between family income and high school selectivity, implying a boosting advantage pattern rather than a compensatory advantage. I argue that the analytical framework can be applied to many methodological settings in sociological studies.

Teachers’ effects on student achievement in the United States from a cumulative perspective

ABSTRACT Not all students have equal opportunities to learn from effective teachers, and students from historically disadvantaged backgrounds are disproportionately more likely to be taught by ineffective teachers year after year. However, the cumulative experience of being taught by (in)effective teachers has received less attention. Utilizing data from Tennessee’s Student/Teacher Achievement Ratio and value-added modeling, we found that cumulative exposure to highly (in)effective teachers significantly impacts students’ achievement. Students consistently taught by highly effective teachers for three years demonstrated approximately seven months more learning growth compared to those taught by ineffective teachers for the same period. The findings emphasize that the cumulative effects of prolonged exposure to highly effective and ineffective teachers can widen existing disparities in academic achievement. We conclude that teacher effectiveness, as well as access to and distribution of effective teachers, should be viewed from a cumulative perspective to better understand, effectively address, and reduce educational inequality.

Addressing persistent inequities in education:

Addressing persistent inequities in education:

Education and income inequality in rural areas: A comparative study

Education and income inequality in rural areas: A comparative study

An investigation into the unveiling of information-seeking anxiety among agriculture university library users

PurposeThis study aims to explore information-seeking anxiety (ISA) among undergraduate, postgraduate and PhD students at Dr Babasaheb Sawant Konkan Krishi Vidyapeeth, located in Dapoli, Distt. Ratnagiri, Maharashtra. The research focuses on evaluating the intensity of ISA, understanding its underlying causes and identifying potential strategies to reduce its effects, particularly within the context of an agricultural university.Design/methodology/approachThis research intends to examine Information seeking anxiety (ISA) among undergraduate, postgraduate and PhD students at Dr Babasaheb Sawant Konkan Krishi Vidyapeeth located in Dapoli District, Ratnagiri, Maharashtra. This research intends to examine and investigate the intensity of ISA among students at an agriculture university, its root causes and possible methods to reduce its effects. The research adopts quantitative surveys with qualitative secondary sources to achieve a comprehensive understanding of ISA among students. A standardized scale was used as the primary data collection tool to assess participants’ levels of ISA. A total of 122 students participated in the study, completing the survey and providing valuable data for analysis.FindingsThe findings reveal a range of ISA levels among students, indicating the presence of varied information skills and abilities. This underscores the need for well-structured information literacy programs tailored to address these disparities. A significant gender-based difference in ISA was observed, with female students exhibiting lower anxiety levels in relation to “integrated elements 3” at a significance level of .05 (t = 1.327). Interestingly, the study found that the students' rural or urban backgrounds did not significantly impact their ISA levels. Additionally, various integrated elements within the information seeking anxiety scale were found to be interconnected, contributing to the overall anxiety experienced by students.Research limitations/implicationsThe study highlights the importance of designing and implementing targeted interventions to address ISA in academic settings. These findings suggest that tailored information literacy programs could be effective in reducing ISA among students. Future research could build on these results by examining ISA across different disciplines and institutions, thereby contributing to the development of broader, more generalized strategies for mitigating ISA in diverse educational contexts. Individuals may not accurately recall or report their anxiety levels, potentially affecting the study’s findings. This study’s findings may not be generalizable to all agriculture university users due to factors such as the specific university setting, student demographics and agricultural disciplines represented.Practical implicationsThis study provides actionable insights for academic institutions, particularly agricultural universities, in developing targeted information literacy programs. These programs can be designed to address varying levels of ISA among students, enhancing their ability to effectively seek and use information. Additionally, understanding the gender differences in ISA can guide the creation of more inclusive resources and support systems, ultimately improving the overall academic experience and reducing anxiety-related barriers to learning.Social implicationsThe research highlights the broader societal impact of ISA, particularly how it can affect students’ academic success and overall well-being. By addressing ISA through tailored interventions, institutions can contribute to reducing educational inequalities, especially in rural and underrepresented communities. This can foster a more equitable learning environment where all students, regardless of their background, have the opportunity to thrive academically and socially.Originality/valueThis study contributes to the relatively underexplored area of ISA within the context of agricultural universities. By combining quantitative and qualitative approaches, the research offers a comprehensive understanding of ISA, its causes and potential solutions. The findings provide new insights into how gender and integrated elements of ISA influence anxiety levels, offering valuable contributions to the field of library and information science, particularly in specialized educational settings like agricultural universities.

Exploring the Influence of Family Cultural Capital, School Environment, and Peer Relationships on the Scientific Literacy of Primary School Students: A Conceptual Analysis in Chengdu City, China

This paper explores the impact of blended education on the quality of college student learning in Southwest China during the post-epidemic era. The study highlights the potential of blended learning to enhance student engagement, adaptability, and learning outcomes through the integration of digital tools with traditional teaching methods. It identifies critical factors such as institutional support, technological infrastructure, and faculty training as essential for maximizing the benefits of blended education. Additionally, the paper examines the unique socio-cultural context of Southwest China, emphasizing the need to address regional disparities in digital access to ensure educational equity. The findings suggest that blended education can serve as a transformative model for higher education in the region, fostering essential 21st-century skills and reducing educational inequalities. The paper concludes with recommendations for policymakers and educators to support the sustainable implementation of blended education, contributing to a more resilient and inclusive higher education system.

Education, Electricity Access, and Income Inequality in Nigeria

Education and electricity access are argued to be important determinants in the income inequality literature, especially with regard to developing countries. This present study explores in Nigeria the roles of both education and electricity access, as well as the interaction of the aforementioned variables for income inequality over the period of 1990 to 2019. Utilizing Autoregressive Distributed Lag (ARDL) estimation preceded by the Augmented Dickey-Fuller (ADF) unit root test and ARDL bounds test for cointegration, the study found that while there was no long-run relationship between income inequality and it's determining variables, including education and electricity access, in the short run, electricity access was significant for reducing income inequality, while education was not significant for income inequality in Nigeria. On the other hand, education in the presence of greater electricity access was found to play a significant role in raising income inequality in Nigeria. The policy implications derived from the study findings emphasized the need for greater creation of employment opportunities by the Nigerian government, while electricity is made affordable for greater access by the Nigerian populace and is adequate in supply. Recommendations were also proffered based on the findings of the study.

Trends and inequalities in antenatal care coverage in Benin (2006–2017): an application of World Health Organization’s Health Equity Assessment Toolkit

IntroductionBetween 2006 and 2017, antenatal care (ANC) coverage in Benin declined, potentially exacerbating inequalities and substantiating the need for health inequality monitoring. This study examines inequalities in ANC attendance in Benin, disaggregated by women’s age, educational level, economic status, place of residence, region of residence, and the extent to which they have changed over time.MethodsThree rounds of the Benin Demographic and Health Surveys (2006, 2011–12, and 2017–18) were analyzed to examine inequalities in ANC coverage. An exploratory descriptive approach was adopted for the analysis. Simple [difference (D) and ratio (R)] and complex [population attributable risk (PAR) and population attributable fraction (PAF)] measures of inequalities were computed using the World Health Organization’s Health Equity Assessment Toolkit (WHO’s HEAT) online platform. The measures were computed separately for each of the three surveys, and their estimates were compared.ResultsThe findings revealed an 8.4% decline in at least four ANC visits between 2006 and 2017–18. The decline occurred irrespective of age, educational status, economic status, place of residence, and region. Region-related inequalities were the largest and increased slightly between 2006 (D = 54.6; R = 2.6; PAF = 47.8, PAR = 29.0) and 2017–18 (D = 55.8; R = 3.1; PAF = 57.2, PAR = 29.8). Education (2006: D = 31.3, R = 1.6, PAF = 40.5, PAR = 24.5; 2017–18: D = 25.2, R = 1.6, PAF = 34.9, PAR = 18.1) and rural-urban (2006: D = 16.8, R = 1.3, PAF = 17.8, PAR = 10.8; 2017–18: D = 11.2, R = 1.2, PAF = 13.1, PAR = 6.8) inequalities reduced while economic status inequalities did not improve (2006: D = 48, R = 2.2, PAF = 44.5, PAR = 26.9; 2017–18: D = 43.9, R = 2.4, PAF = 45.0, PAR = 23.4). Age inequalities were very minimal.ConclusionANC inequalities remain deeply ingrained in Benin. Addressing their varying levels requires comprehensive strategies that encompass both supply—and demand-side interventions, focusing on reaching uneducated women in the poorest households and those residing in rural areas and Atacora.

Fostering Equity, Diversity, and Inclusion in medical school admissions through pre-medical mentorship initiatives

Implication Statement ACCESS, a student-led mentorship program affiliated with Schulich School of Medicine & Dentistry, demonstrates a practical, effective approach to addressing inequity in medical education. ACCESS provides personalized, zero-cost mentorship to equity-deserving applicants who face social, financial, and medical barriers that result in underrepresentation in medical school. Our mentorship model showcases significant success in application and interview outcomes, as well as positive feedback from participants. Here, we offer a replicable blueprint for medical schools across Canada. This paper highlights the effectiveness of student-led initiatives in promoting diversity and inclusion in healthcare education and aims to inspire similar programs, fostering a more diverse and inclusive future healthcare workforce.

Pengaruh Persentase Penduduk Tidak Sekolah dan Distribusi Pendapatan Terhadap Indeks Pembangunan Manusia

This study aims to analyze the impact of the percentage of non-schooling population and income distribution on the Human Development Index (HDI) in Indonesia. Using a quantitative method with multiple linear regression, data were taken from the official website of the Central Statistics Agency (BPS) including the percentage of non-schooling population, Gini coefficient, and HDI. The results show that both variables simultaneously have a significant effect on HDI (F calculated 37.79 > F table 4.26). Partially, only the percentage of the non-schooling population has a significant effect (sig = 0.0209 < 0.05), while income distribution does not (sig = 0.7961 > 0.05). This study emphasizes the importance of increasing access to education and reducing educational inequality to improve HDI in Indonesia..

The data poverty trap: A moral and statistical dilemma

Key digested messageThis article explores the issue of data poverty and its impact on educational inequality with specific reference to vocational training. It highlights how a lack of comprehensive data affects support services and student outcomes, contributing to survivorship bias. In this specific case, survivorship bias arises because in-depth data is primarily collected from students who were admitted to colleges, neglecting those who were not. This selective data collection misrepresents the needs and barriers of the broader applicant pool. The article also discusses the potential and limitations of artificial intelligence in addressing these challenges, emphasising the need for context-specific data to improve enrolment and support for all students.