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Relevant bibliographies by topics / Educational inequality

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Academic literature on the topic 'Educational inequality'

Author: Grafiati

Published: 4 June 2021

Last updated: 22 June 2024

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Journal articles on the topic "Educational inequality"

1

Hughey, Matthew W. "Educational Inequality." Humanity & Society 39, no. 4 (September 6, 2015): 476–78. http://dx.doi.org/10.1177/0160597615604924.

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Azuma, Yoshiaki, and Herschel I. Grossman. "Educational Inequality." Labour 17, no. 3 (September 2003): 317–35. http://dx.doi.org/10.1111/1467-9914.00242.

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Mason, Mark. "Educational inequality and educational quality." International Journal of Educational Development 34 (January 2014): 1–2. http://dx.doi.org/10.1016/j.ijedudev.2013.11.002.

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McGrath, Simon. "Addressing educational inequality." International Journal of Educational Development 30, no. 2 (March 2010): 119–20. http://dx.doi.org/10.1016/j.ijedudev.2009.11.002.

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Lu, Siyuan. "Correlation between Educational Inequality and Income Inequality." BCP Education & Psychology 7 (November 7, 2022): 400–403. http://dx.doi.org/10.54691/bcpep.v7i.2694.

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The study of the relationship between education and income inequality is not a new topic, and scholars have been concerned with this issue for a long time. For the sake of social equity and poverty alleviation, governments should strengthen education for the poor. In recent years, with new advances in theories of economic growth and economic development and the emergence of new data, academic interest in the issue of income distribution has begun to grow again, focusing mainly on the determinants and dynamics of income distribution. Among them, the relationship between education and income inequality, which is an important form of human capital accumulation, has naturally become a hot issue in economics. This paper summarizes and reviews the recent studies on the relationship between education and income inequality from both theoretical and empirical perspectives.

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Schlicht-Schmälzle, Raphaela, and Kathrin Ackermann. "Logics of Educational Stratification: A Cross-National Map of Educational Inequality." ISRN Education 2012 (March 26, 2012): 1–11. http://dx.doi.org/10.5402/2012/109647.

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Equality of education is often seen as the fundament of the overall equality of opportunity in modern societies. However, no reliable and comprehensive cross-national comparison of educational inequality hitherto exists. The aim of the present paper is to provide a cross-national comparative outline of diverse dimensions of educational inequality in the OECD world. We estimate the effects of three highly influential aspects of socioeconomic background on educational achievement in each OECD country in order to create a ranking of educational inequality in 30 capitalist countries. The central finding is that we indeed cannot identify a single cross-national ranking but three dimensions of education inequality: educational inequality based on economic, educational, and migration background at home. Capitalist economies thus do not only differ with regard to the degree of inequality but, first and foremost concerning the predominant patterns of inequality and the main distributive keys.

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Moore, Spencer, Mark Daniel, and Yan Kestens. "IS EDUCATIONAL INEQUALITY PROTECTIVE?" American Journal of Public Health 97, no. 1 (January 2007): 8–9. http://dx.doi.org/10.2105/ajph.2006.101618.

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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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Simangunsong, Humala, Baldry Pitre Stewart, and Debortoli Debortoli. "The Impact of Economic Inequality on Social Disparities: A Quantitative Analysis." Jurnal Sosial, Sains, Terapan dan Riset (Sosateris) 11, no. 2 (June 30, 2023): 122–30. http://dx.doi.org/10.35335/mdjzzw52.

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This quantitative study examines the complex relationship between economic inequality and social inequities, focusing on educational attainment. The study examines how Gini coefficient-measured economic disparity affects educational attainment in hypothetical countries. This study uses a linear regression model to examine how economic inequality affects social outcomes. A statistically substantial positive correlation exists between the Gini coefficient and educational attainment discrepancy. Educational attainment disparity increases by 2.5 years per unit rise in the Gini coefficient, according to the calculated coefficient. This supports the idea that economic inequality increases education gaps, prolonging cycles of disadvantage for vulnerable populations. The study underlines the intricacy of these processes by conceding that regression analysis cannot prove causation. Economic inequality affects educational attainment disparity through policy frameworks, institutional structures, and cultural norms. This highlights the necessity for extensive policy responses to address these issues. The policy ramifications of this study are significant. The findings emphasize the need for fair access to quality education, especially for disadvantaged communities. Targeted actions are needed to reduce economic inequality's impact on education and promote inclusivity. This study examined educational attainment, but its approach and findings are important. The association between economic inequality and social differences is multifaceted, begging for further study. This study adds to the debate between economic inequality and social inequality. This study emphasizes the need for educated and context-sensitive strategies to reduce gaps, enhance social mobility, and create more equitable society as societies face inequality.

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Dey, Anindita. "Gender Inequality in Educational Expenditure in India." International Journal of Science and Research (IJSR) 13, no. 5 (May 5, 2024): 1381–83. http://dx.doi.org/10.21275/sr24522210929.

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Dissertations / Theses on the topic "Educational inequality"

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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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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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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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Cimentada, Jorge. "Educational institutions and their effect on inequality: three papers on educational systems and inequality of achievement and opportunity." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/667640.

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By placing particular attention to the socio-economic dimension, this thesis explores the role of three pillars of an educational system: decentralization, early education and curricular tracking. The first article focuses on an experiment in Mexico that aimed to increase parental empowerment in the school's decision-making. Results show that increased participation produced an increase in cognitive abilities, however, this was mediated by the SES of the student. The second article brings an international perspective by comparing the evolution of the achievement gap over time in 32 countries. The findings suggest that tracking and vocational enrollment are important explanatory mechanisms of the cross-country variability in achievement gaps. The third article studies whether early education is associated with adult outcomes but concentrating on a particularly vulnerable population in the United States: GED recipients. Results show that participation in early education is associated with greater odds of graduating high school over attaining a GED.
Esta tesis explora el rol de tres pilares de un sistema educativo: descentralización, educación temprana y seguimiento curricular. El primer artículo estudia un experimento en México que tuvo como objetivo aumentar el empoderamiento de padres en la toma de decisiones en la escuela. Los resultados muestran que mayor participación de los padres aumentó las habilidades cognitivas de sus hijos. Sin embargo, esto fue mediado por el SES del estudiante. El segundo artículo compara la evolución de la brecha de logros en 32 países. Los hallazgos sugieren que el seguimiento curricular y los estudios vocacionales pueden ser mecanismos explicativos de la brecha. El tercer artículo estudia si la educación temprana está asociada con resultados positivos en la adultez en Estados Unidos. Los resultados muestran que la participación en educación temprana está asociado con mayores probabilidades de graduarse de la escuela secundaria en comparación con la obtención de un GED.

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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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Asif, Zainab. "Human capital, technology and inequality." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122964/1/Zainab_Asif_Thesis.pdf.

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This thesis comprises of two essays that explore issues related to human capital, technology and inequality. The first study examines the impact of human capital on recently created, direct measures of technology adoption. It indicates that the type of human capital that is formed via the learning-by-doing mechanism may be the most important determinant of technological diffusion, followed by qualitative determinants such as cognitive skills and quantitative or other measures. The second study examines qualitative measures of human capital from a microeconomic perspective by analyzing the composition and determinants of human capital inequality. Decomposition at school level reveals that each country has a unique set of determinants of within-school inequality. Compared to aggregated approaches used in extant literature, these findings suggest that a disaggregated, stepwise exploration of this type is more fruitful in identifying the root causes of inequality in human capital.

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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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Xiang, Linxi. "Essays on educational investment, income inequality and income mobility." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8032.

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The first two pieces of work in this thesis look into the strategic decision of intergenerational educational investment and its implication to income inequality, skill distribution and income mobility. The contribution of my work is to incorporate matching frictions into the marriage market and analyze returns from strategic educational investments. The mechanism in the marriage market adopted follows the spirit of the competitive search model which interprets the ‘mismatch’ phenomenon as the result of coordination frictions in the matching process. The competitiveness and frictions in the family formation process create decreasing returns to high educational investment. The more parental households who choose high educational investment, the less is the return to high educational investment compared to the lower alternative. The fact that rich parental households suffer less from costly high educational investment puts the poor households at a disadvantage and the poor are more likely to be crowded out of the group that have incentives to choose high investment. The model predicts that given a certain parameter region, children of poor parents are more likely to become skilled if the fraction of rich parental households is not too large. In a multi-generational dynamic setting, it further implies the existence of a stationary household income distribution and income mobility rates. An increase in returns to education alone generates a larger stationary fraction of rich households and a larger upward income mobility rate. An increase in the cost of the high educational investment alone generates a smaller stationary fraction of rich households and a smaller upward income mobility rate. The third piece of work looks into the strategic interaction between passenger carriers over product quality and the location choice in a duopoly scheduled flight market. The model predicts that the two carriers prefer to be specialized in different flight quality (non-stop vs. one-stop) and adopt the same schedule when a higher quality difference makes the consumers less sensitive to the flight frequency. It contributes to literatures on the application of two-dimensional product differentiation in air-travel market analysis.

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Onwuameze, Nkechi Catherine. "Educational opportunity and inequality in Nigeria: assessing social background, gender and regional effects." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2598.

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This study investigated educational stratification in Nigeria to determine how socioeconomic status, gender, and regional differences influence achievement in education using the nationally representative 2010 Nigeria Education Data Survey (NEDS). These cross-sectional data are among the first quality household survey data available for assessing aspects of education in Nigeria. In the last four decades, Nigeria has experienced dramatic expansion of its educational system. Following the introduction of educational policies and programs, growth in enrolment at the primary and secondary levels has largely been sustained. For instance, enrolment of pupils in primary education increased from 3,515,827 in 1970 to 14,383,487 in 1985 and to 20,080,986 in 2010. However, this impressive gain was followed by dwindling quality in the educational system, which has reported differing educational outcomes for different groups. Prior research in Nigeria has not examined how socioeconomic status influences achievement in education using large scale representative data. In this study, I primarily focused on assessing socioeconomic status to determine how it predicts achievement in reading and numeracy in Nigerian school children, ages 5 to 16 years. Nigeria is also known to have wide gender and regional gaps in education. Thus, I assessed gender and region variables to determine how much they contribute to the variance in educational achievement. I analyzed NEDS 2010 data and reported the findings of the descriptive and multivariate regression statistics. Descriptive statistics show the frequencies and distribution of the variables in the study. The multivariate regression analyses were employed to determine the relationship of socioeconomic status, gender, and region (the main predictor variables) with achievement in reading and numeracy (outcome variables). Given the use of survey data, both the descriptive and regression statistics were based on weighted statistics. This study found a significant wealth gap in reading and numeracy achievements among Nigerian children. I also found that family wealth, parental education, and region explain differences in academic achievement. Family wealth was found to be the most important variable influencing achievement in reading and numeracy, followed by mother's education and then region. Overall, the findings in this study suggest no significant differences in reading and numeracy achievement for boys and girls. Although gender was not found to be consistently associated with academic achievement in this study, it should not be assumed to mean that gender equality in education exists in Nigeria. It is widely reported elsewhere that gender-biased educational opportunity plays a major role in influencing educational attainment and achievement. More research, preferably using a longitudinal study design, is needed to identify the trends and patterns of gender roles in Nigerian educational attainment and achievement. The findings in this study provide the foundation for making further investigations on the association of social, economic, and cultural factors with academic achievement and to assess inequality in education in Nigeria.

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Books on the topic "Educational inequality"

1

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

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Broer, Markus, Yifan Bai, and Frank Fonseca. Socioeconomic Inequality and Educational Outcomes. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11991-1.

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Willen, Paul. Educational opportunity and income inequality. Cambridge, MA: National Bureau of Economic Research, 2004.

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Education inequality in Ghana. Accra]: Center for Policy Analysis, 2003.

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Layard, P. R. G. Tackling inequality. New York: St. Martin's Press, 1998.

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Tackling inequality. Houndmills, Basingstoke, Hampshire: Macmillan Press, 1999.

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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 inequality"

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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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Crahay, Marcel, and Marion Dutrévis. "Educational Inequality." In Encyclopedia of Quality of Life and Well-Being Research, 2033–39. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17299-1_843.

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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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Layard, Richard. "Economic Theories of Educational Planning (1972)." In Tackling Inequality, 283–309. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780230375284_15.

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Gannon, Susanne, Robert Hattam, and Wayne Sawyer. "Researching educational sites serving ‘disadvantaged’ (sub)urban communities." In Resisting Educational Inequality, 1–14. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315109268-1.

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D’warte, Jacqueline. "Creating space for a shared repertoire." In Resisting Educational Inequality, 110–21. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315109268-10.

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Zammit, Katina, and Wayne Sawyer. "Teacher development through collaborative research in low SES contexts." In Resisting Educational Inequality, 122–30. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315109268-11.

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Laing, Karen, Laura Mazzoli Smith, and Liz Todd. "Poverty and school processes." In Resisting Educational Inequality, 131–39. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315109268-12.

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Wrench, Alison. "Hope, spaces, and possible selves." In Resisting Educational Inequality, 140–49. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315109268-13.

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Conference papers on the topic "Educational inequality"

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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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Chen, Yan. "Reflections on Educational Inequality and Its Countermeasures." In 2014 International Conference on Education, Management and Computing Technology (ICEMCT-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icemct-14.2014.12.

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"Family Background, Educational Returns and Income Inequality." In 2018 4th International Conference on Economics, Management and Humanities Science. Francis Academic Press, 2018. http://dx.doi.org/10.25236/ecomhs.2018.026.

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Zborovsky, Garold. "EDUCATIONAL INEQUALITY AND EDUCATIONAL FAILURE AS A THEORETICAL AND PRACTICAL PROBLEM." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0281.

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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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Brady, Laura. "Maintaining Educational Inequality: Fixed Mindsets and System Legitimization." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1887937.

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Xiang, Gu. "Research Progress on Family Background and Educational Inequality." In 2022 International Joint Conference on Information and Communication Engineering (JCICE). IEEE, 2022. http://dx.doi.org/10.1109/jcice56791.2022.00027.

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Burkhanova, Dana. "EDUCATIONAL STRATEGIES OF KAZAKHSTAN YOUTH: DOES SOCIAL INEQUALITY MATTER?" In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. Stef92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/hb11/s01.007.

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Zhao, Yuhong. "Math-Gender Stereotypes Predict Gender Inequality in Educational Expectations." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1574192.

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Nazarov, Mikhail S., Oksana O. Martynenko, Sergey A. Alekseev, and Elena V. Soboleva. "Educational Inequality and Professional Motivation of a Future Teacher." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e1757.

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Reports on the topic "Educational inequality"

1

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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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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McKenzie, David, and Hillel Rapoport. Migration and Education Inequality in Rural Mexico. Inter-American Development Bank, November 2006. http://dx.doi.org/10.18235/0011113.

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This paper examines the impact of migration on education inequality in rural Mexico. Using data from the 1997 National Survey of Demographic Dynamics (ENADID), we first examine the impact of migration on educational attainment for males and females aged 12-15 and 16-18. We then build on the results on attainments to compute education inequality indicators for a large sample of communities throughout Mexico. After instrumenting, we find no significant impact of migration on educational attainment of 12 to 15 year olds. In contrast we find evidence of a strong disincentive effect of migration on schooling levels of 16 to 18 year olds, resulting in less education. This effect is strongest for males and for children of highly educated mothers. As a result of this, migration tends to lower educational inequality, in particular for females, but changes in inequality are driven mainly by reductions in schooling at the top of the education distribution rather than by increases in schooling from relaxing liquidity constraints at the bottom.

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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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Papay, John, Richard Murnane, and John Willett. Income-based Inequality in Educational Outcomes: Learning from State Longitudinal Data Systems. Cambridge, MA: National Bureau of Economic Research, December 2014. http://dx.doi.org/10.3386/w20802.

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Rothstein, Jesse. Inequality of Educational Opportunity? Schools as Mediators of the Intergenerational Transmission of Income. Cambridge, MA: National Bureau of Economic Research, April 2018. http://dx.doi.org/10.3386/w24537.

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Hanushek, Eric, and Ludger Woessmann. Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence across Countries. Cambridge, MA: National Bureau of Economic Research, February 2005. http://dx.doi.org/10.3386/w11124.

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Telles, Edward E., Stanley R. Bailey, Shahin Davoudpour, and Nicholas C. Freeman. Racial and Ethnic Inequality in Latin America. Inter-American Development Bank, October 2023. http://dx.doi.org/10.18235/0005238.

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This chapter examines socioeconomic inequality in Latin America through the lens of race and ethnicity. We primarily use national census data from the International Public Use Micro Data Sample (IPUMS). Since censuses use inconsistent measures of race and ethnicity, we also draw on two additional measures from the Latin American Public Opinion Project (LAPOP). Unlike censuses, LAPOP data offer a more consistent ethnoracial scheme across countries and a unique interviewer-rated skin color measure. Our study shows that black and indigenous populations and those with darker skin color experience educational, income, and occupational disadvantages, even after controlling for their social origins. However, inequality and hierarchical ordering of Afro-descendants, indigenous peoples, mestizos, whites, and others vary across countries. We include an extended examination of educational inequality in Brazil, the regions largest country. The chapter concludes with an exploration of public policy approaches to address black and indigenous disadvantage across Latin America while also highlighting the case of Brazil, where targeted antiracism policy is most advanced.

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