Equitable Educational Opportunities Research Articles

Quality Education for Underrepresented Groups: Bridging the Gap

In modern societies, access to quality education is often considered as a fundamental right. However, disparities persist, especially for underrepresented groups such as minorities, low-income families, individuals with disabilities, and those in marginalized communities. Ensuring quality education for underrepresented groups stands as a critical endeavour in contemporary society. This abstract provides a succinct overview of the challenges faced by minorities, low-income families, individuals with disabilities, and marginalized communities in accessing equitable educational opportunities. Highlighting the pervasive disparities ingrained within educational systems, it delves into the multifaceted factors contributing to this issue, including socioeconomic constraints, cultural barriers, systemic inequalities, and implicit biases. It also emphasizes the historical context and policy implications shaping these disparities, underscoring the urgent need for intervention strategies to bridge the gap. Proposed intervention strategies encompass various approaches, including early childhood education initiatives, teacher training in culturally responsive pedagogy, community involvement, equity-focused policies, technological innovations, and social-emotional support systems. Drawing from case studies and best practices, the abstract showcases successful interventions implemented across diverse communities, emphasizing the importance of program evaluation and knowledge dissemination for effective replication and scalability. This abstract highlights the significance of collective efforts in addressing educational inequities and emphasizes the role of policymakers, educators, communities, and stakeholders in ensuring quality education for all underrepresented groups. It advocates for a holistic approach that encompasses policy reforms, resource allocation, culturally responsive practices, and community engagement to create an inclusive educational environment conducive to the academic success and well-being of every learner, regardless of their background or identity.

Challenges in Diverse Classroom of School: Teachers' Perspectives

The objective of this study was to explore the challenges faced by teachers in diverse school classrooms and the possible way to solve the problem from the perspective of teachers themselves. In an increasingly multicultural and inclusive educational landscape, teachers play a crucial role in teaching learning experiences for students with varying backgrounds, abilities, and needs. Through a qualitative research approach with a phenomenological design, this investigation collected data through semi-structure interviews with a sample of teachers. The findings of this study reveal several common challenges that teachers encounter in diverse classrooms. These challenges encompass issues related to classroom management, differentiation of pedagogies, language barriers, and addressing diverse learning styles. This research emphasizes the need for ongoing support and resources to help teachers navigate the challenges of diverse classrooms effectively and ensure equitable educational opportunities for all students.

Some Moral Issues in School Education in India

Abstract: Ancient Educational Systems in India and Other Civilizations emphasize holistic development and education as values. For example, the Gurukul system always focuses on educating students not only in academic subjects but also in ethics, morals and life practices. Teachers play an important role in developing students' character and character, ensuring responsibility, respecting elders, and valuing cultural heritage. However, as time passed, this tradition disappeared. The current education system sees education as a commodity. For this reason, there are big differences between private schools and public schools in terms of education quality. Moral education was restored and the study of character and behaviour was restricted to private schools. The high cost and selective access to these schools limits equitable educational opportunities for those who are already socially and economically disadvantaged. These socioeconomic differences can have a significant impact on a child's education and academic success. In the first part of this article I will try to analyze some important justice issues related to schools, then in the second part I will try to offer some ways to reduce the above ethical problems.

Examining China's Secondary Vocational Diversion Policy: A WPR Framework Analysis

This paper delves into the hurdles and prejudices encountered by vocational and technical education in China, employing Carol Bacchi's WPR (What's the Problem Represented to Be?) framework for analysis. It underscores the uneven allocation of resources, societal viewpoints, and the influence of economic disparities on access to education. Drawing inspiration from the vocational education paradigms in Switzerland and Germany, the paper proposes alternative solutions. It underscores the urgency for a holistic overhaul of the education system, amalgamation of general and vocational education, and a shift in societal attitudes. The paper concludes that tackling these issues will pave the way for equitable educational opportunities and brighter futures for all Chinese students.

Inclusive Education Practices: Fostering an Accessible Learning Environment for Diverse Learners

Inclusive education, focusing on creating an accessible learning environment for diverse learners, is a crucial aspect of contemporary educational practices. This journal article explores the implementation of inclusive education practices and their impact on fostering a learning environment that accommodates the needs of students with diverse abilities, backgrounds, and learning styles.
 The background of the research emphasizes the global shift towards inclusive education as an approach to address the diverse needs of learners in mainstream educational settings. The research gap centers around the need for a comprehensive understanding of the practical strategies and interventions that contribute to the successful implementation of inclusive practices.
 The urgency of this research lies in the importance of providing equitable educational opportunities for all students, regardless of their differences. The article reviews previous studies to identify successful inclusive education models, challenges faced, and the innovative approaches adopted by educators and institutions.
 The novelty of the article lies in its in-depth analysis of inclusive education practices, shedding light on the pedagogical, social, and institutional factors that contribute to creating an inclusive learning environment. It discusses the role of teacher training, curriculum adaptation, and the use of assistive technologies in promoting inclusivity.
 The objective of the research is to offer insights into the effective implementation of inclusive education practices and their positive outcomes on diverse learners. The study aims to benefit educators, policymakers, and practitioners by providing evidence-based recommendations for creating inclusive learning environments that foster the holistic development of all students. Overall, the article contributes to the ongoing discourse on inclusive education and its significance in promoting educational equality and social integration.

“We Can Draw and Think About It Ourselves”: Putting Culture and Race in Phonics Reading Research

ABSTRACTYoung children of Color from minoritized communities can co‐author decodable stories using phonics skills they have been taught, their lived experiences, and home languages, including nondominant English languages, to develop decoding skills using student‐generated decodable readers. While traditional and curricular decodable readers are used during phonics instruction to support children's decoding development, they are written in White Mainstream English and may include diverse characters with experiences more familiar to the White dominant group of American society. Because there is a population of readers experiencing a gap between their identities and phonics instruction, there is an urgent need for their experiences to be improved. Building on my experiences as a primary grades teacher and researcher, I discuss a quantitative and qualitative study conducted in an urban second grade classroom where children of Color and I put culture and race into phonics instruction. Culturally relevant education and the language experience approach were used to advance children's decoding development using their funds of knowledge and existing language experiences which are often a part of their racial identities. By combining these approaches with co‐authorship, children of Color from minoritized communities were placed at the center of phonics instruction to receive more equitable educational opportunities while advancing their decoding skills as co‐authors of their decodable stories.

Achieving Education for All: A Comparative Study of Educating Disabled Children in the UK and China

Educating disabled children is a vital part to reach universal education, as well as social equality and justice. This study conducts a comparative analysis of inclusive education policy practices for disabled children in the UK and China. The research investigates the policies employed in both countries to provide equitable educational opportunities for disabled students. Key similarities and differences in the two systems are identified, involving how cultural, societal, and policy factors influence the design and effectiveness of inclusive education. The research findings indicate that while the UK emphasizes inclusive practices and individualized support, China focuses on integration within mainstream classrooms. Challenges were observed in both systems, including a lack of professional training and teacher resources. By comparing and evaluating successful strategies, though from the lens of human development, students in China may benefit more from the UK’s inclusive policy, however, policy needs to be localized to combat country-specific barriers such as low social acceptance. This research contributes to the global discourse on inclusive education, facilitating cross-cultural learning and policy enrichment to ensure all children regardless of disability receive an equitable and quality education.

Fostering Equity in Rural Education: A Literature Review on Student Dropout and Retention Strategies

Purpose: The purpose of the study was to analyze the causes of student dropout in rural universities. The objective was to understand a complex phenomenon that represents a major obstacle to development and equal opportunities in the rural educational context. Theoretical framework: Different scientific publications were reviewed in all the academic platforms with the highest impact in the scientific field. This allowed the researchers to broaden their knowledge and, ultimately, to deepen their understanding of the subject studied in this work. Design/Methodology/Approach: The methodology of the study included a documentary review, with content analysis as the main strategy. The databases Scopus, Redalyc, SciELO Dialnet and Google Scholar were used, with specific inclusion criteria related to the period of publication, type of study, languages and availability in open format. Findings: The data found revealed that university dropout occurs due to various situations, such as individual and socioeconomic factors, geographic and access barriers, quality of education and available resources. In addition, cultural and social aspects, and sometimes the lack of empathy on the part of authorities, professors and peers, cause university dropouts. Social, practical and research implications: The study has important implications for understanding and reducing dropout in the rural university context, which will have implications for areas such as education, policy and social development. Originality/value: It is crucial that education policy makers and university institutions work in a coordinated manner to design comprehensive strategies tailored to the specific needs of each rural community. Continued research and analysis of the elements that influence dropout will identify new opportunities for improvement and ensure equitable access to higher education. This will contribute to the academic, professional and social development of rural students and strengthen the educational fabric of these regions. Taken together, these suggestions aim to strengthen student retention and provide equitable educational opportunities in rural areas, thus contributing to greater equality of opportunity and the integral development of these communities.

Policy Dialogue: The Rodriguez Decision and Its Legacy

AbstractThis year marks the fiftieth anniversary of the San Antonio v. Rodriguez case, viewed by some as the worst decision in the US Supreme Court’s modern history. As legal scholar Erwin Chemerinsky observed, the court essentially declared that “discrimination against the poor does not violate the Constitution and that education is not a fundamental right.”1 Five decades later, how does this case from the past continue to exert its influence on the present? And how might the present have looked different if the court had reached a different conclusion?For this policy dialogue, the HEQ editors asked Bruce Baker and David Hinojosa to discuss the Rodriguez decision and its legacy, focusing particularly on how the case has shaped and constrained equity efforts in K-12 education. Bruce Baker is professor and chair of the Department of Teaching and Learning at the University of Miami. A leading scholar on the financing of public elementary and secondary education systems, he is the author of Educational Inequality and School Finance (Harvard Education Press, 2018) and School Finance and Education Equity (Harvard Education Press, 2021). David Hinojosa is the director of the Educational Opportunities Project at the Lawyers’ Committee for Civil Rights Under Law, where he spearheads the organization’s systemic racial justice work in guaranteeing that historically marginalized students of color receive equal and equitable educational opportunities in public schools and institutions of higher education. He is a leading litigator and advocate in civil rights, specializing in educational impact litigation and policy.HEQ policy dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references for readers who wish to follow up on sources relevant to the discussion.

“It’s a financial decision”: students’ ethical understandings of non-government faith-based schooling in a neoliberal society

ABSTRACT The expansion of faith-based schools as marketised non-government institutions raises ethical questions, including their appeal to students. This article utilises focus groups with 24 Australian secondary students to identify ethical virtues in their perceptions of non-government faith-based schooling in a neoliberal education market cultivating a conflicting ethics character seeking to respond to both collective and individual goals. Taking the virtue ethics approach, the paper portrays how students perceive faith-based schooling as a financial enterprise contesting the virtues of justice, self-improvement, and courage. Firstly, findings illustrate students’ ethical discomfort with how a push for more socially just outcomes in such schools has, ironically, resulted in greater injustice. Specifically, findings capture a disjuncture between the schools’ emphasis on fee/affordability programmes for greater accessibility and their implications, i.e., the creation of unjust social divides between the “haves” and “have-nots”. Secondly, a mixed picture portrays some students’ virtuous behaviour of self-improvement in a faith-based schooling space seen as a “client”-oriented environment that should be utilised for one’s advantage, while others illustrate how such a system can, in fact, alleviate their need to actively seek to improve their skills and/or social engagement. Correspondingly, some students highlight how being outside the non-government faith-based schooling system “forces” them to strive academically or be socially proactive– regarded as working towards developing their virtue of self-improvement. The paper concludes with the students’ call for a courageous course of action for faith-based schooling, envisioned to promote more affordable and equitable educational opportunities and produce ethical forms of socially just schooling.

Teacher Education and Spiritual Intelligence

Despite scientific and technological advancement and knowledge explosion, something seems to be lacking in the education system that leads to emergence of conflict, discontent and disharmony despite good education and equitable educational opportunities for all in the country. The role of teacher education emerges as crucial in this context as teacher educators are responsible for grooming future teachers who would develop the future citizens of the nation. The paper is a humble attempt at discussing the importance of spiritual intelligence in teacher education for a sustainable harmony and synergy in the society.

Assessing opportunities and inequities in undergraduate ecological forecasting education.

Conducting ecological research in a way that addresses complex, real-world problems requires a diverse, interdisciplinary and quantitatively trained ecology and environmental science workforce. This begins with equitably training students in ecology, interdisciplinary science, and quantitative skills at the undergraduate level. Understanding the current undergraduate curriculum landscape in ecology and environmental sciences allows for targeted interventions to improve equitable educational opportunities. Ecological forecasting is a sub-discipline of ecology with roots in interdisciplinary and quantitative science. We use ecological forecasting to show how ecology and environmental science undergraduate curriculum could be evaluated and ultimately restructured to address the needs of the 21st century workforce. To characterize the current state of ecological forecasting education, we compiled existing resources for teaching and learning ecological forecasting at three curriculum levels: online resources; US university courses on ecological forecasting; and US university courses on topics related to ecological forecasting. We found persistent patterns (1) in what topics are taught to US undergraduate students at each of the curriculum levels; and (2) in the accessibility of resources, in terms of course availability at higher education institutions in the United States. We developed and implemented programs to increase the accessibility and comprehensiveness of ecological forecasting undergraduate education, including initiatives to engage specifically with Native American undergraduates and online resources for learning quantitative concepts at the undergraduate level. Such steps enhance the capacity of ecological forecasting to be more inclusive to undergraduate students from diverse backgrounds and expose more students to quantitative training.

Equity Levers: What Predicts Enrollment in and Number of College‐Level Courses Taken in High School?

This study explores the extent to which student, family, peer, and school factors predict (a) whether students take Advanced Placement® (AP®) courses, International Baccalaureate (IB) courses, and dual enrollment courses and (b) in models limited to course takers, how many courses they completed. Our findings, based on a nationally representative, longitudinal sample, suggest that, when it comes to college‐level high school course taking, the relative advantage of higher socioeconomic status (SES) is less for African American students than it is for White and Asian students. Ninth‐grade math skills are the strongest predictor of AP or IB and dual enrollment course taking, above and beyond demographic background characteristics like SES and race or ethnicity. High school girls take AP/IB and dual enrollment courses at a higher rate than boys, and they take more of these courses. The level of academic focus of students and their peers is associated with both AP or IB and dual enrollment course taking, whereas having parents focused on college preparation and course taking only predicts AP or IB course taking. School factors associated with AP or IB course taking include U.S. region and rural location; the percentage of math teachers with a master's degree is also positively associated with the number of AP or IB courses students take. These findings highlight the importance of equitable educational opportunities starting from a young age. They also indicate a need for increased early attention to student math skills and for more supports for parents and school staff to enable them to encourage and prepare all students, especially those from historically marginalized groups, to take college‐level courses in high school.

SOCIO-ECONOMIC DISPARITIES IN EARLY CHILDHOOD EDUCATION: A REVIEW OF EVIDENCE FROM NIGERIA AND THE UK

Early childhood education serves as the cornerstone of lifelong development, shaping individuals’ cognitive, social, and emotional foundations. However, disparities in access, quality, and outcomes persist, posing a significant challenge to achieving equitable educational opportunities for all children. This comprehensive review paper explores socio-economic disparities in early childhood education, focusing on Nigeria and the United Kingdom (UK). Drawing from a systematic examination of research studies, government reports, and policy documents, this paper synthesizes key findings and compares the experiences of these two diverse regions. In both Nigeria and the UK, access disparities in early childhood education are evident. Nigeria grapples with a pronounced rural-urban divide, while the UK experiences regional variations in access. Quality disparities are also prevalent in both countries, with Nigeria facing infrastructure and teacher training challenges and the UK encountering funding and resource allocation issues. Furthermore, socio-economic factors influence parental engagement in early education, impacting children’s development in both contexts. The implications of these disparities are far-reaching, affecting individual children, families, and society as a whole. Addressing these disparities requires a multifaceted approach encompassing equitable policies, targeted interventions, and a sustained commitment from policymakers and stakeholders. This paper underscores the critical importance of early childhood education as a lever for promoting equity and social cohesion. The conclusion outlines policy imperatives, future research directions, and the imperative to create a brighter and more equitable future for the next generation. Societies can create an environment where every child can thrive regardless of socio-economic background by addressing disparities comprehensively. This review paper contributes to a deeper understanding of the global challenge of early childhood education disparities. It offers insights to inform policy and practice in diverse contexts.

School Inclusion of Refugee Students: Recent Trends From International Data

As children with refugee backgrounds continue to enroll in schools worldwide, attention to their educational needs and experiences has increased. In this study, we analyze the extent that schools and classrooms provide refugee students with equitable educational opportunities compared to students who are not refugees, and whether their teachers feel prepared for and engaged in culturally responsive instructional practices. Using survey data on 130,803 teachers and 8,054 schools sampled from 41 predominantly distant resettlement host countries in the 2018 Teaching and Learning International Survey, we find lower levels of resources, safety, and social inclusion for refugee students but higher levels of preparation and instructional practices in multicultural education among their teachers. The results have policy implications for supporting students with refugee backgrounds in different school contexts.

UPAYA MENINGKATKAN KUALITAS PENDIDIKAN AGAMA ISLAM DI INDONESIA DALAM MEWUJUDKAN PROGRAM SUSTAINABLE DEVELOPMENT GOALS (SDGS)

The purpose of this research is to examine the importance of efforts to improve the quality of education in Indonesia, especially Islamic education, which is considered to be of poor quality. The research method used is a qualitative method with a literature review and a descriptive method is used. The data in this study were obtained from the results of literature reviews obtained from journals and articles. This study shows that the situation of education in Indonesia, especially Islamic education, is still at an alarming level. This shows the uneven quality of education between urban and rural communities, the lack of professionalism and capacity of the teaching staff, the hours of PAI which are limited to only 2 hours per week, followed by a teaching orientation that only focuses on students' cognitive aspects, as well as monotonous teaching methods which have an impact on the low quality of Islamic education in Indonesia. Therefore, special efforts and strategies are needed to improve the quality of Islamic education in Indonesia in order to realize the SDGs, namely quality, equitable education and lifelong learning opportunities for all ages. Build public trust in Islamic education, design curricula according to community needs, produce highly competitive graduates with tiered facilities and infrastructure, as well as increase and improve competitiveness through proven science and technology. Teachers and teaching staff, using a technology teaching environment, are using digital libraries.

Importance of centering traditional knowledge and Indigenous culture in geoscience education

Traditional Knowledge (TK) is a qualitative and quantitative living body of knowledge developed locally and regionally across generations over thousands of years. This study aims to show through authentic voice the importance of centering TK systems and cultural needs to provide equitable geoscience education programs. TK can be communicated through a variety of methods, such as story and song, dance, paintings, carvings, structures, and textiles. TK is interdisciplinary within anthropological and ecological subsistence and provide enhanced cultural and spiritual context. Research findings are enhanced by the exploratory and inquiry-based design of TK and provide insight into the anthropogenic impacts on the environment allowing researchers to gain a rich understanding of human behaviors and patterns when collecting and analyzing data. This study examines factors influencing Indigenous students’ participation and retention in the geosciences, specifically gauging opinions on the incorporation of TK systems into geoscience education. Data was collected using an electronic survey to identify factors that inform students’ decision to enter geoscience disciplines and better understand the importance of role models and mentors for retention. Our findings indicate that Indigenous students were interested in using both TK and Western science in geoscience learning spaces, Indigenous role models played an important role in sense of belonging and identity in the geosciences, and the incorporation of culture into learning experiences played an important role in retention. Findings from this study, if operationalized, would allow geoscience departments to increase retention of Indigenous students and faculty, provide equitable educational opportunities, and to better understand how to effect cultural change in the geosciences by providing a welcoming and affirming space for Indigenous scholars.

The Effect of Opportunity: Capital as School Resource and College-Related Outcomes for Black and Latinx Students

The structural conditions by which Black and Latinx students experience education have created an opportunity gap in the access to equitable educational resources, likely leading to reduced educational outcomes. Attempts to understand how educational resources impact educational outcomes for Black and Latinx students are usually limited because of comparisons of each group to their White peers. Using inverse probability weighting with regression adjustment (IPWRA), we take a critical quantitative approach ( Stage, 2007 ) by conducting within-group analyses, centering the outcomes of Black and Latinx students. Drawing on Bourdieu’s (1986) conceptualization of capital, we estimate causal effects of capital as a school resource (ITAC)1on three college-related outcomes for each group. We find that attending schools with higher ITAC increases college readiness, the likelihood of college enrollment, and degree attainment for Black and Latinx students. Causal estimates suggest that the probability of college enrollment increases by 9% and degree attainment increases by at least 8% for both Black and Latinx students, indicating that access to equitable educational opportunities in high school can affect college-related outcomes. Implications for the recruitment, hiring, and retention of quality teachers in schools that are majority Black and/or Latinx are discussed.

A tapestry of multiple perspectives: Contextualising inclusive education through the study of a rural government school in Uttarakhand, India

This article presents the multiple perspectives of school community members at a remote, rural government school in Uttarakhand, India, by using a strength-based participatory and multiple perspectives approach. By incorporating the capability approach and intersectionality to conceptualise inclusive education, qualitative data were generated with ten students using photographs/drawings/writings, and seven parents, three teachers, and one school leader using in-depth interviews. Reflexive Thematic Analysis helped construct the participants’ shared beliefs in the value of schooling, the development of diverse valued capabilities, the role of teachers as agents of social justice, and school as an equalising space. Simultaneously, adverse conditions of teaching and learning were identified that posed significant risks in the creation of inclusive and equitable educational opportunities at the school.

Equity in the education system of Nepal: Incremental incentive or social transformation?

There is an intense discourse on the adaptation of Sustainable Development Goals (SDGs) to deliver equity in education for all children including marginalised ones. However, the structural barriers faced by Dalit children remained unaddressed in the education system of Nepal. In this backdrop, structural barriers for Dalit children in education and the perception of the policymakers to hold the transformative promise true are central concerns of this study. The study used interpretive research by applying a rigorous review of education policies and in-depth interviews to understand the perceptions and positions of policymakers that are linked to the theories of transformative education and power. The findings revealed that the education policies and their implementation failed to hold the transformative promise of Leave No One Behind (LNOB) in addressing structural barriers and promoting the indigenous knowledge and skills of Dalits. Likewise, the promise for equitable education opportunities has been affected by the policy chaos and divergence of the LNOB spirit which compromises attaining the SDG4 promise. Thus, there are areas that need more conceptual and operational clarity on the key principle of LNOB, especially for the transformative education of Dalits in Nepal.