Educational Equality Research Articles

Persistent and Resistant: Middle Class Advantage in Schooling

AbstractThis commentary applies Martin Thrupp’s long-term research interest in the practices of persistent middleclass advantage to a discussion of parents’ apparent freedom to choose the State school their child attends, and the effects of this parental choice on educational equality. In a highly unequal society such as Aotearoa New Zealand, parents’ capabilities to act, consume, self-maximise and choose freely in the schooling marketplace are also highly unequal. The commentary then draws on Axel Honneth’s version of recognition theory to examine underlying assumptions among advantaged groups that effectively frame parental choice as: (i) natural (i.e. all parents promote their own children’s best interests); (ii) unobjectionable (i.e. parents can choose or decide not to as they wish); and (iii) harmless to others (i.e. parents’ schooling choices affect only their own children). This family or household view of best interests is contrasted with one that focuses on the collective schooling interests of the neighbourhood.

Education as oppression

In assessing leverage points to promote educational equality, this paper examines Freire’s concept of education as oppression to highlight the potential of reclaiming resources currently dedicated to oppressive education. Harel Ben-Shahar’s concepts of education as a positional good as well as the potential lack of instrumental value in contributing to students’ social, health, relational, and other holistic aspects of wellbeing are mobilized to disentangle varying forms of education. Practitioner experience with students living with disabilities in a postcolonial global south establishes the foundational context to consider how education has capacity to challenge the following: economic domination; restraint on traditional Indigenous knowledge; limited basic livelihood; and media stereotypes on effort committed by the marginalized—yet often chooses not to. Disentangling what precisely constitutes education as oppression emerges as a challenging task, since Freire’s conceptualization of conformity is often required of students if they wish to meet essential survival needs. Lisu case studies in rural agricultural economies, traditional ecological knowledge, and postcolonial curriculum demonstrate that education as oppression can emerge naturally with or without intent, and that education mobilized to gatekeep social resources or justify the inequitable distribution of life opportunities can reinforce existing systematic inequalities. Notably, resources and opportunities in disadvantaged communities can already be stratified by preexisting racist; sexist; ableist; classist; or colonial discrimination, and suggest that the intersection between education and basic survival of students should not be viewed as too tangential or basic for future policy discourse. Four forms of education as oppression are preliminarily considered, toward supporting future discourse on eliminating inadvertent oppressive impacts via funded pedagogy.

ANALISIS FAKTOR YANG MEMPENGARUHI PENDAPATAN MASYARAKAT DI KABUPATEN MALANG TAHUN 2018-2022

The income of the population of a society is important for welfare because it influences its ability to meet basic needs. In Malang Regency there are around 2,685,900 people with a GDP per capita of 43.73 million rupiah in 2022. This research applies a quantitative approach. The research results show that the Covid-19 pandemic, rising fuel prices, low levels of education, people's mindsets that care less about education, economic limitations, lack of employment opportunities, and climate conditions are the causes of the high number of poor people, low levels of education, and low levels of poverty. high open unemployment. The impact is an increase in crime, limited access to education, high levels of unemployment, poverty, and a decline in prosperous economic conditions. Apart from these factors, education has a significant influence on people's income. Community income is not significantly influenced by the number of poor people and the level of open unemployment. The Malang Regency Government has implemented various programs to overcome these challenges, including Indonesian Economic Heroes (PENA), creating opportunities for small and medium enterprises (MSMEs), the Malang Makmur equality education movement program (GERTAK Malang Makmur), the Smart Indonesia Card (KIP), labor-intensive programs, job training programs, and the Pre-Employment Card Program.

The Impact of Menstrual Hygiene Education on School Attendance Among Adolescent Girls in Rural Nepal: A Case Study of Gorkha District

This study explores the impact of menstrual hygiene education on school attendance among adolescent girls in rural Nepal, focusing on the Gorkha District as a case study. Despite existing initiatives to promote menstrual health education, significant challenges remain, including cultural stigma, lack of resources, and inadequate infrastructure, which contribute to high absenteeism rates among girls during their menstrual periods. The research examines the relationship between education programs and school attendance, highlighting examples where improved menstrual hygiene management has led to positive changes in attendance rates. The study also identifies gaps in knowledge, resources, and practices that hinder the effectiveness of current programs. Recommendations are made for expanding and enhancing education initiatives, along with policy and community strategies to support regular attendance, such as improved infrastructure, community engagement, and broader education efforts. This paper argues that addressing these gaps through targeted interventions is crucial for promoting gender equality in education and ensuring that menstruation does not become a barrier to learning.

The Impact of Urban and Rural Education Gap on Student Achievement Differences

With our country’s social development, the gap between urban and rural education has become increasingly obvious, especially the difference in student achievement. This study aims to explore the impact of the urban-rural education gap on student achievement. The study adopts a quantitative analysis method to collect and analyze the academic performance, learning resources, and social resources of urban and rural students. The results show that the unbalanced distribution of educational resources in urban and rural areas is the key factor leading to the gap in students’ achievement. For example, urban education resources are abundant while rural education resources are relatively scarce. At the same time, the difference in social environment and family economic status also have a significant impact on student achievement. The differences between urban and rural areas, particularly in terms of family economic conditions and their ability to invest in education, further widen the gap between urban and rural education. The results of this study can provide a reference for reducing the gap between urban and rural education and improving the academic performance of rural students. A fair education policy is essential to narrow the gap between urban and rural education resources distribution, so as to improve the equality of education in society.

Exploring gender equality education teaching methods in practical arts education according to the 2022 revised practical arts curriculum

Exploring gender equality education teaching methods in practical arts education according to the 2022 revised practical arts curriculum

Konsep Peserta Didik Dalam Pemikiran Abdul Wahid Hasyim

This research aims to explore the concept of learners, the values and principles underlying the concept of learners and the role of learners in the educational process in the thought of Abdul Wahid Hasyim. This research is a library research using a descriptive qualitative approach with documentation data collection techniques and data analysis using Milles and Huberman analysis techniques. The concept of learners thought Abdul Wahid Hasyim: 1) Individuals have unique potential and should be developed holistically including intellectual, moral, spiritual, and social aspects. 2) The importance of education as a means to prepare students to become responsible individuals and contribute positively to society. 3) Teaching Islamic values as a moral and spiritual foundation for education as an integral part of the learning process. 4) The importance of equality in education, regardless of social or economic background, has the same right to gain access and benefit from education. The values of the concept of learners thought Abdul Wahid Hasyim: 1) Humanity and Justice, 2) Character Building and Morality, 3) Independence and Responsibility, 4) Religion and Spirituality, and 5) Creativity and Innovation. The role of learners: 1) Active Subject in Learning, 2) Development of Individual Potential, 3) Responsibility in Learning, 4) Character and Personality Building, and 5) Collaborative Teacher-Learner Relationship. The relevance of Abdul Wahid Hasyim's concept of learners in the context of modern education: 1) Holistic Approach in Education, 2) Active Involvement of Learners in Learning, 3) Character and Morality Building, 4) Equality in Access and Educational Opportunities and 5) Development of Creativity and Innovation.

Overcoming Obstacles: Ensuring Equal Access to Education for Girls

The development of girl s education is a key catalyst for social progress and plays an important role in promoting educational equity. For a long time, equal education for girls has been facing obstacles. These issues have been receiving increasing attention in contemporary society, prompting governments of global countries to continue paying attention to them and striving to prioritize policies and practices to ensure girls education.

PERSEPSI MAHASISWA TERHADAP GENDER EQUALITY

Gender equality is one of the modern paradigms as an effort to create the concept of social justice for all individuals in various fields, including the realisation of the concept of justice for all students, both men and women on campus. Access to information, freedom and participation in every activity, supervision/control of existing policies and the benefits/impact of openness are 4 main indicators in realising gender equality. Perception is a process that occurs in an individual in terms of selecting, organising and translating suggestions, information, in order to form a pattern / picture that has meaning. This study aims to determine how students perceive gender equality. The research method used is descriptive analytic with a cross sectional approach. Based on the analysis that has been done, the majority of respondents' perceptions of gender equality are in the good category, namely 208 people (76.7%) and 63 people (23.3%) in the moderate category and based on the knowledge and attitudes of respondents about gender equality, the majority are in the good category located in the information access indicator, namely 262 people (96.6%), then moderately located in the indicator of the benefits of openness, namely 20 people (7.4%). The results of this study are expected to improve students' perceptions and understanding and contribute to the formulation of policies related to gender equality in higher education. Key words: Perception, Student, Gender equality

Menstruation Knowledge, Stigmatization and Support Perception of Adolescent Boys in a Rural Secondary School in Benue State, Nigeria

Purpose: To assess menstruation knowledge and stigmatization and support the perception of adolescent boys in a rural secondary school. Materials and Methods: A cross-sectional descriptive study of 121 secondary school boys drawn from all classes using a simple random sampling technique. An interviewer-administered questionnaire was used to collect data on socio-demographic characteristics, knowledge, and perception of menstruation. Findings: Most of the respondents, 55.4 % were aged between 15-18 years. Those in their fourth-year class (SS1) were more (40.5%). Some felt that menstruation was a disease (13.4%), contagious (24%), and unclean (29.8%). Those with correct knowledge of menarche were 97.5%. Those willing to obtain more knowledge on menstruation were 79.3%. More than half, 57% were unwilling to share food, items, and bedrooms with a menstruating female and 38.8 % believed that women should observe restrictions during their period. Those willing to offer support were 47.9% which was the highest and no support 1.7%. Teasing of girls in their period was reported by 20.6% of the respondents. Implications to Theory, Practice and Policy: There was good knowledge of menarche. However, misconceptions about menstruation and teasing were observed. This study contributes to theory by exploring boys' perceptions of menstruation and linking their misinformation to menstrual stigma. Practically, it emphasizes the need for educational programs, awareness campaigns, and peer support systems to reduce stigma and improve understanding. On a policy level, it advocates for menstrual education in school curricula, gender equality in health education, and policies addressing cultural misconceptions around adolescent reproductive health. More health education on menstruation needs to be given to secondary school boys.

Gender equality in higher education—A call to action for universities and policy makers

Gender equality in higher education—A call to action for universities and policy makers

Analisis Kompetensi Andragogi Tutor Pendidikan Kesetaraan dalam Pembelajaran di Sanggar Kegiatan Belajar (SKB) Kota Medan

This research aims to analyze the competence of equal education tutors in the Medan City Community Learning Activity Studio (SKB). The type of research used is qualitative descriptive research. There were 3 subjects in the research, namely tutors in the equivalency program. The data collection techniques used were observation, interviews and documentation. Data analysis techniques are data reduction, data presentation and drawing conclusions. The validity of the research includes source triangulation and technique triangulation. The research results show that tutors have shown significant efforts in understanding the characteristics and needs of students by approaching them directly and identifying individual habits and needs. Mastery of educational principles can also be seen through the tutor's efforts to integrate educational principles in learning by creating an active and interesting class atmosphere. In terms of curriculum development, tutors collaborate with external parties to ensure the relevance and effectiveness of the curriculum according to student needs, by paying attention to basic principles such as relevance and efficiency. The learning strategies implemented, including discussion methods and the use of simple language, succeeded in increasing students' understanding. Apart from that, tutors are able to create interactive, fun and challenging learning situations. Mastery of conventional learning media is good, but use of information and communication technology (ICT) varies, with some tutors facing technical and infrastructure obstacles. Finally, assessments are carried out using various tools, both tests and non-tests, to ensure fair and objective learning outcomes.

Sustainable education index and copper trade interconnections

The trend in copper trade raises significant concerns regarding global mineral resource sustainability. This study investigates how sustainable education impacts copper trade in China, analyzing data from 1990 to 2021. Findings reveal that a 1% increase in the Sustainable Development Index leads to a reduction in copper trade: exports decrease by 0.14%–0.27% and imports by 0.35%–0.57%, highlighting the negative influence of sustainable education on trade. GDP growth positively affects copper trade, while the official exchange rate impacts exports and imports differently due to currency fluctuations. Urbanization boosts both exports and imports, driven by infrastructure expansion. Additionally, loans to the private sector specifically enhance copper imports. To foster sustainable copper trade, China should invest in sustainable education, promote gender equality in education, encourage green economic growth, implement an effective carbon tax, and provide green loans for the copper sector.

Affirmative Action for Black, Indigenous and Quilombola Students at a Brazilian University

Multiculturalism and cultural diversity permeate various sectors of society, including higher education. The educational policies implemented in this sphere appear to promote social and educational equality. The aim of this study was to examine this subject by analysing the affirmative action policy implemented in a Brazilian university. It sought to understand whether this policy has contributed to the access and completion of undergraduate programmes of black and mixed-race, indigenous and quilombola students. The analysis was conducted based on data relating to the access and dropout of students who enrolled in the university through the quota and reservation systems. Data were collected from university administrative datasets and a questionnaire administered to undergraduate course coordinators and students who had benefited from the policy in question and dropped out of university. The findings reveal, on the one hand, an increase in the intake of black and mixed-race, indigenous and quilombola students. On the other hand, a high dropout rate was observed among these students, which may raise the possibility that the policy in question is not completely successful.

Unfinished Business: Review of the EU’s Policies on Gender Equality in Education

This article presents a broad historical review of the European Union (EU)’s policies on gender equality in education. The review shows that the EU’s policies on gender equality in education have gone through four stages: germination, foundation, formation and deepening. Though the EU has sought to call for greater gender equality in education and made some progress and achievements, gender equality in education is still an unfinished business because its success largely depends on enforcement, regulation and a gender equality culture in society. In reality, the EU, as a supranational organization, does not have enough enforcement power or regulation of its policies, and the patriarchal culture still exists and has a hidden legitimacy in society.

Implementation of Equal Distribution of Education for Indonesia’s Disadvantaged, Frontier, and Outermost Regions

Two important dimensions of education in Indonesia which have often been a problem so far are the problem of widespread access to education and equality of education in Indonesia. These two problems are still a polemic in educational development in Indonesia. Many factors influence the implementation and distribution of education. Expansion is characterized by the ease with which society (citizens) can obtain education, while educational equality is a situation that is the same between the implementation of education carried out in both cities and villages. Through the literature, researchers looked at the implementation of educational equality in Indonesia, so it was found that the government was trying to provide rights based on UU No. 20 of 2003 through the educational equality program in the 3T area, so it was known that the initial explanation regarding this implementation was presented in the discourse on the importance of educational equality, then the basis The basis of the education equality policy was to look at the problems and also the quality of education itself. Afterwards, it was found that policies related to education equality had been implemented by the government through the 3T teaching undergraduate program and the realization of other programs which were considered to have an influence on the progress of education in Indonesia.

That's amore?: Intimate partner femicide in Italy and the failures of the Italian legislature to prevent violence against women

AbstractIntimate partner femicide has caused growing concern in Italy, as instances continue to occur frequently. The Italian legislature has a long history of legislation that failed to protect women from violence, especially within their family units. Despite significant improvements to legislation over the last few decades, the problem of intimate partner femicide persists. This Note focuses on the failures of the penal code and accompanying statutes in preventing intimate partner femicide. The proposal is for legislation that will impose higher sentences for intimate partner homicide, remove judicial discretion in sentencing procedures, and require anti‐violence and gender equality education in schools.

The Mediating Role of Creativity in the Relationship Between Organizational Leadership and Emotional Intelligence on the Performance of Equality Education Tutors

The Mediating Role of Creativity in the Relationship Between Organizational Leadership and Emotional Intelligence on the Performance of Equality Education Tutors

The Process of Constructing an Inter-Korean Identity Reflective of the Two Koreas: North Korean Refugee Students’ Hybrid Identity in South Korea

As of March 2024, 34,121 North Korean refugees reside in South Korea, with 12% enrolled in schools. Despite being automatically granted South Korean citizenship upon arrival, these refugees face social exclusion and marginalization, effectively forming a second class within South Korean society. The 70-year division between the two Koreans has resulted in vastly different lifestyle, making it challenging for North Korean refugees to adapt. This difficulty is compounded by a prejudiced social reception and discrimination toward their North Korean identity. The study aims to explore the daily experiences of North Korean refugees with their newfound South Korean citizenship, employing Straussian grounded theory and semi-structured interviews. The study recruited 17 North Korean refugees, including five with experience in elementary, middle and high schools, and five parents with school-going children. The findings reveal that academic deficits, exacerbated by discrimination and stereotypes linked to their North Korean identity, result in a disparity between their legal citizenship and school participation. In response, North Korean refugee students adopt a strategy of ‘being one of them,’ leveraging ethnic homogeneity to facilitate interactions with their South Korean peers. These interactions enable the formation of supportive networks and foster the development of an inter-Korean identity reflective of both Koreas. The study underscores the critical role of multicultural education in achieving educational equality for North Korean refugee students and advocates for social bridging programs that acknowledge and embrace the differences of refugees. Despite being granted citizenship, they continue to be treated as outsiders within South Korean society.

Integration or relocation? the lived experiences of those directly affected by Brown vs. Board of education

ABSTRACT There is a long and complex history of segregated schools in the United States. The U.S. Supreme Court historic Brown vs. The Board of Education ruling influenced procedural changes in education but failed to address the social changes necessary for equal education. Our research explored the lived experience of a small group of Black individuals who, as students, experienced the transition from segregated and desegregated schools. We gathered data using interviews and analyzed the data through the lens of for evidence of truth, knowledge, and sympathy. Our results indicate the understanding, compassion, and awareness the participants experienced in their segregated schools were not present in their desegregated schools. Our research suggests that many current educational disparities likely resulted from the lack of a social system focus in the initial implementation of the Brown vs. Board of Education ruling.