Equal Opportunity Research Articles

Multilingual education and social equity: A comparative study of integration policies in multicultural societies

This paper examines the intersection of multilingual education and social equity in multicultural societies, focusing on implementing integration policies and multilingual education practices. Through case studies, policy analysis, and literature review, the study identifies common challenges multicultural societies face in promoting educational and social equity, such as language barriers, cultural differences, and socioeconomic disparities. It highlights the importance of comprehensive integration and multilingual education policies in addressing these challenges and fostering inclusive learning environments. The paper also provides recommendations for improving integration policies and multilingual education practices, including equitable funding, culturally responsive pedagogy, language support services, community engagement, and anti-discrimination measures. The study underscores the significance of multilingual education and social equity in creating more equitable and inclusive societies, emphasizing the value of linguistic diversity, cultural understanding, and equal opportunities for all students. The paper highlights the significance of understanding and addressing the complexities surrounding multilingual education and social equity in multicultural societies. It emphasizes the importance of comprehensive policies and practices that promote inclusive education environments while acknowledging the challenges faced in their implementation. The abstract sets the stage for further exploration into these crucial areas of education policy and practice by providing recommendations for policy improvement and emphasizing the value of linguistic diversity and cultural understanding. Multilingual education and social equity are critical components of inclusive education systems in multicultural societies. This paper focuses on the necessity of considering both educational policy and practice aspects. Acknowledging the challenges faced in implementing integration policies and multilingual education practices, the study encourages policymakers and educators to prioritize developing and implementing comprehensive strategies.

A technológiai fejlődés hatása a nemek közötti munkamegosztásra az egészségügyben, a robotasszisztált sebészet területén

Technological progress has always played a key role in the development of the economy and society throughout human history. Their impact on society is multifaceted and constantly transforming our world. One aspect of social impact is the impact on the sexual division of labour. As a result of these processes, the labour market may undergo significant changes. The impact of technological development on the division of labour between sexes or genders is complex and multifaceted, therefore it can be examined from several aspects. Although technology offers opportunities for gender equality between women and men, the extent and direction of this depends on many factors, including cultural, social and economic circumstances. The present study focuses on an important sector of the economy, healthcare, which is significantly affected by technological development. Among the technological changes taking place in the sector, it examines the emergence of robotic surgery, with a particular focus on its impact on the gender division of labour within the surgical professions.

A REPORT ON RECRUITMENT AND SELECTION PROCESS OF ACCENTURE”

This report provides an in-depth analysis of the recruitment and selection process at Accenture, a leading global professional services company. Accenture's recruitment strategy is characterized by its emphasis on talent acquisition, diversity, and innovation. The selection process involves multiple stages, including application screening, assessments, interviews, and background checks, designed to identify candidates who align with Accenture's values and culture. The report highlights the use of technology and data analytics in optimizing recruitment outcomes and enhancing candidate experience. Additionally, it explores Accenture's commitment to diversity and inclusion, reflected in its efforts to attract candidates from diverse backgrounds and promote equal opportunities. By examining the various aspects of Accenture's recruitment and selection process, this report aims to offer insights into best practices and strategies for talent acquisition in the professional services industry. Keywords:.Accenture, Recruitment, Selection Process ,. Diversity,Talent Acquisition,Innovation

Connecting the dots: a systematic review of explanatory factors linking contextual indicators, institutional culture and degree awarding gaps

PurposeThe primary aim of this paper is to illuminate the critical issue of the degree awarding gap in the UK, which significantly impacts students from lower socio-economic backgrounds and minority groups. By conducting a systematic review of existing literature following the PRISMA protocol, this study seeks to uncover the complex web of explanatory factors that mediate the relationship between contextual indicators, institutional culture, and degree awarding disparities. Addressing this gap is vital for promoting social justice, enhancing the economy, safeguarding the reputation of UK universities, and adhering to legal responsibilities. This paper endeavours to provide a comprehensive understanding of the underlying causes of degree awarding gaps and offer evidence-based recommendations for the higher education sector to mitigate these disparities.Design/methodology/approachThis study employs a systematic review design, adhering to the PRISMA protocol, to meticulously analyse the existing body of literature concerning the degree awarding gap in UK higher education. By systematically gathering, evaluating, and synthesizing relevant studies, the review aims to identify and understand the multifaceted factors mediating the link between contextual indicators, institutional culture, and the disparities observed in degree awarding. This methodological approach ensures a rigorous and transparent examination of the literature, enabling the identification of both the breadth and depth of research on the topic. Through this design, the paper aspires to uncover nuanced insights into the mechanisms driving degree awarding gaps.FindingsThe review’s findings reveal that degree awarding gaps in UK universities are influenced by a constellation of factors, highlighting the complexity of this issue. Key among these are unconscious bias, limited student engagement opportunities with academic staff, institutional racism, inadequate support systems, and a scarcity of social and cultural capital. These factors collectively contribute to significant disparities in degree outcomes, disproportionately disadvantaging students from lower socio-economic backgrounds and minority groups. The evidence suggests that institutional practices and culture play a pivotal role in either exacerbating or alleviating these disparities, indicating the need for targeted interventions to address the root causes of degree awarding gaps.Research limitations/implicationsOne strength of conducting a systematic review is its rigorous and meticulous nature, which ensures that the process is carefully planned and executed. This comprehensive approach allows for the elimination of biases, as the review systematically gathers and analyses existing literature on the topic. By adhering to a structured methodology, the systematic review enhances the validity and reliability of the findings, providing a robust and unbiased synthesis of the available evidence. This strength lends credibility to the research and reinforces the confidence in the conclusions drawn from the review.Practical implicationsThe practical implications arising from this information indicate that universities need to address the identified issues directly by implementing supportive strategies and interventions. By doing so, they can create a learning environment that is more inclusive and equitable, allowing all students to unlock their full potential. This may involve measures such as raising awareness about unconscious bias, promoting engagement between academic staff and students, implementing anti-racist policies, establishing comprehensive support systems, and actively fostering social and cultural capital. Such practical actions will contribute to reducing the degree awarding gaps and promoting equal opportunities for all students, ultimately leading to a more equitable and successful educational experience.Social implicationsThe social implications derived from this information are significant. By implementing supportive strategies and interventions to address the identified issues, universities can contribute to creating a more inclusive and equitable learning environment. This has the potential to have a transformative impact on society by providing equal opportunities for all students to unlock their full potential. By raising awareness about unconscious bias and implementing anti-racist policies, universities can foster a more diverse and inclusive community. Promoting engagement between academic staff and students and establishing comprehensive support systems can enhance social cohesion and create a sense of belonging. Ultimately, these efforts can lead to reduced degree awarding gaps and contribute to a more equitable and successful educational experience, positively influencing broader social equality and cohesion.Originality/valueThis paper contributes significantly to the literature by offering a comprehensive, systematic review of the factors contributing to the degree awarding gap in UK higher education, highlighting its originality and value. By focusing on the interplay between contextual indicators, institutional culture, and degree awarding disparities, the study provides novel insights into how these dynamics contribute to educational inequities. Furthermore, the evidence-based recommendations for institutional interventions presented in this paper furnish the higher education sector with actionable strategies to foster a more inclusive and equitable learning environment. This work not only advances academic understanding of degree awarding gaps but also offers practical value to policymakers and educational institutions aiming to enhance social justice in higher education.

Türkiye’de Kamu Politikalarında Yerel Karar Verme Sürecinin Merkezi İdareye Bağlı Taşra Teşkilatlarında Uygulama Örneği: Kefe Projesi

The supervision authority of the Ministry of National Education, which is the central administration in education policies in Turkey, is exercised by various methods in many areas. Auxiliary resources such as Education Information Network (Eba), General Directorate of Secondary Education Material (Ogmmateryal), Student/Teacher Support System (Ods) prepared by the Ministry of National Education for the use of students and teachers in lessons have been made available as an education policy on the basis of equal opportunity in education. However, the supervision and control of these resources by the Ministry of National Education at the policy evaluation stage is carried out only in Support and Training Courses, and there is no supervision or control in their use in other education and training activities. Within the scope of the Kulu District National Education Directorate Equal Opportunity in Education (KEFE) Project, ensuring that the auxiliary resources of the Ministry of National Education are used by teachers and students in lessons is supervised within a system integrity, taking into account local needs in addition to the central administration's supervision system. This research examines an example of how the KEFE project can be implemented by taking initiative in provincial organizations within the local decision-making process, which is mostly seen in local governments, by extending the partial control system of the central administration to all education and training activities, outside the central administration in the supervision of education policies. Keywords: Public Policies, Education policies, Local decision-making process, Ministry of National Education.

Child Labor in English Literature

Child labor is an old social problem. It peaked during the Industrial Revolution which greatly influenced English society, such as rural exodus, lack of equal job opportunities, miserable living and working conditions, social classes, lack of mandatory education, poverty, and, most importantly, child labor. The paper investigates the crimes against children carried out under the cover of child labor and poses the question of whether authorities, governments, religious institutions, businesses, and even parents are complicit in these crimes or have chosen to overlook them in spite of the constant backlash against them. The main aim of this study is to show the positive role of some authors like Charles Dickens, William Blake, Frances Trollope, Charles Kingsley, Robert Southey, Samuel Taylor Coleridge, Caroline Norton, and Elizabeth Barret Browning who refused to ignore such atrocities and their consequences. These writers showed their opposition to child labor through great literary works such as Oliver Twist, Hard Times, David Copperfield, The Chimney Sweeper, A Voice from the Factory, The Water-Babies: A Fairy Tale for a Land- Baby, and The Cry of the Children. The study follows the close reading method and the sociology of literature approach. The study concludes that poverty and urbanization were some of the adverse outcomes of the Industrial Revolution. It reveals the official’s role in profiting from child labor and presents the authors’ role in changing The Poor Laws and Factory Acts to ban hiring minors. The study recommends national child labor regulations that should be enacted and enforced in order to prevent or at least control child work, as recommendations for further research.

Optimizing Social and Economic Inclusion through Adaptive Sports Programs for Persons with Disabilities: A Pathway to Achieving SDGs

This study explores the impact of sport on the social inclusion and economic well-being of people with disabilities in the community and its contribution to achieving the Sustainable Development Goals (SDGs) relating to the social inclusion and economic well-being of people with disabilities. Data is collected by purposive sampling and analyzed using a qualitative method. The patterns of results show that sports can potentially transform the lives of people with disabilities, promoting social inclusion and empowerment. However, attitudinal and structural barriers, such as ableism and a need for inclusive practices in sports clubs, often hinder this potential. To overcome these challenges, develop and enact disability-inclusive sports policies. The discussion proposes some implications for achieving the Sustainable Development Goals (SDGs), particularly social inclusion, economic well-being, participation, and equality targets. Social inclusion through sport, equal economic opportunities, and encouraging the participation of athletes with disabilities in various competitions align with the SDGs’ vision to create an inclusive, equitable, and sustainable society for all people.

Vital Skills Needed for Vocational Training of Adults with Special Needs

The main purpose of the study was to explore the skills description, skills needed and the problems encountered of parents, SPED educators and store managers towards vital skills needed for vocational training of adults with special needs specifically in housekeeping, massage & spa and food & beverage services to obtain recommendations for the improvement of Individualized Education Plan for transition program to vocational training to achieve the required skills for employment. The study was anchored on the theory of Zone of Proximal Development (ZPD) by Lev Vygotsky. A descriptive phenomenological method was used to analyze and interpret the data from the purposely selected 20 participants through online interviews that were transcribed, coded, clustered and formed themes. The emerged themes for housekeeping services are: household chores skills, work ethics and safety measure skills, prerequisite skills and consistent monitoring of skills. For massage and spa service: fine motor skills, knowledge of equipment, dos and don’ts at work and socio-emotional and communication skills. For food and beverage service: food preparation, functional academics, safety measures and sanitation and behavioral and socio-emotional skills. Practicing household chores, process of food preparation and work attitude skills such as time awareness, money literacy and academic functioning are vital skills needed for vocational training of Adults with Special Needs (ASN). Developing prerequisite skills through their developmental domains such as cognitive skills, socio-emotional skills, behavoral skills, communication skills and fine motor skills are necessary to be trained earlier in catering their needs in special education. Safety measures and sanitation skills are to be trainied for ASN’s vocational training since it is important to have knowledge of equipment, safety in the work procedure and sanitation in workplace. It is highlighted to establish strong support system and collaboration of home-school-community to bridge the skills from a workplace to be trained at school and home. Teachers should also be trained with vocational skills first so they can teach the skills appropriately. Finally, future researchers to conduct research linked in the field of special education to broaden the idea in the vocational training of skills to ASN for the full access to employment and equal opportunities.

Educational Applications of ChatGPT: Ethical Challenges and Countermeasures

To mitigate the ethical risks of ChatGPT in educational applications and fully leverage the advantages of AI-enabled education, this study draws on the principles of fairness and justice theory, ethics of care theory, social contract theory, consequentialism, and virtue ethics in ethics to explore the ethical challenges of ChatGPT’s educational applications and propose corresponding strategies. The research reveals that the ethical issues in the educational use of ChatGPT include algorithmic bias and unfairness in the domain of techno-ethics, lack of algorithmic transparency and interpretability, and issues of technical reliability and misleading information. In the context of academic ethics, concerns arise regarding the legitimacy of ChatGPT’s participation as an academic researcher, the potential for academic plagiarism and misconduct resulting from ChatGPT-generated content, and the limited value of the generated content itself. In terms of educational ethics, challenges encompass issues of educational fairness and equal opportunities, the potential alienation of teacher-student relationships, and the need to strike a balance between educational goals and personalized instruction. Therefore, addressing these ethical challenges and ensuring the fulfillment of its true purpose require approaches that encompass legal regulations and moral constraints, fostering awareness among individuals involved, and defending the essence of education while fostering innovation.

Boosting Fair Classifier Generalization through Adaptive Priority Reweighing

With the increasing penetration of machine learning applications in critical decision-making areas, calls for algorithmic fairness are more prominent. Although there have been various modalities to improve algorithmic fairness through learning with fairness constraints, their performance does not generalize well in the test set. A performance-promising fair algorithm with better generalizability is needed. This paper proposes a novel adaptive reweighing method to eliminate the impact of the distribution shifts between training and test data on model generalizability. Most previous reweighing methods propose to assign a unified weight for each (sub)group. Rather, our method granularly models the distance from the sample predictions to the decision boundary. Our adaptive reweighing method prioritizes samples closer to the decision boundary and assigns a higher weight to improve the generalizability of fair classifiers. Extensive experiments are performed to validate the generalizability of our adaptive priority reweighing method for accuracy and fairness measures (i.e., equal opportunity, equalized odds, and demographic parity) in tabular benchmarks. We also highlight the performance of our method in improving the fairness of language and vision models. The code is available at https://github.com/che2198/APW .

Equal Opportunities in Rural Tourism Entrepreneurship: Challenges in Malaysia

Summary Malaysia’s rural demography is multi-racial, with a blend of indigenous sub-groups. To advance the socio-economic status of rural communities, the government introduced various incentives and protectionist policies, including targeted measures in tourism development. As rural Malaysia is predominantly home to the Malays, the indigenous Orang Asli and the natives of Sabah and Sarawak, these policies are consistent with the government’s constitutional responsibility to safeguard these groups’ welfare. Notwithstanding the equal opportunity premise of the tourism policies, the government’s initiatives to advance rural tourism entrepreneurship arguably benefit some groups more than others. In West Malaysia, this is due to the indigenous Orang Asli’s lack of entrepreneurial readiness, which means that they are less able to capitalize on these opportunities. Consequently, the Malay entrepreneurs reap the benefits of protectionist policies and government aid, while the Orang Asli lag behind in tourism participation. This is arguably the outcome of a broad-brush approach in capacity building, with limited differentiation between the rural communities. Information © The Author 2024

TRANSGENDER’S RIGHTS TO SPORT COMPETITIONS FOLLOWING THE NEW RECOMMENDATIONS OF THE INTERNATIONAL OLYMPIC COMMITTEE (2021)

The topic of human rights is taking on new relevant forms, especially when it comes to transgender rights. Their right to participate in sports has always been a subject of much debate. In November 2021 the International Olympic Committee adopted the new recommendations “Framework on Equity, Inclusion and Non-Discrimination on the Basis of Gender Identity and Intersex” on transgender people, which declared that each federation has to decide for itself when setting its own rules regarding the right of these people to participate in sports competitions. So, one thing is clear there is no common position on this issue. The article aims to reveal the practical aspects of such regulation regarding the possibilities and limitations of transgender participation in individual sports. The applied research methods are analysis of legal acts and other documents, review of articles and scientific literature, and qualitative comparative analysis. The research results showed that despite the principles specified in the Framework prohibiting discrimination, in practice these principles can be difficult to harmonize, especially if we speak about fair competition and equal opportunities.

Women’s Representation in Employment Categories in U.S. School Districts, 2002 to 2014: Are School Districts Achieving Parity?

We examine U.S. Equal Employment Opportunity Commission data (2002–2014) to assess the representation of women at different occupational levels in U.S. public school districts. As of 2014, we find women (a) approach representational parity in administrative and principal positions, (b) are underrepresented in assistant principal positions, and (c) are overrepresented among classroom teachers. We expand the analysis to include district size and find underrepresentation of women in small districts and overrepresentation in large districts across leadership positions (administrators, principals, and assistant principals). While progress has occurred, limitations persist, including: (1) a prevalence of districts with no women in leadership roles; (2) a continuing imbalance of women in leadership positions across districts; and (3) on average, large gender-based leadership inequities in smaller districts. Gender-related barriers to career entry and advancement persist. We discuss why gender gaps continue to exist in leadership positions and provide suggestions for employment policy reform.

Dancing with Buber: an autoethnographic study of inclusion and disability and its ethical foundations

ABSTRACT This autoethnographic study with critical friends explores a teacher’s - commitment to inclusive education in the context of disability. Decades of global developments, advocacy, academic research and legislation to protect the rights of people with disabilities and ensure access to equal education opportunities, whilst reassuring, reveal undeniable challenges and struggles. There is a clear lack of attention to the situatedness and ethical basis of inclusive practices. In this article, we examine the professional practice and pedagogical understandings of the first author, a secondary school teacher, college in Victoria, Australia. Autoethnographic methodology allowed a personal interrogation of episodes of encountering disability and inclusion, as Author 1 explores examples from her own teaching practices. Martin Buber’s notion of ‘I and Thou’ fuels our reflections on the ethical and relational basis of teaching inclusively. Two vignettes reveal lived experiences, used as the ground for a fruitful dialogic exchange. These result in a set of reflexive pieces of writing from the first author and two colleagues. Findings suggest that the relational and ethical basis of educational practices in regard to disability and inclusion need to be re-examined in light of Buber’s relational category of I-Thou, which suggests focus on the person, rather than the label, ‘disability’.

Working To-Get-There: Student and teacher relationship towards a meaningful teaching and learning Experience

The enhancement of a meaningful learning experience becomes more pronounced when positive relationships exist between teachers and students. Student-teacher relationships (STR) are intricately tied to the everyday scenarios prevalent in the current generation. They exert significant effects on student engagement, encompass common challenges that may impede the establishment of positive rapport, and are perceived to influence the actualization of a meaningful teaching and learning experience. Employing a convergent mixed-method approach, the study utilized an expert-validated interview protocol and survey questionnaire. Audio-taped semi-structured interviews and surveys among purposively selected (n=16) and randomly picked (n=250) Grade 10 students and teacher-participants computed through the Raosoft sample size calculator in Southville 5A Integrated National High School were performed. Based on the descriptive statistical tools and thematic analysis with themes validation through focus group discussion, the most common STR situations relate to collaborative, encouraging, and respectful affairs among students and teachers. The most common effects of STR on students’ engagement are linked to active participation, increased interest to learn, and improved self-confidence. Meanwhile, factors that hinder positive STR correlate with ineffective communication, poor classroom environment, and high teacher expectations. Further, positive STR impacts authentic learning, the realization of equity and equality, and the idea of learning from setbacks. To-Get-There and successfully achieve meaningful teaching-and-learning experiences, the study recommends ways to foster positive STR, addressing challenges, establishing effective communication including expectations, consistent provision of equal and equity opportunities, and the nurture of values among students and teachers such as empathy, respect, self-growth, and reflective thinking. Keywords: Convergent-parallel mixed research approach, Meaningful teaching-and-learning experiences, Student-teacher relationships, Binan City, Laguna, Philippine

Empowering migrant women's entrepreneurship: stakeholder perspectives from the entrepreneurial ecosystem

PurposeEntrepreneurial ecosystems (EEs) research has focused on high-growth scale-up entrepreneurship, whereas the role of EEs in nurturing the ventures of marginalised groups like migrant women entrepreneurs (MWEs) has often been elided from extant discussions. This research explores how the EE's structure, policies and programmes advance diversity, equity and inclusion to foster MWEs, and MWEs' contribution to the dynamics and sustainability of the host country's EE based on EE actors' perspectives. We contribute to EEs' diversity, equity and inclusion, which are important but neglected social aspects of sustainable EEs.Design/methodology/approachThe qualitative data was collected through thematic interviews with EE actors, including NGOs and entrepreneurial support-providing organizations based in Finland. The collected data was complemented by interviews with MWEs, archival data and published supplementary materials on ecosystem actors.FindingsEE structure, policies, programmes and individual agency, coupled with MWEs' proactivity in lobbying the necessary actors in the required places for their interests, enhance their businesses' development. There were both impeding and fostering dynamics, which may have idiographic and contextual features. Evidently, by being occupied in various sectors, from science, technology, engineering and mathematics (STEM) to socially beneficial niche service sectors, MWEs contribute to the host country's EE dynamics not only through their productive entrepreneurship but by enriching the ecosystem's resource endowments and institutional arrangements.Originality/valueWe argue that exploring the gender and inclusivity aspects of EEs as the accommodating context is particularly relevant, given that the United Nation's sustainable development goals 5, 8 and 10 aim to improve women's empowerment at all levels, promoting sustained, inclusive and sustainable economic growth, and ensuring equal opportunities and reduced inequalities within the population. Inclusion and embeddedness in EEs positively affect diversity and sustainability in the host country. Theoretically, our contribution is twofold. First, by exploring female migrants' entrepreneurial experiences within the EE based on EE actors' perspectives, we broaden the research on inclusivity in EEs and gender aspects and enrich the research on their societal impact, which has received scant attention from scholars. More specifically, we contribute to EE research with (1) a novel understanding of MWEs and EE elements, their interconnections and dynamism, (2) identifying previously ignored elements shaping MWE and (3) providing EE actor insights into the co-creation of EE for MWE. Second, by analysing the impact of MWEs' businesses on the host country's EE, we contribute to calls for research on MWE contributions to its economic environment.

Bridging the Gap: Diversity Initiatives in AI Education

This position paper highlights the critical need to enhance diversity in artificial intelligence (AI) education, focusing on K-8 students. As AI increasingly shapes our societal landscape, ensuring equitable access and participation in AI-related fields is essential. However, the current AI education landscape lacks inclusivity, resulting in underrepresentation and limited opportunities for marginalized groups such as racial and ethnic minorities, women, individuals with disabilities, and those from economically disadvantaged backgrounds. The paper advocates for a comprehensive approach to address diversity gaps in AI education. This involves revising curricula to include diverse perspectives, integrating AI knowledge into core subject areas, and utilizing machine learning (ML) to enhance learning across disciplines. Educators can create inclusive learning environments by incorporating culturally relevant examples and interactive activities showcasing AI's positive impact on diverse communities. Furthermore, promoting diversity in AI education requires investment in teacher training and resources. Educators need support to implement inclusive teaching methods, understand cultural nuances, and address implicit biases. Bridging the digital gap is also crucial, as access to technology and hands-on AI experience ensures equal opportunities for all students regardless of socioeconomic back-ground. By embracing diversity and inclusivity in AI education at the K-8 level, we can cultivate a future generation of AI professionals and informed citizens who leverage technology to address diverse community needs.

Pupils’ right to inclusion in an urban Finnish lower secondary school: a Bernsteinian analysis of pupils’ social relations

Finnish schools are famous for their egalitarian principles, but they face challenges related to pupils’ equal opportunities and, more broadly, democratic schooling. In this article, we examine the lived consequences of a growing challenge, school segregation, using Basil Bernstein’s concepts of inclusion and classification. Our analysis is based on ethnographic data produced in a lower secondary school located in a relatively disadvantaged residential area in the metropolitan area of Helsinki, Finland. First, we explore how the classification of pupils from different social class and ethnic backgrounds is present in the school. Second, we analyse how the strength of this classification affects pupils’ right to inclusion. We conclude that weak boundaries between pupils, and thus weak classification, construct an inclusive school community. However, the different categories—social class, ethnicity or other—intersect, and the strength of their classification varies, which in turn affects pupils’ peer relations and feelings of belonging.

Justice Delayed is Justice Denied: Managing Contracting Performance for Equal Employment Opportunity Discrimination Complaints

Public agencies often use contractors to facilitate Equal Employment Opportunity (EEO) discrimination complaint cases, but we know relatively little about which factors influence contracting performance of the complaint process. Drawing on contracting theories, this study examines two factors—incentive structure and contractor ownership (i.e., women-owned and small disadvantaged-owned)—that moderate the link between agency contracting use and agency performance in the discrimination complaint process. Using the agency-level panel data from multiple sources, this study finds agency contracting use facilitates the discrimination complaint process when agencies use a performance-based incentive structure. When it comes to the moderating effect of contractor ownership focused on the socially/economically underrepresented, the findings show that using small disadvantaged-owned contractors positively moderates the relationship between contracting use and performance at the agency level.

Tensions in the pursuit of equal opportunities: A case study of an innovative secondary school

AbstractEqual opportunities in the context of education can be interpreted as ensuring equitable access to certain kinds of education (e.g. an academic track) or as equal opportunities to lead a fulfilling life regardless of the educational route followed (e.g. vocational or academic). These interpretations are in tension: the former implies a hierarchy where some forms of education are considered better than others, whereas the latter requires that they are all considered valuable. This paper presents a case study of a secondary school in the Netherlands that pursued both interpretations of equal opportunities and made systemic reforms to achieve this. Building on interviews, focus groups and participant observation with students, staff and management, the paper analyses the tension these actors experienced between the two interpretations of equal opportunities. It is argued that this stems from a societal context that endorses the first interpretation of equal opportunities but aligns less with the second interpretation. The analysis shows that individual institutions like schools have limited power to shift narratives surrounding educational tracks, especially when these do not align with prevailing trends in society. Additionally, the paper underlines the value of applying analysis of different interpretations of equal opportunities, which is usually undertaken by theoretical work, to empirical data.