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Academic literature on the topic 'Educational inequalitie'

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Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Educational inequalitie"

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Jackson, Michelle, and Brian Holzman. "A century of educational inequality in the United States." Proceedings of the National Academy of Sciences 117, no. 32 (July 27, 2020): 19108–15. http://dx.doi.org/10.1073/pnas.1907258117.

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The “income inequality hypothesis” holds that rising income inequality affects the distribution of a wide range of social and economic outcomes. Although it is often alleged that rising income inequality will increase the advantages of the well-off in the competition for college, some researchers have provided descriptive evidence at odds with the income inequality hypothesis. In this paper, we track long-term trends in family income inequalities in college enrollment and completion (“collegiate inequalities”) using all available nationally representative datasets for cohorts born between 1908 and 1995. We show that the trends in collegiate inequalities moved in lockstep with the trend in income inequality over the past century. There is one exception to this general finding: For cohorts at risk for serving in the Vietnam War, collegiate inequalities were high, while income inequality was low. During this period, inequality in college enrollment and completion was significantly higher for men than for women, suggesting a bona fide “Vietnam War” effect. Aside from this singular confounding event, a century of evidence establishes a strong association between income and collegiate inequality, providing support for the view that rising income inequality is fundamentally changing the distribution of life chances.
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BLANDEN, JO, and LINDSEY MACMILLAN. "Educational Inequality, Educational Expansion and Intergenerational Mobility." Journal of Social Policy 45, no. 4 (May 4, 2016): 589–614. http://dx.doi.org/10.1017/s004727941600026x.

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AbstractThe distribution of education by social background and the mobility prospects of society are intimately connected. To begin to predict future trends in mobility in the UK we bring together evidence on educational inequality by family background for cohorts from 1958 to 2000 for a range of educational outcomes. There is evidence that educational inequalities have narrowed among recent cohorts as the overall level of educational achievement has increased. This could be promising for mobility provided the labour market returns to these qualifications are maintained. However, stubborn inequalities by background at higher attainment levels imply that narrowing inequalities and expanding equality of opportunity throughout the educational distribution is a difficult task.
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Chiu, Ming Ming. "Family Inequality, School Inequalities, and Mathematics Achievement in 65 Countries: Microeconomic Mechanisms of Rent Seeking and Diminishing Marginal Returns." Teachers College Record: The Voice of Scholarship in Education 117, no. 1 (January 2015): 1–32. http://dx.doi.org/10.1177/016146811511700110.

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Background While many studies show that greater economic inequality widens the achievement gap between rich and poor students, recent studies indicate that countries with greater economic inequality have lower overall student achievement. Purpose This study explores whether family inequalities (family income) or school inequalities (educational materials or teachers with university degrees) reduce overall student achievement through micro-economic mechanisms, such as fewer educational resources (via rent-seeking) or inefficient resource allocation (via diminishing marginal returns). Population/Participants/Subjects The Organisation for Economic Cooperation and Development's Programme for International Student Assessment (OECD-PISA) selected 475,760 representative fifteen-year-olds and their principals from 18,094 schools in 65 countries. Research Design In this secondary analysis, we tested whether family or school inequalities were related to students’ mathematics test scores, and whether fewer educational resources or inefficient resources allocation mediated these relationships. Data Collection and Analysis Each student received a mathematics test. The students and their principals also received a questionnaire. World Bank economic data on each countries were merged with the OECD-PISA data. To analyze this data, we used item response models, Warm indices and multilevel analyses. Findings/Results In countries with greater family inequality (GDP Gini) or school inequalities (of educational materials or teacher quality), students had lower mathematics achievement. The results were similar in all student subsamples (high vs. low SES; high vs. low achievement). As the mediation results for each inequality differed, they suggest that these inequalities operate through different mechanisms. Family inequality and school inequality of teacher quality are linked to fewer teachers with post-secondary education and lower mathematics achievement. Meanwhile, school inequality of educational resources is linked to diminishing marginal returns and lower mathematics achievement. Conclusions/Recommendations Family inequality and school inequalities (educational materials, teacher quality) are distinct inequalities that are all linked to lower mathematics achievement, but not substantially correlated with one another. Thus, each inequality can be addressed separately. As none of the subgroups of students (not even the richest ones) benefit from any of the inequalities, disseminating the results widely can help more laypeople (especially the richest ones) recognize their mutual benefit in reducing these inequalities –or reduce their inclination to support policies that exacerbate these inequalities. As reducing family inequality can be extremely costly and politically controversial, a strategic intervention at the inequality mechanism level (e.g., increasing teacher quality in schools with few high quality teachers) might be improve mathematics achievement more effectively.
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Chiu, Ming Ming. "Family Inequality, School Inequalities, and Mathematics Achievement in 65 Countries: Microeconomic Mechanisms of Rent Seeking and Diminishing Marginal Returns." Teachers College Record: The Voice of Scholarship in Education 117, no. 1 (January 2015): 1–32. http://dx.doi.org/10.1177/016146811511700105.

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Background While many studies show that greater economic inequality widens the achievement gap between rich and poor students, recent studies indicate that countries with greater economic inequality have lower overall student achievement. Purpose This study explores whether family inequalities (family income) or school inequalities (educational materials or teachers with university degrees) reduce overall student achievement through micro-economic mechanisms, such as fewer educational resources (via rent-seeking) or inefficient resource allocation (via diminishing marginal returns). Population/Participants/Subjects The Organisation for Economic Cooperation and Development's Programme for International Student Assessment (OECD-PISA) selected 475,760 representative fifteen-year-olds and their principals from 18,094 schools in 65 countries. Research Design In this secondary analysis, we tested whether family or school inequalities were related to students’ mathematics test scores, and whether fewer educational resources or inefficient resources allocation mediated these relationships. Data Collection and Analysis Each student received a mathematics test. The students and their principals also received a questionnaire. World Bank economic data on each countries were merged with the OECD-PISA data. To analyze this data, we used item response models, Warm indices and multilevel analyses. Findings/Results In countries with greater family inequality (GDP Gini) or school inequalities (of educational materials or teacher quality), students had lower mathematics achievement. The results were similar in all student subsamples (high vs. low SES; high vs. low achievement). As the mediation results for each inequality differed, they suggest that these inequalities operate through different mechanisms. Family inequality and school inequality of teacher quality are linked to fewer teachers with post-secondary education and lower mathematics achievement. Meanwhile, school inequality of educational resources is linked to diminishing marginal returns and lower mathematics achievement. Conclusions/Recommendations Family inequality and school inequalities (educational materials, teacher quality) are distinct inequalities that are all linked to lower mathematics achievement, but not substantially correlated with one another. Thus, each inequality can be addressed separately. As none of the subgroups of students (not even the richest ones) benefit from any of the inequalities, disseminating the results widely can help more laypeople (especially the richest ones) recognize their mutual benefit in reducing these inequalities –or reduce their inclination to support policies that exacerbate these inequalities. As reducing family inequality can be extremely costly and politically controversial, a strategic intervention at the inequality mechanism level (e.g., increasing teacher quality in schools with few high quality teachers) might be improve mathematics achievement more effectively.
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Leivas, Marcela. "La Desigualdad Educativa en Revistas de Sociología de la Educación Españolas, 2008-2018." Anduli, no. 19 (2020): 175–98. http://dx.doi.org/10.12795/anduli.2020.i19.08.

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Härkönen, Juho, and Outi Sirniö. "Educational Transitions and Educational Inequality: A Multiple Pathways Sequential Logit Model Analysis of Finnish Birth Cohorts 1960–1985." European Sociological Review 36, no. 5 (June 29, 2020): 700–719. http://dx.doi.org/10.1093/esr/jcaa019.

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Abstract We developed a multiple pathways sequential logit model for analysing social background inequality in completed education and applied it to analyse educational inequality in Finland (birth cohorts 1960–1985). Our model builds on the sequential logit model for educational transitions, originally presented by Robert D. Mare and later extended by Maarten Buis, which disaggregates inequality in completed education into the weighted sum of inequalities in the transitions leading to it. Although the educational transitions framework is popular among educational stratification researchers, its applications have almost exclusively focused on analysing inequalities in separate educational transitions. Buis presented a unifying model of inequalities in educational transitions and completed education, which gives a substantive interpretation to the weights that link them. We applied this to an educational system in which the same educational outcomes can be reached through multiple pathways. Our analysis of Finnish register data shows that intergenerational educational persistence increased, particularly among women. The main reasons are increased inequality in academic upper-secondary (gymnasium) completion and gymnasium expansion that increased the weight of this transition as well as of the transition to university. We discuss the integration of structural and allocative mechanisms in educational stratification research.
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Kim, jiyoun, and Soon-Yong Pak. "A Study on the Changes in Educational Inequalities amidst the Expansion of Higher Education Opportunities: A Systematic Review of Korean Literature." Institute for Educational Research 35, no. 4 (December 31, 2022): 79–108. http://dx.doi.org/10.35283/erft.2022.35.4.79.

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The purpose of this study is to comprehensively review the patterns and mechanisms of educational inequalities that have changed in the context of expanding and diversifying accessibility to higher education since the 1990s. Undergoing systematic literature review, the researchers selected 38 documents that dealt with the theme on educational inequality, and then proceeded to analyze and integrate the findings. First, educational inequality was found to coexist in two types: vertical inequality and horizontal inequality. The impact of parents' socioeconomic status on children's academic achievement increased, as the educational gap between socioeconomic classes widened. Second, as a factor of deepening educational inequality, the lower the parents' socioeconomic status, the less investment were made in private education, and the formation of social and cultural capital that promotes academic achievement was also low. This study expanded the understanding of educational inequalities in Korea by systematically integrating research on educational inequality, and based on the findings, suggested measures to alleviate educational inequality.
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Billon, Margarita, Jorge Crespo, and Fernando Lera-López. "Educational inequalities." Information Development 34, no. 5 (August 17, 2017): 447–59. http://dx.doi.org/10.1177/0266666917720968.

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This paper examines the impact of Internet use on economic growth and the extent to which educational inequality modulates this impact for a panel data set of 94 countries between 1995 and 2010. We obtain a positive and significant impact of Internet use on economic growth and a negative influence of educational inequality on the Internet’s impact on growth. When we disaggregate by income levels, the results indicate that Internet use is positively associated with economic growth for middle- and high-income countries. Educational inequality influences the impact of Internet use on economic growth only for middle- and low-income countries, although with the opposite sign. For middle-income countries, the impact is negative, while the impact is positive for low-income economies. The research provides evidence for the first time about how inequalities in education may limit the positive economic outcomes and benefits derived from the use of information and communication technologies.
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Polvinen, Anu, Aart-Jan Riekhoff, Satu Nivalainen, and Susan Kuivalainen. "Educational inequalities in employment of Finns aged 60–68 in 2006–2018." PLOS ONE 17, no. 10 (October 17, 2022): e0276003. http://dx.doi.org/10.1371/journal.pone.0276003.

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The aim of this study was to explore the employment of 60–68-year-old men and women by educational level over the period 2006–2018 and the magnitude of educational inequalities in employment. We used individual-level register data from Statistics Finland including all Finns aged 60–68 over a period of 13 years. In addition to calculating employment rates for men and women by educational levels, we estimated the relative index of inequality (RII) and slope index of inequality (SII) to measure the magnitude of relative and absolute educational inequalities in employment. The results show that the employment rates increased in all educational levels over the period 2006–2018. Relative educational inequalities in employment remained stable mainly among the 63–65-year-olds but decreased among the 60–62-year-olds and the 66–68-year-olds. However, absolute educational inequalities in employment increased in all age groups for both men and women.
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Waenerlund, Anna-Karin, Paola A. Mosquera, Per E. Gustafsson, and Miguel San Sebastián. "Trends in educational and income inequalities in cardiovascular morbidity in middle age in Northern Sweden 1993–2010." Scandinavian Journal of Public Health 47, no. 7 (August 16, 2018): 713–21. http://dx.doi.org/10.1177/1403494818790406.

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Aims: Research is scarce regarding studies on income and educational inequality trends in cardiovascular disease in Sweden. The aim of this study was to assess trends in educational and income inequalities in first hospitalizations due to cardiovascular disease (CVD) from 1993 to 2010 among middle-aged women and men in Northern Sweden. Methods: The study comprised repeated cross-sectional register data from year 1993–2010 of all individuals aged 38–62 years enrolled in the Västerbotten Intervention Programme (VIP). Data included highest educational level, total earned income and first-time hospitalization for CVD from national registers. The relative and slope indices of inequality (RII and SII, respectively) were used to estimate educational and income inequalities in CVD for six subsamples for women and men, and interaction analyses were used to estimate trends across time periods. Results: Educational RII and SII were stable in women, while they decreased in men. Income inequalities in CVD developed differently compared with educational inequalities, with RII and SII for both men and women increasing during the study period, the most marked for RII in women rising from 1.52 in the 1990s to 2.62 in the late 2000s. Conclusions: The trend of widening income inequalities over 18 years in the middle-aged in Northern Sweden, in the face of stable or even decreasing educational inequalities, is worrisome from a public health perspective, especially as Swedish authorities monitor socioeconomical inequalities exclusively by education. The results show that certain social inequalities in CVD rise and persist even within a traditionally egalitarian welfare regime.
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Dissertations / Theses on the topic "Educational inequalitie"

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SALZA, GUIDO. "THE POLICY OF GRADE REPETITION- DETERMINANTS AND CONSEQUENCES OF A CONTESTED EDUCATIONAL PRACTICE." Doctoral thesis, Università degli Studi di Milano, 2020. http://hdl.handle.net/2434/719763.

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The present doctoral thesis investigates grade repetition (GR) as a selection and recovery device, emphasising its implications on the broader process of transmission of educational inequalities and social stratification. The present thesis intends to add to the educational stratification literature with a systematisation of GR literature, an enrichment of the knowledge upon the understudied Italian context, and as well as a vast, novel empirical analysis of the selection, consequences and impact of this educational practice. The empirical examination utilises a vast longitudinal database of students that provides information about academic performance and socioeconomic status (SES) and migration background. The primary empirical source of this work was the set of administrative data about individual educational careers that were collected by the National Register of Students. The records refer to the Northern Italian population of upper-secondary students in four recent academic years (almost 600,000 individual students). The empirical results unambiguously illustrate that, consistently across learning contexts, GR appears to disproportionally select disadvantaged students. Even after accounting for academic performance, disadvantaged kids (i.e. with low SES and a migration background) had a drastically higher risk of GR at the end of ninth grade compared to their advantaged peers (i.e. those with high SES and a native background). The causal analysis in this work finds no convincing empirical evidence of the educative or recovery consequences of GR, which generally pushes students toward a downward change of school and unequivocally increases students’ chances to drop out from school. Moreover, students in academic tracks and culturally advantaged families tend to react to GR by changing school, while students in non-academic tracks and with no- or low-educated parents tend to drop out.
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Al-Samarrai, Samer Mehdi. "Educational inequality in Tanzania." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343368.

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Sevilla, Encinas Alejandro. "Disentangling inequality of educational opportunities : the transition to higher education in Chile." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/disentangling-inequality-of-educational-opportunities-the-transition-to-higher-education-in-chile(a389cb7f-9a12-4760-b81e-e30b760673f6).html.

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This thesis examines inequality of educational opportunities (IEO) in the transition to higher education. IEO measures the difference in higher education entry rates across social groups. The theoretical framework lays on Boudon's decomposition of IEO into primary and secondary effects of stratification. Furthermore, the theoretical propositions of Maximally Maintained Inequality (MMI) and Effectively Maintained Inequality (EMI) were also assessed to gain further understanding of IEO. The longitudinal data for the empirical analysis was created for a student cohort by linking administrative records of Chile's national student register, standardised tests and higher education enrolment. The student cohort was followed through the 12-years of compulsory education up to the transition to higher education, a year after completing secondary education. The results from the empirical analysis showed that secondary effects were consistently predominant over primary effects, driving the overall IEO. On the other hand, controlling for school characteristics increased the relative importance of secondary effects. However, primary effects explained a large extent of IEO in the transition to traditional (most prestigious) universities, by the same token, in the transition to undergraduate programmes. Differences in parental education levels between secondary education completion and higher education transitions proved to be consistent with MMI. Likewise, the higher likelihood of less advantaged students to enrol in vocational colleges or vocational programmes, and the higher likelihood of advantaged students to enrol in traditional universities or undergraduate programmes, evidenced support for EMI. The modelling setting was based on non-linear mediation modelling, accounting for sample-selection in the student cohort, two-level cross-classification between primary and secondary schools, and multinomial outcomes for type of institution and programme. This thesis contributes to the educational attainment literature by finding evidence that, in emerging economies like Chile, educational inequality persists despite the sustained expansion of the educational system.
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Seong, Moonju. "Gender and Educational Inequality in South Korea: The Correlates and Consequences of Education." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487053.

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This thesis examines gender and educational inequality in South Korea. Its focus is to investigate the plausible mechanisms that account for the negative effects of education on married women's participation in the country's labour force by examining several aspects of gender inequalities. Korean women's education and labour market participation grew after the late industrialisation that occurred in the 1960s. Considering the historical exclusion of women in Korean society, this progress is noticeable. However, few Korean studies have examined patterns and trends of gender and educational inequalities systematically. This lack of attention propelled me to conduct a comprehensive study, especially a thorough analysis of the linkage among education, marriage and women's involvement in the country's labour markets. By using the most recent, nationally representative datasets, I found that the extent of gender'inequality in educational attainment remains substantial, even though the gender gap has generally decreased. The rate ofthe decrease was slowest for tertiary level of education, and women from farming class origins were likely to receive the lowest education. I also observed an unexpected pattern related to the benefit of education in occupational achievement: the impact of education on obtaining prestigious occupations was greater for women than for men. In relation to married women's labour market participation, my research revealed that the negative effect of education on women's labour market participation was affected by marital status and husbands' resources. Of interest, too, is the finding that highly educated women were less willing to accept paid jobs after they had married. This implies that strong educational homogamy in marriage and gender role attitudes may be important factors in deciding to stay at home. I believe that the results of my study, based as they are on current data, provide a comprehensive account of the patterns of gender. and educational inequality experienced by both genders in South Korea.
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Koo, Anita. "Social inequality and educational choice." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443872.

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Raabe, Isabel Jasmin. "Social aspects of educational inequality." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:484c79ff-93a6-41bb-96e7-d3045e48b98a.

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Social factors have long been included in theories that aim at explaining educational inequality, for example social integration or social influence from significant others. Using social network data from the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU), I am investigating to what extent social aspects can contribute to our understanding of ethnic and gendered patterns in educational inequality. The first two empirical chapters focus on explaining ethnic patterns in school grades and in the aspirations to attend university. In these, I find a positive relationship between low school grades and extent of social exclusion, measured through the absence of friendships and the existence of social rejection from classmates. This helps explaining ethnic grade disadvantages of recently arrived migrants, since they are more likely to be socially excluded. Further, I use friendship network data to detect social clusters within school classes, and find that changes in cluster members' aspirations are relatively more important for changes in individual aspirations than the corresponding changes of classmates outside of the social cluster. These chapters use an ego-centric network approach, i.e. they utilise social network data to capture characteristics of the social dimension around individuals and analyse them in regression models on the individual level. The latter two empirical chapters investigate how social influence can stabilise gendered patterns of favourite subjects and competence beliefs. Examining why girls get discouraged from subjects in the field of Science, Technology, Engineering, and Maths (STEM), I find evidence for influence from friends on favourite subjects, as well as for the tendency of girls to be affected by the preferences of other girls in the classroom specifically when it comes to preferences for STEM subjects. Moreover, I show that there is a social influence from friends on maths competence beliefs, especially for boys, while girls tend to be more influenced by maths grades. These two chapters take a socio-centric approach, i.e. they deploy complete network analysis to detect patterns of social influence, while accounting for network structures and processes. This thesis shows that social aspects can contribute valuable insights into the study of educational choice and attainment. In identifying concrete social mechanisms surrounding and affecting individuals, this approach can thus help us understand how differences in educational outcomes come about.
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Hong, Ji-Yeon. "Educational inequalities in a Confucian society : Korea." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365561.

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Sullivan, Alice. "Cultural capital, rational choice and educational inequalities." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322823.

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Cornwell, Ken W. "New Perspectives on Rural Educational Inequality." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1398334162.

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Richert, Jennifer Kathleen. "Changing attitudes Congressional rhetoric, race, & educational inequalities /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-07182007-152948/.

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Books on the topic "Educational inequalitie"

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Azuma, Yoshiaki. Educational inequality. Cambridge, MA: National Bureau of Economic Research, 2001.

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Gannon, Susanne, Robert Hattam, and Wayne Sawyer, eds. Resisting Educational Inequality. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315109268.

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Conference, Co-operation North. Inequalities in education. Belfast: Co-Operation North, 1998.

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Educational policies and inequalities in Europe. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2012.

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Sun, Jeffrey C., and Susan C. Bon. Law and education inequality: Removing barriers to educational opportunities. Charlotte, NC: Information Age Publishing, Inc., 2015.

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Karády, Viktor. Educational inequalities and denominations, 1910. Budapest: John Wesley Publisher, 2004.

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Matějů, Petr. Beyond educational inequality in Czechoslovakia. [Prague]: Institute of Sociology, Czechoslovak Academy of Sciences, 1990.

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UNESCO. Overcoming inequality: Why governance matters. Paris: Unesco Pub., 2008.

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L, Alexander Karl, and Olson Linda Steffel, eds. Children, schools, and inequality. Boulder, Colo: Westview Press, 1997.

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Kyoyuk pulp'yŏngdŭng: Hakkyo kyoyuk e ŭihan pulp'yŏngdŭng ŭi chaesaengsan = Inequality in education : reproduction of inequality through schooling. Kyŏnggi-do P'aju-si: Kyoyuk Kwahaksa, 2021.

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Book chapters on the topic "Educational inequalitie"

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Crahay, Marcel, and Marion Dutrévis. "Educational Inequality." In Encyclopedia of Quality of Life and Well-Being Research, 1830–36. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_843.

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Warde, Bryan. "Educational Inequality." In Inequality in U.S. Social Policy, 273–300. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003023708-11.

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Du, Yuhong, and Ning Cai. "Educational Indicator: Inequality-Adjusted Education Index." In Current Chinese Economic Report Series, 69–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-43591-5_11.

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Baptista, João, Cristina Sin, and Orlanda Tavares. "Data and Reflections on Access-Transition to Higher Education in Portugal." In Equity Policies in Global Higher Education, 143–69. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-69691-7_7.

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AbstractThis chapter analyses inequalities in the transition from upper secondary to higher education in Portugal, using empirical data from the General-Directorate of Education and Science Statistics (DGEEC). It argues that educational inequalities are already present in Portuguese students’ trajectories before higher education and that the transition to higher education therefore reflects these different opportunities. The central argument is that socioeconomic status is the most important aspect that directly or indirectly conditions transition to higher education in Portugal, and thus is the primary source of inequality in participation. The findings also point to other factors similar to those already highlighted in the literature as responsible for inequalities in access to higher education: previous schooling, gender, different regional opportunities and selection and admission criteria, with socioeconomic status appearing to be transversal to and/or aggravate the influence of most of these other factors (except gender). Disadvantaged students who manage to surmount all the different obstacles and reach higher education belong to a group of resilient “academic survivors”. Based on the findings of this study, several areas of intervention are proposed.
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Saeed, Aqsa. "Explaining Educational Inequalities." In Education, Aspiration and Upward Social Mobility, 35–57. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-82261-3_3.

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Kröger, Teppo. "Social Inequalities and Care Poverty." In Care Poverty, 155–79. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97243-1_7.

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AbstractThis chapter discusses the connections between care poverty and key dimensions of social inequalities (income, educational, gender, regional, ethnic, and racial inequalities). The findings are partly surprising and contradictory. A low income level is a risk factor for personal care poverty in some but not in all countries, while it is more systematically associated with practical care poverty and socio-emotional care poverty. A low level of education does not typically predict care poverty. Neither does gender, though at the same time the clear majority of older people in care poverty are women. Some studies identify an ethnic or racial gradient in care poverty, minorities being more likely to have unmet needs. However, several studies fail to show statistical significance for this difference. Concerning regional inequalities, there are major differences in care poverty rates across different areas, at least in geographically large countries, and in some cases also between rural and urban areas. The chapter ends by arguing that care poverty should be seen as a dimension of inequality in its own right. When some people receive adequate care while others do not, a new type of inequality emerges.
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Liu, Andy. "Inequalities." In Springer Texts in Education, 207–32. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71743-2_9.

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Lathapipat, Dilaka. "Inequalities in Educational Attainment." In Education in Thailand, 345–72. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7857-6_13.

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Koslinski, Mariane C., and Luiz Cesar de Queiroz Ribeiro. "Segregation and Educational Inequalities." In Urban Transformations in Rio de Janeiro, 165–90. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51899-2_10.

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Hattam, Robert, Wayne Sawyer, and Susanne Gannon. "Reclaiming educational equality." In Resisting Educational Inequality, 294–301. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315109268-26.

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Conference papers on the topic "Educational inequalitie"

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Abu-Sadat, Rabbi. "Inequality in Access to Technology for Education by Persons with Disabilities during the Covid-19 Pandemic in LMICs: A literature Review." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1325.

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Following the declaration of COVID -19 a pandemic on March 11, 2020 by the World Health Organization (WHO). Countries around the world temporarily closed down educational institutions as part effort to reduce the spread of COVID-19. Nevertheless, learning did not stop, but rather took a different shift (online learning) as part of remote learning arrangements made by most countries. The shift however, has deepened the existent disparities in learning in Low and Middle Income Countries (LMICs) due to inequality in access to technology. This paper reviews research findings highlighting the specific issues of access to technology for education faced by persons with disabilities across the levels of education in LMICs. It will provide recommendations on how inequality in access to technology for education by persons with disabilities during the Covid-19 pandemic in LMICs can be minimized if not curbed. It will also provide a critical view of the existing evidence on access to technology for persons with disabilities in LMICs, as well as the emerging gaps to inform further research that has the potential of limiting inequalities of access to technology for learning.
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Nowak, Jessica Kristin. "Gender Inequality in Education." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.31.

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Education is a critical factor in achieving social equality, including gender equality. For this reason, ensuring equality in the provision of education should not only be a social priority but something natural and obvious. This topic was the subject of considerable debate among scholars for many decades. The beginnings of the struggle for equality of women are based primarily on the battle for access to education, which was essential in this regard. Therefore the gender education gap is decreasing, and nowadays, contemporary rarely persists in educated countries. As a result of the struggle of feminists, today, women around the Globe are more educated than at any point in history. Nevertheless, the phenomena such as “gender inequality” or “gender gap” understood more broadly than education, are still relevant problems. Thereby, men are still more educated and privileged. The problem is not only the degree of accessibility to education but also its content. Yet, current gender inequality is the result of super imposed stereotypical patterns, as well as prejudices and discriminations embodied in the system. This article was written to introduce the issue of gender inequality in education. The given research problem in this study is as follows: where do gender inequalities in education become apparent? The aim of the study is to overview the current state of knowledge. Exploring this topic is crucial because this phenomenon has many negative consequences. This article aims to present the initial characteristics of the problem and draw attention to the issue. The method used is a literature review.
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Izgarskaya, Anna A., and Ekaterina A. Gordeychik. "WORLD-SYSTEM ASPECTS OF EDUCATIONAL INEQUALITY IN A PERIPHERIZED SOCIETY." In All-Russian Conference with International Participation "Education, Social Mobility, and Human Development: to the 90th Anniversary of Prof. L.G. Borisova". Novosibirsk State University, 2022. http://dx.doi.org/10.25205/978-5-4437-1383-0-151-161.

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The article is devoted to the analysis of the problems of inequality in modern education from the point of view of the world-system approach. The authors establish links between educational inequality and in- 153 equality of societies in the «core – semiperiphery – periphery» structure. The authors attempt to consider the mechanism of the formation of educational inequality in peripheral societies in which social contradictions are most clearly observed from the perspective of the world-system approach. The authors use the theoretical constructions of the world-system approach of I. Wallerstein, S. Amin, F. Cardozo, the ideas of the representatives of the world-system paradigm in comparative education of R.F. Arnove, T. Griffiths, and the concept of a closed circle of inequality in education by R. Flecha. The authors believe that changes in the education system of a society that is integrated into the world-system through the specialization of its economy correspond to those specific transformations that are caused in this society by the innovation spread by the global hegemon. The authors of the article show that the reform of the education system proceeds in the general direction of integrating society into the world system of the division of labor, when the elite forms priority consumption patterns in a peripheralized society (including patterns of knowledge and education), borrowing they from the countries of the core and the hegemon of the world system. The formation of priority patterns leads to the displacement of their own educational culture, the imitation of the masses of the elite and the uneven spread of the patterns. Since full compliance with the priority patterns is unattainable for the majority of the population, its imitations are spreading.
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Cortoni, Ida. "DIGITAL MEDIA AND INCLUSIVE EDUCATION IN HOME-SCHOOLING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end019.

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"The paper focuses on one of the aspects most investigated and monitored in recent years by the Desi index (Digital Economy and Society Index) on the digitization process in Europe, human capital, with an in-depth focus on primary school teachers. The emergent state of Covid 19 has had a strong impact in the field of education, so much so that the uses of digital technology and its applications are now an essential topic in public and political debate. The implementation of digital devices for education, during the lockdown, has necessarily led to a reflection on the methodological paths that can be applied and tested in the educational context. There are many uncertainties linked to the validity of new digital didactic approaches and to the communicative and transmissive effectiveness of the contents where the digital skills of teachers and families and the lack of adequate equipment risk compromising the objective of effective and inclusive education. How can educational quality and inclusion be guaranteed through digital communication, beyond socio-cultural inequalities? How can school digital capital guarantee new educational planning in the classroom? These are the main questions of the paper, which will focus on illustrating the communicative strategies of visual storytelling and graphicacy as tools for democratising digital communication, for sociocultural inclusion and for reducing sociocultural inequalities, by illustrating the structural framework and the main actions/strategy of the European Erasmus Plus project CAVE (Communication and Visual Education in homeschooling)."
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Birch, Jack, Rebecca Jones, Julia Mueller, Matthew McDonald, Rebecca Richards, Michael Kelly, Simon Griffin, and Amy Ahern. "A systematic review of inequalities in the uptake of, adherence to and effectiveness of behavioural weight management interventions." In Building Bridges in Medical Science 2021. Cambridge Medicine Journal, 2021. http://dx.doi.org/10.7244/cmj.2021.03.001.1.

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Background: It has been suggested that interventions focusing on individual behaviour change, such as behavioural weight management interventions, may exacerbate health inequalities. These intervention-generated inequalities may occur at different stages, including intervention uptake, adherence and effectiveness. We conducted a systematic review to synthesise evidence on how different measures of inequality moderate the uptake of, adherence to and effectiveness of behavioural weight management interventions in adults. Methods: We updated a previous systematic literature review from the US Preventive Services Taskforce to identify trials of behavioural weight management interventions in adults that could be conducted in or recruited from primary care. Medline, Cochrane database (CENTRAL) and PsycINFO were searched. Only randomised controlled trials and cluster-randomised controlled trials were included. Two investigators independently screened articles for eligibility and conducted risk of bias assessment. We curated publication families for eligible trials. The PROGRESS-Plus acronym (place of residence, race/ethnicity, occupation, gender, religion, education, socioeconomic status, social capital, plus other discriminating factors) was used to consider a comprehensive range of health inequalities. Data on trial uptake, intervention adherence, weight change, and PROGRESS-Plus related-data were extracted. Results: Data extraction in currently underway. A total of 108 studies are included in the review. Data will be synthesised narratively and through the use of Harvest Plots. A Harvest plot for each PROGRESS-Plus criterion will be presented, showing whether each trial found a negative, positive or no health inequality gradient. We will also identify potential sources of unpublished original research data on these factors which can be synthesised through a future individual participant data meta- analysis. Conclusions and implications: The review findings will contribute towards the consideration of intervention-generated inequalities by researchers, policy makers and healthcare and public health practitioners. Authors of trials included in the completed systematic review may be invited to collaborate on a future IPD meta-analysis. PROSPERO registration number: CRD42020173242
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Weng, Ziqi, Jiayi Tang, and Keyu Liu. "The Impact of Free Preschool Education on Educational Inequality in China." In 2021 6th International Conference on Modern Management and Education Technology（MMET 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211011.085.

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Amadi, Martha. "Educational Disruption: Online Learning, a Panacea to Covid-19 Pandemic for Teachers in Nigeria Tertiary Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9998.

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The Covid-19 pandemic has created the largest disruption of education system in human history. This has brought far-reaching changes in all aspects of our lives. All public and private schools had to shut the doors of their schools following government directive. The pandemic has unmasked substantial inequalities in the education sector. Some institutions engaged their students through online teaching, a large number of students who are less privileged or are in rural areas are left out. The pandemic has affected all levels of the education system, from pre-school to higher education. The need of the hour is to innovate and implement alternative educational system and assessment strategies. The Covid-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning. The paper provided answers on how governments and institutions of learning in Nigeria have scaled up teaching and learning to make up for the disruption and strengthen education. How tertiary education can build the systems and processes for lifelong learning and what government can do to prepare teachers to meet the challenges of the 21st century and create a sustainable educational infrastructure that is resilient in the face of the pandemic.
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Casquilho-Martins, Inês, and Thaís Matela. "INEQUALITIES IN ACCESS TO EDUCATION: A SOCIO-EDUCATIONAL INTERVENTION WITH MIGRANT CHILDREN AND YOUTH." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1558.

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Preložnjak, Barbara. "IMPACT OF COVID CRISIS ON CHILD’S RIGHT TO EDUCATION." In EU 2021 – The future of the EU in and after the pandemic. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2021. http://dx.doi.org/10.25234/eclic/18320.

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The right to education is regulated by norms of many international and regional documents. It includes many rights and plays an important role in the "all-round development of man" and its scope: physical, emotional, ethical, aesthetic, intellectual, professional, civic and international. The right to education is not the exclusive right of children. It is first and foremost the right of children and is essential for children's development. Therefore, it is generally accepted that educational opportunities should be equal for children. Unfortunately, the right to education has been severely curtailed in a short period of time due to the COVID -19 pandemic. According to UNESCO, 191 countries have temporarily closed national or local schools to contain the spread of COVID -19. This has resulted in school-age children being unable to receive basic education. This situation is particularly difficult for children from dysfunctional or disadvantaged families. Some families do not have internet, computers or books. Some parents cannot help them with homework because of educational or language limitations. All these unequal educational opportunities limit schooling. On the way to eliminate inequality in access to education and protect children from rights violations, the author will discuss whether Rawls' principle of fairness provides a good basis for the government to take action to eliminate unequal opportunities for education.
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Long, Yi, and Yumei Zhou. "Educational Inputs and Intra-county Education Inequality in a Western Province of China." In 2020 6th International Conference on Social Science and Higher Education (ICSSHE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.012.

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Reports on the topic "Educational inequalitie"

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Azuma, Yoshiaki, and Herschel Grossman. Educational Inequality. Cambridge, MA: National Bureau of Economic Research, April 2001. http://dx.doi.org/10.3386/w8206.

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Blanden, Jo, Matthias Doepke, and Jan Stuhler. Educational Inequality*. Cambridge, MA: National Bureau of Economic Research, April 2022. http://dx.doi.org/10.3386/w29979.

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Willen, Paul, Igal Hendel, and Joel Shapiro. Educational Opportunity and Income Inequality. Cambridge, MA: National Bureau of Economic Research, November 2004. http://dx.doi.org/10.3386/w10879.

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Walker, Jo, Caroline Pearce, Kira Boe, and Max Lawson. The Power of Education to Fight Inequality: How increasing educational equality and quality is crucial to fighting economic and gender inequality. Oxfam, September 2019. http://dx.doi.org/10.21201/2019.4931.

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Fernandez, Raquel. Sorting, Education and Inequality. Cambridge, MA: National Bureau of Economic Research, January 2001. http://dx.doi.org/10.3386/w8101.

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Eika, Lasse, Magne Mogstad, and Basit Zafar. Educational Assortative Mating and Household Income Inequality. Cambridge, MA: National Bureau of Economic Research, July 2014. http://dx.doi.org/10.3386/w20271.

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Lloyd, Cynthia, and Paul Hewett. Educational inequalities in the midst of persistent poverty: Diversity across Africa in educational outcomes. Population Council, 2009. http://dx.doi.org/10.31899/pgy3.1028.

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Glied, Sherry, and Adriana Lleras-Muney. Health Inequality, Education and Medical Innovation. Cambridge, MA: National Bureau of Economic Research, June 2003. http://dx.doi.org/10.3386/w9738.

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Lemieux, Thomas. Post-Secondary Education and Increasing Wage Inequality. Cambridge, MA: National Bureau of Economic Research, March 2006. http://dx.doi.org/10.3386/w12077.

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Deaton, Angus, and Christina Paxson. Mortality, Education, Income, and Inequality among American Cohorts. Cambridge, MA: National Bureau of Economic Research, May 1999. http://dx.doi.org/10.3386/w7140.

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