Educational Equality Research Articles

The Educational Potential of Cyberfeminisms: An Intersectional Analysis of @coletivoandorinha, @feministasemmovimento and @feministas.pt profiles

Focusing on the dialogue between cyberfeminisms and education, through an intersectional perspective, this study combines the work of feminist authors such as Haraway (1991), DeLaurentis (2004), hooks (2013), Crenshaw (1991), and Butler (2011) with others recent works to address the following question: How do cyberfeminist Instagram profiles contribute to intersectional education for gender equality? To answer that, we analysed the profiles @coletivoandorinha, @feministasemmovimento and @feministas.pt between 2021 and 2023, using a qualitative method (Minayo, 2015), with semi-structured interviews to: 1. understand the strategies of the cyberfeminist profiles; 2. identify gender and race differences in the construction of cyberfeminist discourses; 3. identify the main challenges in translating cyberfeminist content into school vocabulary. Results show may enable understanding of how intersectionality is verifiable in cyberfeminist discourses, and how contents may prove adequate for educational purposes.

Big Data on Exploring Influencing Factors of the Reading Achievement between China and Finland

This paper is based on Big Data analysis in computer science to find the significant influencing factors in reading achievement in China and Finland and differentiate factors between the two countries so as to find the implications and suggestions for the government policy and then reach the education equality and educational core competition. Reading is the main subject in PISA 2018. In 2018, about 60,000 students from 79 participating nations and economies finished the evaluation, accounting for around 32 million 15-year-olds. In all, 12058 samples in China( B-S-J-Z) and 5496 samples in Finland participate in the PISA 2018. The Plausible Value in Cognitive Process Subscale of Reading entails locate information, understand, evaluate, and reflect. Reading achievement is related to student-level, school-family level and country level. We use student-level constructs to measure every construct including GRADE, MISS, POSS, READINT, CLSSIZE, SELF, SES, SEX, READACH and design a model of three-level HLM in Big Data of factors influencing reading achievement. The Big Data statistics shows the PISA outcome has unstable level in PISA in 2012, 2015, and 2018 and the outcome cannot be applied to other places in China because it just includes four cities, B-S-J-Z. Also, big data also reflects the higher teaching level and teaching staffs in China and Finland than OECD Average although we cannot get all the data of regions in two countries.

USING BLENDI APPROACH TO IMPROVE THE EFL STUDENTS’ LANGUAGE SKILLS

Modern education system in most countries is built on providing equal education opportunities to all people, regardless of their capabilities and limitations. Hence, most higher education institutions have realized that preserving past learning and teaching practices does not meet the needs of a 21st century student. Many universities and colleges today use online and/or blended learning for most courses they offer. The aim of this article is to discuss the implementation of blended learning for inclusion in teaching English as a foreign language in one of the universities in Oman. This study also looks at how the BLENDI method affects various language components and whether it can help EFL students improve their language skills.

Equal Educational Opportunities: A Catalyst for Sustainable Economic Development

The study holds significance in revealing how ensuring fair access to education can fuel economic growth, promote social cohesion, and guide policymaking for sustainable development. The objective of current research is to empirically examine the relationship between gender disparity in educational attainment within social, and ecological systems. The data is collected for the period 1990-2022. In the presence of cross-sectional dependence 2nd generation unit root test is applied. CS-ARDL technique is considered to examine the short-run as well as the long-run relationship between Gender disparity in education and the socio-ecological system. Achieving environmental sustainability and minimizing our ecological footprints depend critically on gender parity in education. Equal access to high-quality education gives women the knowledge, analytical abilities, and self-assurance to stand up for their communities and themselves. Findings describe that in the long run, there is a statistically significant negative correlation between the GINI-Coefficient and school enrollment tertiary and School enrollment primary. This indicates that, over time, a decrease in income disparity is linked to an increase in enrolment in primary and postsecondary education. In the long run, the GINI-Coefficient and Secondary school enrollment has a positive and statistically significant relationship. The data in Model 2 appear to indicate that the relationship between education and environmental sustainability is more intricate than the EKC hypothesis predicts. Higher education can raise one's knowledge and understanding of environmental issues, but it can also increase consumption and have an adverse effect on the environment. The findings of the study suggest that implementing policies with the goal of removing obstacles to education based on gender. This could entail giving families financial incentives to send their daughters to school and making sure that all genders have access to high-quality education.

Academic standards and gender equality

This paper provides an analysis of gender equality at the Faculty of Arts of the University of Ljubljana and examines the main results in the broader context of quality in higher education. The Faculty of Arts participated in a project that aimed to develop a gender equality plan for the institution. Data from different aspects of institutional life were collected and analysed to gain a better insight into institutional equality and its relationship with the existing notion of quality in academia, especially through academic career advancement. The study reveals that more women than men tend to remain at the same academic rank for an extended period, particularly at the assistant professor level, and that they meet more objective and subjective obstacles on their academic path. Although there is an increasing awareness of academic policies and practices that foster equality in higher education, there is still a prevalent and strong perception that equality measures compromise academic standards.

Analisis Kebijakan Sistem Zonasi di SMP Negeri 31 Surabaya

The education equality program is one of the government's efforts to advance education in Indonesia through several policies, one of which is the policy of accepting new students through a zoning system. This zoning system emerged as a form of educational equality and to erase the image of superior schools that has spread in society. With this zoning system, it is hoped that all schools will have the same quality. Minister of Education and Culture Regulation Number 44 of 2019 contains the zoning system policy concerning acceptance of new students from Kindergarten to Senior High School/Vocational High School (SMA/SMK). This policy must be implemented in schools under the auspices of the Regional Government. With this new policy, it cannot be denied that many problems will arise for both the school and the community, namely students. This research aims to reveal the factual conditions of implementing the zoning system policy in accepting new students, especially at SMP Negeri 31 Surabaya, as well as to determine the impact of implementing this policy. This problem was analyzed using policy implementation theory according to George Edward III, namely communication, resources, disposition, and bureaucratic structure. This research method uses a qualitative approach. Data collection methods use interviews, documentation, and observation techniques. The results of this research reveal that communication between policy actors is carried out clearly and consistently, and outreach is carried out to the community. Human and non-human resources have supported all activities in implementing zoning system policies. The disposition in implementing the zoning system policy is excellent, which can be seen from the commitment and attitude of the implementing committee towards the policy. The bureaucratic structure in implementing the zoning system policy is very good, it can be seen from the division of tasks in the PPDB committee, that each committee has the task of accepting new students following standard operational procedures. Meanwhile, from the community or student perspective, different views emerged regarding this zoning policy, namely agreeing and disagreeing.

Digital literacy: a pathway toward empowering rural women

Purpose This study aims to investigate the connection between digital literacy and women’s empowerment in the rural Himachal Pradesh. It explores how improved digital skills contribute to increased empowerment among women with a specific focus on the role of education in enhancing digital literacy. Design/methodology/approach This study included 250 rural participants who completed structured questionnaires. Analytical tools, including independent-sample t-tests and partial least squares structural equation modeling, were applied to the data to gain insights into the relationship between digital literacy and women’s empowerment. Findings This study revealed a significant positive link between digital literacy and women’s empowerment in the rural Himachal Pradesh context. Education has emerged as a key factor that influences women’s digital skills and empowerment levels. Originality/value This research adds novelty by examining the digital literacy–women’s empowerment nexus in rural Himachal Pradesh and emphasizing the impact of education. The combination of statistical methods offers a robust approach to understanding this relationship and underscores the importance of digital inclusion and education for gender equality and women’s progress.

Facilitating agency in Norwegian pupils struggling to stay in school—An alternative approach to emancipatory education

In this article we discuss a Norwegian alternative educational program which aids pupils struggling to stay in school. The practice displays an unconventional but promising approach to emancipatory education by facilitating agency in struggling pupils. We begin by providing some context on the Norwegian educational system and the Nordic model of education. Thereafter, we clarify our perception of educational equality and its underlying conditions. We then apply the chordal triad of agency as a heuristic framework for the qualitative analysis of our data material, consisting of three individual interviews, a focus group interview (N=6) and a guided tour at the location of the educational practice. The gathered testimonies suggest great potential in the program's ability at facilitating agency in at-risk pupils aged 9–16, thereby reducing chances of school dropout and social exclusion. Based on respondents' reflections, we conclude with some discussion comparing the studied practice to the formal Norwegian education system and its shortcomings in accommodating for certain pupil groups struggling to adapt to traditional schooling.

Exploring Gender Differences in Computational Thinking Among K-12 Students: A Meta-Analysis Investigating Influential Factors

This study employs meta-analysis to synthesize findings from 30 articles investigating gender differences in computational thinking (CT) among K-12 students. Encompassing 51 independent effect sizes, the meta-analysis involves a participant pool of 9181 individuals from various countries, comprising 4254 males and 4927 females. Results indicate statistically significant gender differences in CT (Hedges’s g = 0.091, p < .05), albeit with a modest effect size, revealing higher CT scores among males compared to females. Further moderation analyses unveil the multifaceted nature of these gender differences. Specifically, while gender differences become significant during high school, recent studies suggest a gradual reduction in CT gender differences with societal progress among K-12 students. Moreover, findings illustrate variations in gender differences across geographical regions. Notably, while the overall gender disparity in CT is non-significant in the “East Asia and Pacific” region, it widens in “North America” and “Europe”, with males scoring higher than females. Conversely, in “Europe and Central Asia”, such gender differences present inconsistent outcomes, with females scoring higher than males. Importantly, assessment tool type does not significantly influence gender differences. Lastly, this study offers recommendations to address CT gender gaps, providing valuable insights for promoting gender equality in education.

Assessing the Impact of Universal Primary Education Policy on Gender Equality in Education in Uganda

This paper provides an in-depth analysis of the impact of Uganda’s Universal Primary Education (UPE) policy on gender equality in the realm of education. Since its inception in 1997, the UPE policy has been a cornerstone of Uganda’s educational reform, with the primary objective of offering free primary education to all children. A significant aspect of this policy has been its focus on enhancing female enrollment, in response to the historical underrepresentation of girls in education due to socio-economic, cultural, and infrastructural barriers. This study employs a comprehensive approach to assess the policy’s effectiveness in bridging the gender gap within Ugandan primary schools. By analyzing a variety of metrics, including enrollment rates, dropout rates, and academic performance, the paper aims to provide a nuanced understanding of the policy’s outcomes. The analysis extends beyond mere statistics to explore the qualitative aspects of the policy’s implementation, such as the provision of gender-sensitive facilities and teaching methods, which are crucial for sustaining girls’ participation in education. Furthermore, the paper examines the broader socio-economic context in which the UPE policy operates, considering factors such as poverty, child labor, and cultural norms that disproportionately affect girls’ access to education. By situating the policy within this context, the study highlights the complex interplay between educational policies and societal dynamics in shaping gender equality in education. This paper seeks to contribute to the ongoing discourse on gender equality in education by offering a comprehensive evaluation of the UPE policy’s impact on female enrollment and retention in Ugandan primary schools. Through this analysis, the paper aims to provide insights into the successes and challenges of the policy, thereby informing future efforts to achieve gender parity in education.

Equality or Equity? E-CARGO Perspectives on the Fairness of Education

The educational equality or equity problem (EEEP) has a long-term debate in civilization. This problem is often discussed by sociologists, philosophers, educationists, and so on for various phenomena or decisions. However, there is hardly any absolutely convincing answer to this question. We believe that a series of quantitative methods may provide decision-makers with a clearer orientation in their discussions and help them make decisions. Therefore, this article depicts a common scenario to discuss the EEEP. It uses quantitative methods to conduct computational social simulations and obtain the results under equal or equitable conditions via role-base collaboration (RBC), environments-classes, agents, roles, groups, and objects (E-CARGO), and group role assignment (GRA). The simulation results show that educational equality or equity can be significantly improved by making a reasonable and optimized allocation plan through GRA. Finding the optimal allocation plan, which validates the reliability of the results by changing the experimental parameters of equality and equity, is helpful and interesting to relevant decision-makers.

The Influences of Reforms of Higher Education in China on Education Equality

Thanks to the rapid development of a knowledge-based economy, people rely more and more on higher education. Thus, they pay more attention to the equality of higher education. This essay discusses the influences of three significant higher education reforms, including reforms during the Cultural Revolution, resumption, expansion, and reforms of the National College Entrance Examination on education equality. Unlike traditional opinions that reforms during the Cultural Revolution were a disaster to higher education, the research finds that reforms during the Cultural Revolution helped reduce education inequality among social classes and narrow the gap in education resources between urban areas and rural areas. During the commencement of the National College Entrance Examination, students face a challenging and limited opportunity to pursue higher education. It increases education inequality across regions and ethnic groups and widens the gap of education resources and chances between rural migrants and local residents. The expansion and reforms of the National College Entrance Examination provide students more opportunities to acquire access to higher education and give students who need to improve at mandatory subjects but have talents in other fields a chance to enter universities without a high score in the National College Entrance Examination.

China Special Education for Disabled Children: Problems and Countermeasures

Despite increasing awareness and political concern regarding the issue of inclusive education and educational inequality, China is still on its way to achieving education equality. The issue of special education for disabled students, problems related to preschool education, education equality within groups, and curriculum design are still matters of concern that hinder China's progression towards an egalitarian education system that guarantees equality. Although special education is specifically addressed in China's 14th Five-Year Plan, mere policy concern has not successfully translated into practical success. Through a thorough analysis of China's current situation, this article identifies three reasons that have thwarted the realization of this goal: a lack of micro-concern in policies relating to special education, misallocation of capital input due to a lack of sufficient regulations, and an insufficient supply of professional teachers. Countermeasures are proposed with the intention of improving China's special education system, with the hope of addressing the interests of students with special educational needs today.

Research on Educational Inequality among Students in Poverty-stricken Areas in China

Education in reality and the constant pursuit of equality of education, are both sides of the same problem. This article makes research on educational inequality in rural education and urban education. To sort out and explain the reasons for the existing inequality in the field of education, this article involves reasons for inequality in education in rural regions and available ways to alleviate it. The inequality in education is not that some students can attend schools and some cannot, problems in deep are much more worth being concerned about. In the study, the author finds that students in disadvantaged are mainly in different sorts of inequality, like curriculum, teacher quality, and educational investments. It leads to improper and unequal allocation of education resources, and then students in rural regions cannot have access to education in quality and generate their living environment for the next generation. Solutions to alleviate existing problems are listed in the following parts of the research, namely offering incentive pay for teachers, applying local resources in the curriculum, and offering educational programs on vocational training and guidance for disadvantaged juniors.

Research on the path of local colleges participating in community education of affordable rental housing in industrial parks

The affordable rental housing community in industrial parks has become a large-scale community, but little attention has been paid to this type of community education. Therefore, based on the concept of educational equality, this project aims to explore the path of local colleges participating in community education for affordable rental housing in industrial parks. With convenient samples, empirical research is conducted on the current situation and residents’ needs of affordable rental housing community education in the Qianwan New Area Industrial Park. And it has been found that community residents have a high willingness to learn on one hand, however, on the other hand, there are few types of community education to meet their demand; Although there are many public space resources, the utilization of scene spaces is far from sufficient. Based on these findings, this research explores and proposes the paths for local colleges to participate in community education for affordable rental housing in industrial parks through resource sharing models, in-depth community services for all-age residential groups, the cultivation of application-oriented talents to promote the integration of industry and education and enriching spiritual connotation of community education content. By enhancing the quality of all-age residents, namely, the new citizens including industrial workers and their relatives, it can promote the construction of a learning-oriented society and contribute to the realization of common prosperity. This study has certain theoretical and practical significance in enriching the research field of community education, promoting social integration of new citizens, and helping to achieve common prosperity.

Approaches to spatial inequalities in a Nordic welfare state – the case of Norway

In this article, the position of the core ideas of equity and equal opportunities within the Nordic model of education today is problematized, using Norway as the case of interest and spatial dividing lines as the main variable in question. I am specifically preoccupied with geographical education differences as part of the ‘unequal opportunity problem’ in Nordic education. Focusing on spatial inequalities in education, something that is rarely addressed by educational authorities, brings light to the assertion that aims that used to be the foundation for the Norwegian education system, are harder to see as guiding principles in education policy today. Through highlighting this, the aim is also to contribute to a discussion of how research related to education in rural areas is situated in the Norwegian context, viewing this in light of Norway as a representative of the Nordic model of education. In the article understanding the agential doings behind the paradox of the Nordic education equality ethos on the one side and the persisting and empirically documented spatial education inequalities on the other, represents the analytic intake.

Dimensions of social justice: beliefs about integration in education and different types of prejudice in Argentine

Perceptions of social justice are recognized as a key element in the formation of attitudes and behaviors towards certain social groups. The social justice dimensions (recognition, redistribution, and representation) interact differentially with demographic and psychosocial characteristics; however, few studies have delved into the differences in their association. This study had three aims: 1) to analyze the social justice dimensions according to age, gender, region, and educational level; 2) to study the correlation of social justice dimensions with beliefs about the educational inclusion of migrants, agreement with attitudes towards paying taxes and gender; and 3) to explore whether the social justice dimensions contribute to the levels of prejudice towards different social groups (people in poverty, immigrants, and homosexuals). A total of 1,810 subjects from Argentina, aged 18 to 80 years (Mage = 45.76 years; 53.7% women) participated in the study. Differences in the social justice dimensions were observed according to gender, age, and educational level, but not according to region. Social justice dimensions correlated with beliefs about educational inclusion of migrants, gender, equality in education, and attitudes toward paying taxes. Social justice dimensions contributed to higher/lower levels of prejudice toward different social groups. The scope and limits of the relationships between the three-dimensional model of social justice with demographic and psychosocial variables explored in this study are discussed.

A Needs Analysis Study on Interdisciplinary Gender Equality Education: Turkish Context

The purpose of this research was to identify the needs for gender equality education. For this purpose, the views of mathematics, science and information technology teachers on the current situation of gender equality in schools were determined. In addition, the awareness of sixth, seventh and eighth grade middle school students on gender equality was examined. This study was a descriptive research conducted in a qualitative context. In data collection, interview form on teachers’ views and written view form on students’ awareness about gender equality were used. Research data were collected in the spring semester of the 2017-2018 academic year. The deductive analysis method was used in the analysis of the data. In line with the results of the research, it is thought that an interdisciplinary gender equality education will be beneficial to improve students' awareness.

Quality Management of Islamic Homeschooling Services at Ahsani Community Learning Activity Center (PKBM) Bandung City

This research aims to analyze the quality management of Islamic Homeschooling services at PKBM Ahsani, Bandung City. This type of research was descriptive qualitative. Data collection was conducted through interviews with PKBM leaders, teachers, and staff, direct observation of the learning process, and study of documents related to policies and curriculum. Qualitative data analysis through thematic analysis was conducted. This research found that first, PKBM Ahsani Bandung which provided Islamic Homeschooling services, needed to pay attention to the learning outcomes implemented, and paid attention to the quality of human resources, especially in terms of character and high creative ability. Service quality management was mandatory for PKBM considering the high desire of parents to obtain a good educational environment for their children. Second, The Blended Learning Learning Model was the choice of PKBM Ahsani in providing Islamic Homeschooling services because it was considered effective for the implementation of Islamic Homeschooling student equality education programs. Islamic Homeschooling could develop their own curriculum and had flexibility in Islamic Homeschooling time management so that the vision of Islamic Homeschooling could be achieved.

Economic uncertainty, households’ credit situations, and higher education

In this paper, we study the relationship between economic uncertainty, households’ credit situations, and educational outcomes. Using the System Generalized Methods of Moments (SYS-GMM) on educational and economic data from the World Bank and IMF, we find that economic uncertainty and households’ access to credit have positive impacts on higher education. Further analyses suggest that economic uncertainty and households’ access to credit have heterogeneous effects on educational outcomes at the tertiary level, by gender and development status. Specifically, we find that economic uncertainties expand enrollments in developed countries and contract them in developing economies. In addition, access to credit has a more pronounced positive impact on educational outcomes in developing nations compared to developed ones. Furthermore, our analysis indicates that household credit coupled with economic uncertainty decreases women’s educational outcomes in higher education, posing a serious threat to gender equality in higher education. Lastly, we find that monetary policy appears to play a role in these results. These findings remain robust to alternative proxies of economic uncertainty and approach such as the Instrumental Variable (IV) regression method, which uses a political database on government changes and ideological gaps between cabinets as instruments. In general, the findings emphasize the enduring influence of economic uncertainties, typically associated with business cycles, on long-term aspects such as education.