Dissertations / Theses on the topic 'Equality of opportunity'
To see the other types of publications on this topic, follow the link: Equality of opportunity.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Equality of opportunity.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Cavanagh, Matthew. "Equality and opportunity." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324550.
Full text
2
Cousin, Glynis. "Theorising equality of opportunity." Thesis, University of Warwick, 1995. http://wrap.warwick.ac.uk/4330/.
Full textAbstract:
In this thesis I examine theoretical underpinnings to policies of equality of opportunity and in so doing, offer the case for: a) including classism within the realm of equality of opportunity policy; b) a re-evaluation of ethnic monitoring procedures to embrace contemporary concerns about the category construct of ethnic identity; c) the development of an ethics of sex relations to complement strategies to combat material sexism. In supporting my case I explore enlightenment conceptions of equality against contemporary late and postmodern debates about difference and otherness. This exploration includes an assessment of Italian and French theories of sex difference. I conclude with an assessment. of the tension between social and private determinants of disadvantage and inequality.
3
Sapata, Christelle. "Essays on Equality of Opportunity." Doctoral thesis, Universitat Autònoma de Barcelona, 2012. http://hdl.handle.net/10803/107956.
Full textAbstract:
La teoría de la igualdad de oportunidad permite justificar algunas desigualdades: las desigualdades generadas por factores por el cual el individuo es responsable (llamados esfuerzo) son justas y no dan lugar a redistribución. Al contrario, las desigualdades que son causadas por factores ajenos a la responsabilidad individual (llamados circunstancias) son injustas y por tanto deben ser corregidas.
A pesar de que conste un consenso sobre la frontera entre desigualdades justas e injustas, distintas estrategias de medición existen que pueden conllevar a diferencias en las conclusiones. En esta tesis, estudiamos tres técnicas de medición de la desigualdad de oportunidad con el fin de evaluar el impacto de las técnicas usadas sobre las conclusiones en término de desigualdad de oportunidad.
En el primer capitulo, investigamos hasta que punto la magnitud de la desigualdad de oportunidad varia cuando (1) incluimos una o varias variables de circunstancia, (2) tomamos o no en cuenta el efecto indirecto de las circunstancias, (3) cambiamos la frontera entre esfuerzo y circunstancia. Medimos la magnitud de la desigualdad de oportunidad en la adquisición de ingresos laborales en España y encontramos que ésta es sensible a la inclusión de varias circunstancias. En efecto, no solo la educación de los padres es une circunstancia relevante, pero otros factores generan desigualdad de oportunidad tal como el país de nacimiento ó el genero. El efecto indirecto es también importante dado que explica cerca de la mitad de la desigualdad de oportunidad total. Finalmente, cambiar la frontera entre circunstancias y esfuerzo no es de gran impacto en nuestro caso porque los factores, que son sin ambigüedad fuera de la responsabilidad individual, son los que mas impactan sobre la desigualdad de ingresos.
El segundo capitulo analiza tos cuestiones: Es el esfuerzo premiado de la misma manera en todas las regiones de Francia? Son las regiones igualmente jerarquizadas en término de desigualdad de oportunidad y de desigualdad de ingresos? Para contestar a ello, primero estimamos una ecuación de ingresos en función de variables de esfuerzo y de circunstancias. Después, calculamos un ingreso justo que sólo depende de las variables de esfuerzo y obtenemos una medida de desigualdad de oportunidad basada en la distancia entre el ingreso observado y el ingreso justo. Encontramos desigualdades de oportunidad en todas las regiones de Francia y amplias diferencias en los premios al esfuerzo entre las regiones. Por otro lado, la jerarquía de las regiones en término de desigualdad de ingreso y de desigualdad de oportunidad es muy similar, lo cual es conforme a otros estudios que investigan la correlación entre desigualdad de ingreso y desigualdad de oportunidad.
En el tercer capitulo, asumimos que los individuos tienen preferencias heterogéneas sobre el consumo y el ocio. En este caso, los criterios de igualdad de oportunidad deben ser adaptados lo cual ha sido formulado por Fleurbaey y Maniquet. Proponemos un método que permita aplicar estos criterios ordinales, y que sea aplicable a otros criterios. Con este fin, usamos un modelo econométrico que llega a identificar preferencias de grupo, y añadimos información sobre las decisiones de los individuos en término de consumo y ocio, para aproximar las preferencias individuales. También, proponemos dos métodos para comparar los criterios ordinales propuestos por Fleurbaey y Maniquet con los criterios cardinales propuestos por Roemer y Van de gaer. Encontramos muy poco apareamiento entre los criterios y concluimos que las diferencias en los resultados dados por cada criterio muestran que las estrategias de medición son tan importantes como los criterios usados.The theory of equality of opportunity leads to legitimate some inequalities: inequalities due to factors for which the individual can be held responsible are fair. On the contrary, when inequalities are due to factors that are beyond individual's responsibility, these inequalities are unfair and should be removed. Even though a consensus emerges about the cut between fair and unfair inequalities, distinct measurement strategies have emerged and may lead to distinct conclusions. In this thesis, we study three aspects concerning the measurement of equality of opportunity to assess the impact of the techniques used on the conclusions about unfair inequalities. To measure inequality of opportunity, we can (1) measure the impact of one or several non-responsibility factors on individuals' outcomes, (2) account or not for the indirect impact of non-responsibility factors on responsibility factors and (3) move the cut that separates both types of factors. The first chapter investigates to which extent the magnitude of inequality of opportunity is sensitive to the change in one of these three decisions. We perform the analysis for Spain and find that the magnitude of ex-ante inequality of opportunity is sensitive to the inclusion of several non-responsibility factors. Family background is found to explain inequalities in income, but other non-responsibility variables such as country of birth are also found to be important determinants of inequalities. The indirect effect of non-responsibility factors is found to be of main importance as it explains around half the overall inequality of opportunity. Finally, the cut between responsibility and non-responsibility factors is not found to be of main impact as the variables that are obviously beyond individuals' responsibility are the ones that impact the most on inequality. The second chapter addresses two questions: Is effort equally rewarded across regions of France and is ex-post inequality of opportunity distributed in the same way as income? To this end, we estimate a wage equation as a function of circumstance and effort variables. We calculate the fair income which is the income that depends on effort only and we take the distance between the actual earnings and the fair income to obtain a measure of ex-post inequality of opportunity. We exhibit the presence of inequality of opportunity in all the regions of France and the way responsibility factors are rewarded differ across regions. On the other hand, the rankings of the regions in terms of equality of opportunity and inequality in income change slightly, which is consistent with other studies on the correlation between income inequality and inequality of opportunity. In the third chapter, we assume individuals have heterogeneous preferences on consumption and leisure. In this case, the criteria of equality of opportunity have to be adapted as proposed by Fleurbaey and Maniquet. Our aim is to propose a model to apply these criteria and make them comparable with cardinal criteria. To this end, we start from a model that identifies groups' preferences and we make use of information on individuals' choices to approximate individuals' preferences. We also propose two ways of cardinalizing our measure such as to compare our results with two cardinal criteria. We show very little matching among the criteria. The target of redistribution policy changes as we move from the egalitarian equivalence criterion to the conditional equality criterion. Then, we find strong similarities between Van de gaer's criterion and the conditional equality criterion. Roemer's criterion appears to give very distinct conclusions with respect to the other three criteria. To conclude, the difference in the results given by each criterion shows that the strategies of measurement are at least as important as the criterion used.
4
Voorhoeve, Alexander Edmund. "Equal opportunity, equality, and responsibility." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1446749/.
Full textAbstract:
This thesis argues that a particular version of equal opportunity for welfare is the best way of meeting the joint demands of three liberal egalitarian ideals: distributional equality, responsibility, and respect for individuals' differing reasonable judgements of their own good. It also examines which social choice rules best represent these demands. Finally, it defends the view that achieving equal opportunity for welfare should not only be a goal of formal public institutions, but that just citizens should also sometimes be guided by it in their everyday life. The version of equal opportunity for welfare it defends differs from some well-known contemporary versions in the following ways. First, it rejects a definition of welfare as the degree of satisfaction of a person's preferences, because, it argues, this conception of welfare cannot adequately deal with preference change. Instead, it suggests that we should adopt a conception of welfare based on a list of goods and conditions that are recognised as valuable from the perspective of a variety of different conceptions of the good. Second, it argues that individuals' prima facie claim to an equally valuable share of the world's resources-a claim which is based on their equal moral worth-is limited to situations in which giving one person a more valuable share means that someone else ends up with a less valuable share. It also argues that in situations where we can improve at least one person's situation without worsening anyone else's, we generally do not fail to respect each person's equal moral worth by doing so, even if this leads to inequalities. Third, it defends a distinct view of responsibility, which justifies social arrangements that give people certain options with reference to the value that individuals can achieve (but don't necessarily achieve) through their choices from these options.
5
PIGNATARO, GIUSEPPE. "Essays on Equality of opportunity." Doctoral thesis, Università Cattolica del Sacro Cuore, 2009. http://hdl.handle.net/10280/363.
Full textAbstract:
La letteratura economica che affianca il principio di eguaglianza delle opportunità suggerisce l’introduzione dei valori libertari e di autonomia nella valutazione del benessere sociale. Questa teoria non si concentra sulla semplice eguaglianza tra i cittadini in termini di reddito, salute, utilità ma valuta l’eguaglianza delle loro opportunità affinché esiti plurimi possano essere raggiunti unicamente sulla base dell’impegno dei singoli individui. Nel primo capitolo ripercorriamo attraverso una breve carrellata le indicazioni provenienti da economisti e filosofi della politica che hanno trattato questo argomento nel corso degli ultimi decenni. Nel secondo capitolo ci occupiamo della misurazione della eguaglianza delle opportunità studiando differenti metodologie che coinvolgono l’indice di Atkinson e i suoi sviluppi in termini di eguaglianza. Il terzo capitolo prosegue invece attraverso una analisi empirica sulla salute. I risultati suggeriscono come le decisioni individuali riguardanti il fumo, considerato come un fattore di responsabilità, influenzino gravemente la salute degli individui rispetto alla loro condizione familiare. Il capitolo 4 studia invece l’interazione tra eguaglianza delle opportunità ed efficienza nel mercato del credito dimostrando come, oltre ad una palese violazione del principio egalitario, esistano anche problematiche di efficienza come surrogato delle dinamiche discriminatorie dovute alle asimmetrie informative.The economic literature on equality of opportunity suggests non-welfarist foundations of social choice introducing the concepts of freedoms and liberties of individuals in the assessment of social welfare. The opportunity egalitarian principle does not focus on equality of outcomes but essentially on equality of means to realize those outcomes, i.e., it places some responsibilities on individuals to decide how much effort to pay in order to exploit the opportunity offered to them. This concept refers to be a part of conventional wisdom and has a long tradition and wide acceptance. On these grounds chapter 1 is devoted to a review of the most recent research on equality of opportunity. Some economists and political philosophers have argued that, in examining distributional questions, instead of focusing on differences in observed incomes or current levels of welfare, it is more appropriate to focus on the choice or opportunity sets that individuals face. Chapter 2 focus on the measurement of the degree of equality of opportunity based on alternative decompositions of the Atkinson index of equality according to welfare theory approach. In chapter 3 we address a measurement in health using data from the British Household Panel Survey (1996-2005). Our results suggest a great incidence of the direct effect of the individual behaviors in terms of lifestyles reducing the indirect contribution of social background. Public health programs are more likely to produce results if targeted on individual responsibility. A different point at issue is tackled in chapter 4 where we introduce the relationship between equality of opportunity and efficiency in the credit market. We show that richer individuals participate more in the credit market even when relatively more averse to effort violating the equality of opportunity principle. Moreover, we find that marginal richer borrowers exert less effort than poorer ones in equilibrium. Empirical evidence in Italy points to a limited impact of policy measures aimed at increasing credit opportunities without targeting accurately the beneficiaries.
6
PIGNATARO, GIUSEPPE. "Essays on Equality of opportunity." Doctoral thesis, Università Cattolica del Sacro Cuore, 2009. http://hdl.handle.net/10280/363.
Full textAbstract:
La letteratura economica che affianca il principio di eguaglianza delle opportunità suggerisce l’introduzione dei valori libertari e di autonomia nella valutazione del benessere sociale. Questa teoria non si concentra sulla semplice eguaglianza tra i cittadini in termini di reddito, salute, utilità ma valuta l’eguaglianza delle loro opportunità affinché esiti plurimi possano essere raggiunti unicamente sulla base dell’impegno dei singoli individui. Nel primo capitolo ripercorriamo attraverso una breve carrellata le indicazioni provenienti da economisti e filosofi della politica che hanno trattato questo argomento nel corso degli ultimi decenni. Nel secondo capitolo ci occupiamo della misurazione della eguaglianza delle opportunità studiando differenti metodologie che coinvolgono l’indice di Atkinson e i suoi sviluppi in termini di eguaglianza. Il terzo capitolo prosegue invece attraverso una analisi empirica sulla salute. I risultati suggeriscono come le decisioni individuali riguardanti il fumo, considerato come un fattore di responsabilità, influenzino gravemente la salute degli individui rispetto alla loro condizione familiare. Il capitolo 4 studia invece l’interazione tra eguaglianza delle opportunità ed efficienza nel mercato del credito dimostrando come, oltre ad una palese violazione del principio egalitario, esistano anche problematiche di efficienza come surrogato delle dinamiche discriminatorie dovute alle asimmetrie informative.The economic literature on equality of opportunity suggests non-welfarist foundations of social choice introducing the concepts of freedoms and liberties of individuals in the assessment of social welfare. The opportunity egalitarian principle does not focus on equality of outcomes but essentially on equality of means to realize those outcomes, i.e., it places some responsibilities on individuals to decide how much effort to pay in order to exploit the opportunity offered to them. This concept refers to be a part of conventional wisdom and has a long tradition and wide acceptance. On these grounds chapter 1 is devoted to a review of the most recent research on equality of opportunity. Some economists and political philosophers have argued that, in examining distributional questions, instead of focusing on differences in observed incomes or current levels of welfare, it is more appropriate to focus on the choice or opportunity sets that individuals face. Chapter 2 focus on the measurement of the degree of equality of opportunity based on alternative decompositions of the Atkinson index of equality according to welfare theory approach. In chapter 3 we address a measurement in health using data from the British Household Panel Survey (1996-2005). Our results suggest a great incidence of the direct effect of the individual behaviors in terms of lifestyles reducing the indirect contribution of social background. Public health programs are more likely to produce results if targeted on individual responsibility. A different point at issue is tackled in chapter 4 where we introduce the relationship between equality of opportunity and efficiency in the credit market. We show that richer individuals participate more in the credit market even when relatively more averse to effort violating the equality of opportunity principle. Moreover, we find that marginal richer borrowers exert less effort than poorer ones in equilibrium. Empirical evidence in Italy points to a limited impact of policy measures aimed at increasing credit opportunities without targeting accurately the beneficiaries.
7
Nilsson, William. "Equality of opportunity, heterogeneity and poverty." Doctoral thesis, Umeå : Umeå University, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-518.
Full text
8
Lazenby, Hugh T. C. "A conception of equality of opportunity." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:9aa71505-3263-429d-bbb7-8f5bd5e06625.
Full textAbstract:
This thesis defends a conception of equality of opportunity. It comes in two parts. The first part elaborates the conception. It begins by clarifying the concept of equality of opportunity, showing it to be made up of four basic elements: a distributive pattern, a set of subjects, an opportunity obstacle and a distributive object. The conception I build from these elements explains the value of the distributive pattern, equality, in terms of a concern for fairness, takes persons as its subject and takes well-being as its object. The conception presented is partial, rather than comprehensive, in that it does not include a detailed account of an opportunity obstacle. The conception of equality of opportunity that I present can also be characterised as a luck egalitarian principle. My aim in elaborating the conception is to show that it has intuitive appeal; it constitutes a pro tanto moral principle. The second part of the thesis examines the implications of luck egalitarianism in two contexts. It begins by examining the context of gifts, arguing that although luck egalitarianism is highly restrictive with respect to the freedom to give this only confirms that it is a merely pro tanto moral principle. It continues by examining the context of markets, arguing that luck egalitarianism makes intuitively correct judgments in several specified cases. My aim in applying luck egalitarianism is to show that its implications do not give us reason to reject its initial intuitive appeal. I examine luck egalitarianism generally, rather then the partial conception I elaborate, to allow for the possibility that my earlier arguments are wrong in some respect. Overall, I hope the arguments presented provide reasons to accept the conception presented as morally valuable.
9
Salas, Gonzalo. "Essays on equality of opportunity and public policy." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/400568.
Full textAbstract:
Esta tesis se estructura en base a la noción de igualdad de oportunidades, concepto inicialmente
propuesto por Arneson (1989), cuyas bases filosóficas se encuentran profundamente influidas
por los planteos de Rawls (1971). Desde esta perspectiva no hay justificación alguna para la
existencia de circunstancias diferenciadoras originadas por la suerte o la dotación natural,
mientras que todo lo que se encuentre bajo control de la persona es responsabilidad del
individuo y la sociedad no debería preocuparse por establecer mecanismos compensadores. En
este sentido Roemer (1998) señala que la política pública debe encargarse de nivelar el campo
de juego igualando oportunidades, equiparando las condiciones de partida de las personas para
poder acceder a una ventaja. En los distintos capítulos de esta tesis se busca contribuir en
distintas esferas de este campo, brindando evidencia empírica para el caso uruguayo.
En la tesis se estudia el vínculo entre la igualdad de oportunidades y las políticas públicas.
De forma más explícita en unos casos y de forma indirecta en otros, las políticas públicas que se
analizan ponen foco en la educación. Se considera un programa de transferencia de ingresos, el
Plan de Atención a la Emergencia Social (PANES, por sus siglas en español), y una política
orientada a la primera infancia basada en el incremento de plazas educativas públicas. En la
literatura revisada los estudios que vinculan de forma causal políticas públicas focalizadas con
la desigualdad de oportunidades son escasos (Ham, 2010; Van der gaer, 2011), mayor es la
literatura que se centra en el análisis de los impactos de las políticas orientadas a la primera
infancia (por ejemplo, Baker et al, 2008; Urzúa & Veramendi, 2011; Conti & Heckman, 2012;
Felfe & Lalive, 2014). En este último caso el énfasis en los efectos sobre la igualdad de
oportunidades es menor, en tanto no es posible atribuir responsabilidades a los niños por sus
desempeños. No obstante, en Andreoli, Havnes & Lefranc (2014) se realiza un esfuerzo por
vincular la literatura basada en la igualdad de oportunidades y la expansión de centros
educativos dirigidos a la primera infancia.
El restante capítulo se centra en el estudios de las preferencias por políticas redistributivas
considerando distintos enfoques normativos que se han utilizado para medir igualdad de
oportunidades. También son varios los trabajos que intentan entender el papel que desempeñan
en las mencionadas preferencias las percepciones de justicia de los individuos (Fong, 2001;
Alesina y Angeletos, 2005; Alesina y Giuliano, 2009). Se intenta vincular con mayor precisión
estas dos esferas, las cuales presentan un fuerte anclaje subjetivo. En concreto, se estudia en qué
medida las preferencias por la redistribución pueden quedar determinadas por percepciones
individuales heterogéneas de la igualdad de oportunidades. Se pone particular énfasis en los
argumentos teóricos que sirve de base para que las percepciones de justicia influyan en la
utilidad de los individuos, donde se ven reflejadas las preferencias por la redistribución. A
diferencias de los trabajos que le anteceden, y que se centran en explicaciones basadas en el
altruismo de las personas, en este capítulo el argumento se desplaza hacia la reciprocidad
generada a partir de la interacción entre los individuos. Este último elemento asocia el papel
jugado por el sentido de justicia a la identidad de las personas (Akerlof y Kranton, 2010), y por
ende es formado a partir de la interacción con el grupo de pares.This thesis is structured around the notion of equal opportunities, a concept first proposed by Arneson (1989), whose philosophical foundations are deeply influenced by the proposals of Rawls (1971). From this perspective there is no justification for the existence of differentiating circumstances arising from luck or natural endowment, while everything which is under the control of the person is the responsibility of the individual and society should not concern itself with establishing compensatory mechanisms. In this sense, Roemer (1998) notes that public policy should be responsible for leveling the playing field by equaling the opportunities and starting conditions of the people in order to be able to access an advantage. In the different chapters of this thesis I aim to contribute to different areas of this field by providing empirical evidence for the case of Uruguay. I focus on the link between equality of opportunities and public policy. The public policies that are analyzed put a focus on education, explicitly in some cases and indirectly in others. I consider an income transfer program, the Plan de Atención Nacional a la Emergencia Social (PANES), and a policy oriented to early childhood based on increasing places in public schools. In the literature reviewed the studies that casually link targeted public policies with inequality of opportunities are scarce (Ham, 2010; Van der gaer, 2011), with a greater number of studies focusing on analyzing the impact of policies oriented to early childhood (for example, Baker et al, 2008; Urzúa & Veramendi, 2011; Conti & Heckman, 2012; Felfe & Lalive, 2014). In the latter case there is less emphasis on the effects on equality of opportunities, so it is not possible to attribute responsibility to the children for their performance. However, in Andreoli, Havnes & Lefranc (2014) an effort was made to link the literature based on equality of opportunities and the expansion of public schools aimed at early childhood. The remaining chapter focuses on the study of preferences for redistributive policies considering different normative approaches that have been used to measure equality of opportunity. There are also several papers that have attempted to understand the role played by the perceptions of fairness of individuals in the aforementioned preferences (Fong, 2001; Alesina and Angeletos, 2005; Alesina and Giuliano, 2009). I attempt to link these two areas, which have a string subjective element, with greater precision. Specifically, I study the extent to which preferences for redistribution may be determined by heterogeneous individual perceptions about inequality of opportunity. Particular emphasis is placed on the theoretical arguments underlying the idea that perceptions of fairness influence the utility of individuals, where they see their preferences for redistribution reflected. Unlike the chapters which precede it, and which focus on explanations based on the altruism of people, in this chapter the argument shifts towards the reciprocity generated by the interaction among individuals. This last element associates the role played by the sense of fairness with the identity of the people (Akerlof and Kranton, 2010), and is therefore formed from the interaction with the peer group.
10
Short, Myriah J. "Equality of Opportunity: Equal Access to Higher Education." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1229624814.
Full text
11
Asadullah, Mohammad Niaz. "Equality of educational opportunity and public policy in Bangladesh." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418837.
Full text
12
Wu, Yi. "The equality of educational opportunity in Chinese higher education." Master's thesis, Universidade de Aveiro, 2006. http://hdl.handle.net/10773/4884.
Full textAbstract:
Mestrado em Ensino Superior (Erasmus Mundus)Desde 1998, o governo chinês tem vindo a introduzir reformas no ensino superior: o número de estudantes tem aumentado, assim como o valor das propinas. O objectivo deste estudo é abordar a diferença de igualdade educacional entre as áreas urbanas e rurais desde 1998 até hoje. Esta tese irá debruçar-se sobre se a reforma do ensino superior acentuará a diferença existente entre as áreas urbanas e rurais, zonas desenvolvidas e subdesenvolvidas na China. Primeiramente, esta tese demonstrará as diferentes oportunidades de acesso no sistema educacional chinês no ensino superior. Alguns documentos estatísticos serão abordados para discutir as diferentes oportunidades no ensino superior entre áreas urbanas e rurais na capital Pequim e em toda a China. Seguidamente, este estudo debruçar-se-á sobre as possíveis causas que determinam a diferença de oportunidades no ensino superior chinês. Irá também fornecer visões pessoais acerca da influência da reforma do ensino superior, incidindo sobre a evolução das desigualdades entre áreas urbanas e rurais. Posteriormente, esta tese conclui que a reforma no ensino superior chinês influencia tanto os estudantes de áreas rurais como de urbanas. Apesar de a reforma ter aspectos positivos, esta aumenta a diferença e desigualdade de oportunidades entre as zonas urbanas e rurais no ensino superior.
Since 1998, Chinese government has launched reform on higher education: rapid enrolment expansion and increasing tuition. The purpose of this study is to present the gaps of educational equality between urban and rural areas after 1998. This thesis will discuss if the higher education reform enlarge the existing gap between urban and rural areas, and developed and less-developed areas in China. First of all, this thesis will give the demonstration of entrance opportunity on Chinese higher education. Some statistical description will be used to discuss the difference of higher educational opportunity between urban and rural areas in capital Beijing and whole China. Secondly, the thesis will discuss some reasons from some different facets that cause the opportunity difference in Chinese higher education. And also will give some personal ideas on the influence of higher education reform, especially influence of difference between urban and rural areas. In conclusion, the study finds that Chinese higher education reform influencing both urban students and rural students. Although the reform has some positive factors, it enlarges the gap and inequality of opportunity between urban and rural areas on higher education.
13
Beck, Sharon Marcia. "Impact of vocational qualifications on the employment process, equality of opportunity and opportunity in Europe." Thesis, University of Manchester, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506145.
Full text
14
Hill, James. "Democratic Equality and Responsibility: the Opportunity Costs of Primary Goods." Thesis, University of Waterloo, 2005. http://hdl.handle.net/10012/743.
Full textAbstract:
This thesis first critically analyzes John Rawls?s second principle of justice as a democratic conception of equality and the challenge posed to that conception by Ronald Dworkin?s 'Equality of Resources. ' Democratic equality is defended over luck egalitarianism as an articulation of liberal egalitarianism. However, where Rawls deems social primary goods to be unconditionally regulated by institutions, Rawls is largely silent about the fair assignment of costs and burdens that correspond to the fair provision of opportunities and primary goods. Dworkin?s notion of 'opportunity costs' is argued to improve on the role of responsibility in democratic egalitarianism by making clear that the provision of primary goods creates costs and burdens within a system of social cooperation. The second section illustrates this argument by considering claims to self-government by Canadian Aboriginals. By formulating a distributive criterion that treats Aboriginal self-government as a primary good, I show that claims of culture and identity can be resolved responsibly within the framework of distributive justice.
15
Young, Yih-Jin. "Modernization and equality of educational opportunity in Thailand : 1970-1990 /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/8929.
Full text
16
Hayes, Ali. "Multiculturalism in Australia: Enhancing social harmony and equality of opportunity." Thesis, Hayes, Ali (2013) Multiculturalism in Australia: Enhancing social harmony and equality of opportunity. Masters by Coursework thesis, Murdoch University, 2013. https://researchrepository.murdoch.edu.au/id/eprint/16694/.
Full textAbstract:
This dissertation assesses the efficacy of multicultural policy and argues in favour of such policies in the Australian context by an exploration of relevant literature and data. In 1972, multiculturalism ended the previous policies of assimilation and integration, and required that all members of society have equal rights to realise their potential while being able to maintain their culture. The Galbally Report (1978) identified the underlying principles of Australian multiculturalism and focussed on the equality of all members of Australian society to have equal access to programs and services.
There has been debate surrounding the effectiveness of multiculturalism and whether multiculturalism in Australia is an ideological policy vision or merely a description of society. This ‘post-multicultural’ period is a legacy of the previous Howard Government, which endures in the form of the present government’s ‘watered down’ multicultural policy. Most post-multiculturalism literature describes multiculturalism as mainly a feel-good celebration of diversity which tends to ignore socioeconomic inequalities and can trivialise cultural differences. It has also been argued that multiculturalism can polarise society into ethnic and native groups.
Multiculturalism can be described as a state-based socio-political policy approach which responds to the ethnic diversification of a society and any potentially negative socio-political and economic consequences arising from increased ethnic diversity. Australia cannot return to being a uni-cultural society and therefore government policy and programs must continue to cater to the needs of an ethnically and culturally diverse society. In Australia’s experience, having a multicultural policy, by working with ethnic diversity rather than enforcing social and cultural uniformity, has been more effective at fostering the wellbeing of individuals and social harmony. This dissertation adds a positive perspective to the discussion of multiculturalism in Australia. This dissertation also proposes a modification to the conceptual basis of multicultural policy development at the Commonwealth government level which will address concerns over any shortcomings of multiculturalism.
17
Garcelon, Janelle. "Fair Equality of Opportunity: Reconceiving Affirmative Action through a Rawlsian Lens." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1046.
Full textAbstract:
This paper examines common and past applications of affirmative action, including arguments for and against the application; presents John Rawls’ theory of justice, and proposes a framework using Rawls’ theory for future applications of affirmative action. The proposal relieves heavily on the principle of fair equality of opportunity, both as an indicator for when using affirmative action is appropriate as well as a tool to help identify the people that affirmative action programs should target. Using this framework, the public education system is identified as a sector of society that fails to provide fair equality of opportunity for all citizens, and an example of how the Rawlsian conception of affirmative action should be used in practice to help address the inequalities and help restore equality of opportunity within the public education system is given. Objections to affirmative action, both in general and more specifically tailored to the model proposed in this paper, are raised and responded to. This paper comes to the conclusion that affirmative action programs, when targeted towards individuals who are denied fair equality of opportunity and have low rates of social mobility, will help create a more just society.
18
Diez-Amigo, Sandro. "Essays on equality of opportunity and the access to higher education." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/93808.
Full textAbstract:
Thesis: Ph. D., Massachusetts Institute of Technology, Department of Economics, 2014.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 131-134).
This dissertation examines the question of how to improve the access to higher education for students from disadvantaged socioeconomic backgrounds, in order to promote equality of opportunity. In order to do so, experimental evaluation methodology is used to address relevant research questions and draw actionable policy lessons in the context of the Chilean higher education system. The first chapter of this dissertation studies the impact of college peers on academic performance with the help of a natural experiment in Chile, which allows for exogenous classroom composition. In particular, first year students at the Pontificia Universidad Católica de Chile, one of the leading Chilean universities, are randomly assigned to their first semester college class groups. I take advantage of this feature in order to robustly estimate the impact of peer characteristics on undergraduate academic performance. The research hypothesis is that being assigned as a freshman to a group with more or less students from a same school, or from a given socioeconomic background, may result in very different patterns of adaptation, potentially impacting academic performance. Significant evidence is found that suggests that, contrary to the results found in most of the existing literature, the average college admission score of first semester classmates not only has no positive impact on the academic performance of undergraduate students, but may actually be negatively affecting their grades. Also, although there are some differences across degrees and secondary school types, in general undergraduate students are more likely to be dismissed, and have lower grades, when they share their first semester college class with a secondary schoolmate. Moreover, students assigned to first semester college classrooms with a higher concentration of classmates who attended the same secondary school(s) generally have significantly lower grades, and are less likely to graduate. Finally, students sharing their first semester college classroom with students from public or subsidized secondary schools are more likely to be dismissed due to poor academic performance. The fact that these peer effects are persistent In time points to the existence of a path dependence pattern, suggesting that this initial period in college is key for student adaptation. These findings have important implications for the design of policies intended to improve the adaptation of freshman college students and the access to higher education, suggesting that students would benefit from targeted first semester college class group assignment policies, as well as from additional transitional aid tailored to their profiles. The second chapter addresses the question of how to distinguish "knowledge" from "ability", in the context of improving the access to higher education. In particular, according to the existing evidence some higher education admission tests may be screening out students who, despite a relative lack of specific knowledge, possess as much intellectual ability as their peers. If this is the case, students from disadvantaged socioeconomic backgrounds are likely to be disproportionately affected, since they generally receive a primary and secondary education of worse quality than their better-off peers, often resulting in significant knowledge gaps. Also, although in some cases these formative shortcomings might be too large to be feasibly addressed at the time of enrollment in higher education, it is plausible to think that in some cases they may perhaps be relatively easy to remedy. In view of all this, in this chapter I present a diagnostics experiment, aimed at helping to better understand this issue. In particular, I custom-designed a multiple-choice test, intended to measure an individual's mathematical ability, while minimizing the reliance on previously acquired knowledge. Also, I put together a two page "cheat sheet", which outlined all the necessary concepts to successfully complete the exam, without providing any explicit answers. This test was subsequently used to evaluate the candidates applying for admission into a special access program at one of the leading Chilean universities. A staged randomized control trial was used to measure the difference in academic performance (i.e. number of correctly answered questions) across the three parts of the exam between students who received a "cheat sheet" after the first or second parts of the test, respectively. As expected, "cheat sheets" improved the average performance of candidates on the exam, but their impact varied considerably across individuals. Most importantly, "cheat sheets" proved significantly more beneficial (in terms of improved test performance) to those students who were more likely to have had a secondary education of lower quality. This result has important implications for educational policies in Chile and elsewhere, suggesting that a transition to ability-focused admission tests would facilitate the access to higher education for talented students from disadvantaged backgrounds. The third and final chapter of this dissertation presents a higher education special access program for students from disadvantaged socioeconomic backgrounds, custom-designed by the author for one of the leading Chilean universities, and implemented as a pilot during the 2013 and 2014 admission periods. A non-experimental comparison of the academic performance of special and ordinary admission students after enrollment finds evidence that, consistent with Arcidiacono et al (2011), although on average special admission students have comparable final grades than their ordinary admission peers, they tend to perform comparatively worse in "hard" subjects (i.e. those with a strong mathematical component). However, although special admission students seem more likely to decide to withdraw earlier, no significant differences in voluntary withdrawal or dismissal rates are observed between the latter and their ordinary admission peers. Moreover, an initial gap in GPA between special and ordinary admission students is closed by the end of the third semester of enrollment. All this suggests that, with some nuances, students from disadvantaged socioeconomic backgrounds can successfully catch up with their peers when provided with adequate support, and that special admission programs can therefore be an effective tool to improve the access to higher education. Nonetheless, the fact that the program was undersubscribed suggests that, apart from potential information diffusion problems, the minimum requirements set forth for special admission may have been too stringent, and/or that the demand for special admission among the targeted student population may not be as large as predicted.
by Sandro Diez-Amigo.
Ph. D.
19
Miller, Jacinta. "Equality of opportunity : the pathway to justiciability of the right to health?" Thesis, University of Ulster, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496496.
Full text
20
Pettersson, Måns. "The Structure of Socialist Equality of Opportunity : G.A. Cohen's Socialism: A Defense." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105640.
Full text
21
Calvert, John Sinclair. "Luck egalitarianism and educational equality." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/10438.
Full textAbstract:
This thesis investigates whether luck egalitarianism can provide a cogent and coherent interpretation of educational equality. Historically, the belief that each child should receive an equally good education has exerted a strong influence on policy makers and thus on educational practice, and this despite the vagueness of the egalitarian formula. More recently however, the ideal has been undermined in practice by the rise of neoliberalism and in theory by a number of thinkers advocating other principles of educational justice. But it is vital to be clear about what each child is owed because of the profound effects of education on a person’s life prospects. The motivation for this work is therefore to determine whether educational equality can be rescued as a desirable and animating ideal of educational justice. In order to achieve this, I examine luck egalitarianism, a theory of distributive justice that has its origins in the work of John Rawls, but is now the major rival to his account of egalitarian justice. I probe at the fundamental moral intuitions underpinning luck egalitarianism and how it brings together the morally potent ideas of equality, luck and choice. I argue that these are of relevance for the education each child is owed and I propose a luck egalitarian conception of educational equality, argue that it is a cogent interpretation of egalitarian justice, and conclude that a luck egalitarian conception shows educational equality to be an ideal that is relevant, coherent and what morally matters most for justice in education.
I describe luck egalitarianism as resting on three basic moral beliefs: that distributive equality is a fundamental demand of justice; that luck undermines fair equality; and that a person’s genuine choices can sometimes, under certain background conditions, render some otherwise objectionable inequalities not unjust. I then examine whether these three beliefs are compatible with each other and what, if anything, links them. Next, I consider luck egalitarianism’s status as a theory of distributive justice and argue that far from this being a weakness, as Elizabeth Anderson (1999) has notably argued, it is a strength of the position. But to appreciate this it needs to be seen that luck egalitarianism makes no claim to being all of justice and that the equalisandum of equality is complex and egalitarianism is intrinsically pluralist in nature (with a particular understanding of what is meant by pluralist). I consider too whether it is a mistake to say that inequalities that are largely due to luck can really be thought of as unjust. Thomas Nagel (1997) has argued that it is merely misfortune, unless the result of deliberate actions or social structures for which someone is responsible. I reject that position and argue that no one has to be responsible for an inequality for it to be unjust.
Having interrogated luck egalitarianism and found it to be a sound account of egalitarian distributive justice, I turn to looking at whether it can illuminate our understanding of educational equality. Educational equality is often interpreted in terms of equality of educational opportunity. I look particularly at a conception of equality of educational opportunity, strongly influenced by Rawls, that has been thoughtfully and carefully articulated by Harry Brighouse and Adam Swift (2008). I find their conception powerful, but flawed, and argue that a luck egalitarian conception can account for the appeal of their conception, but is an advance on it. I end by looking at a specific question of educational justice to test the luck egalitarian conception – is there anything inegalitarian about ability grouping? I conclude that, while still needing to have its implications worked out in full, particularly as regards choice, a luck egalitarian conception provides a compelling account of educational equality and reasserts that equality matters for justice in education.
22
Mullan, Deirdre. "#The feminization of poverty' : education - the inequality of access and opportunity." Thesis, University of Ulster, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242010.
Full text
23
Clayton, Matthew. "Educating liberals : an argument about political neutrality, equality of opportunity, and parental autonomy." Thesis, University of Oxford, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389185.
Full text
24
au, marnev@cygnus uwa edu, and Neville James Green. "Access, equality and opportunity? : the education of Aboriginal children in Western Australia 1840-1978." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20071218.141027.
Full textAbstract:
This thesis is a history of schooling for Indigenous children in Western Australia between
the commencement of the first Aboriginal school in Perth in 1840 and 1978. The thesis
represents the view that, for most of this period, and regardless of policy, education for
Indigenous children was directed towards changing their beliefs and behaviours from
being distinctly Aboriginal to recognizably European. Four major policies for Aborigines
provide the framework for the thesis, these being amalgamation (1840-1852),
protection (1886-1951), assimilation (1951-1972) and self-determination (1973- ).
The amalgamation of the Indigenous popuIation with the small colonial society in
Western Australia was a short-lived policy adopted by the British Colonial Office.
Protection, a policy formalised by Western Australian legislation in 1886, 1905 and
1936, dominated Aboriginal affairs for the first half of the 2ofh century. Under this policy
the Indigenous population was regarded as two distinct groups - a diminishing traditional
population to be segregated and protected and an increasing part-Aboriginal population
that was to be trained and made 'useful'. In 1951 Western Australia accepted a policy of
assimilation, coordinated by the Commonwealth government, which anticipated that all
people of Aboriginal descent would eventually be assimilated into the mainstream
Australian society. This policy was replaced in 1973 by one of Aboriginal community
self-determination, an initiative of the Commonwealth government and adopted
throughout Australia.
The attempts at directed cultural change were evident in the 'Native' schools that opened
in Perth, Fremantle and Guildford in the 1840s where it was assumed that the separation
of children from their families and a Christian education would achieve the transition
from a 'savage to civilized' state. For another century the education of Indigenous
children on missions and in government settlements was founded upon similar
assumptions. The thesis acknowledges that the principal change agents, such as the Chief
Protectors of Aborigines, mission administrators and the teachers in direct contact with
the children, seriously underestimated both the enduring nature of Indigenous culture and
the prejudice in Australian society.
Between 1912 and 1941 a few government schools in the southern districts of Western
Australia refused to admit Aboriginal children. The exclusion of these children is
examined against a background of impoverished living conditions, restrictive legislation
and mounting public pressure on the State and Commonwealth governments for a change
in policy. The change did not begin to occur until 1951 when the Commonwealth and
States agreed to a policy of assimilation. In Western Australia this policy extended
education to all Aboriginal children. The thesis explores the provision of government
teachers to Aboriginal schools in remote areas of Western Australia between 1951 and
1978. The final chapter examines Indigenous perceptions of independent community
schools within the fust five years of the policy of self-determination and contrasts the
objectives and management of two schools, Strelley in the Pilbara and Oombulguni in
the Kimberley.
25
Lu, Xiaoyan. "Survey and experimental methods to group decisions : equality of opportunity and weighted majority voting." Thesis, Aix-Marseille 2, 2011. http://www.theses.fr/2011AIX24025.
Full textAbstract:
Cette thèse est la compilation d’essais qui appliquent les méthodes expérimentales et d’enquêtes à deux sujets portant sur la prise de décisions en groupe. La prise de décision en groupe est un type de processus participatif dans lequel plusieurs individus agissent collectivement, analysent des problèmes ou des situations, examinent et évaluent les solutions alternatives d’action, et choisissent parmi les différentes alternatives, une ou plusieurs solutions (Van den Ven et Delbeq, 1974). Une des caractéristiques parmi les plus importantes dans la prise de décisions en groupe est que les individus ont une responsabilité individuelle (Katzenbach et Smith, 1993). Par conséquent, cette thèse s’intéresse à la fois aux décisions effectivement prises au niveau du groupe, mais également aux opinions individuelles.Le premier sujet s’inscrit dans le domaine du bien-être et du choix social et porte sur l’égalité des chances (désignée EOP par la suite). Nous testons d’abord les fondements intuitifs de l’EOP au moyen d’une enquête, pendant laquelle les individus sont "des spectateurs impartiaux" sans aucun gain personnel. Cette enquête nous permet d’illustrer la notion de justice impartiale en absence d’intérêt. Nous testons ensuite les fondements au cours d’une expérience non coopérative, où les décisions prises ont des conséquences sur les gains des individus. L’expérience utilisée dans ce sujet s’intéresse aux préférences révélées en matière de justice par les preneurs de décisions. Le deuxième sujet porte sur les systèmes de vote à majorité pondérée (désignés WMV par la suite). Nous réalisons d’abord une enquête auprès de différents groupes d’étudiants pour découvrir que les individus ne tiennent pas compte de la relation non monotone entre le nombre de votes et le pouvoir de vote associé. Nous menons ensuite plusieurs expériences de laboratoire afin de tester si cette relation non monotone peut être apprise dans le cadre d’un jeu répété. Ainsi, la première partie de cette thèse comprend deux chapitres à propos de l’EOP, tandis que la deuxième comprend deux chapitres à propos des WMV. Le premier chapitre est une introduction générale, le Chapitre 6 expose les conclusions.Le Chapitre 2 présente l’enquête de l’EOP, laquelle est une enquête sur les préférences utilisant de nombreux visuels pour présenter des scénarios hypothétiques. Ceci nous permet de révéler les préférences des individus sur les principes de l’EOP. À notre connaissance, notre enquête est la première tentative pour explorer pleinement le concept de l’EOP du point de vue d’un “spectateur impartial”. Nous avons analysé systématiquement cinq facteurs qui relèvent de l’EOP dans deux vignettes et plusieurs scénarios. Entre les deux vignettes : ventes et alcool, nous avons trouvé un niveau élevé de consensus sur les circonstances. Toutes les personnes ne devraient pas subir les conséquences liées aux circonstances dans toutes les situations pour au moins deux raisons : premièrement, cela serait clairement arbitraire du point de vue moral et deuxièmement parce qu’il faut ajuster la péréquation résultante. Le maigre consensus sur l’effort et la chance brute est également présenté dans nos résultats. Puisque la chance brute est définie par rapport au décroissement des risques liés à la chance de non-option, elle peut entrainer des résultats non souhaitables au regard de l’EOP. Inversement, l’effort est défini comme un reflet du comportement des individus. Ils contrôlent cet effort, lequel exerce une influence sur leur statut. Ainsi, les effets des différents niveaux d’effort pourraient être non neutralisésDecision making in groups largely exists in almost every aspect of daily life. In this thesis, we use survey and experimental methods to examine decision making in two different areas, equality of opportunity (EOP) and weighted majority voting (WMV). The goal of the research efforts is to understand the importance of achieved decisions for the functioning of the group, involving taking into account the needs and opinions of every group member.In the survey study of EOP, we used the attitude survey consisting of vignettes to elicit stated preferences of quasi-spectators over the conceptions of EOP problems. Impartiality in this study is achieved by considering only evaluations of individuals who have no stake in the situation they are judging. We analysed whether individuals are considered to be held responsible for outcomes by different factors: circumstances, effort, talent, brute luck and option luck. Apart from the baseline treatment, another compared treatment was designed to test context effect, with the introduction of ``need'' and social-cognitive age. In these two treatments, we found a high level of consensus on non-responsibility of circumstances, slight consensuses to responsibility of effort but non-responsibility of brute luck, and no agreement on talent and option luck. When other considerations are not involved, inequality caused by differential option luck and talent is unobjectionable. While with other considerations, people should not fully be held responsible for the outcomes resulting from option luck and talent.We then tested revealed preferences over the conceptions of EOP problems in an experiment, where subjects were stakeholders of each decision. People were recruited to form a micro society, and engaged in actual decisions about redistribution of their own money they earned in a previous phase through four factors: circumstances, effort, brute and option luck. Yet despite a lot of self-interested behaviours when participants have a stake in the redistribution, we clearly observe that participants are sensitive to the different factors through which people can earn their money. There were three treatments in our experiment: the baseline, prior reflection and talent treatments. The voting results among three treatments are very homogeneous, with only one exception on effort in the talent treatment, and present a very high level of self-serving bias.For WMV, the survey study investigates whether people have the knowledge of the relation between the number of votes and corresponding power which they have in a committee that takes decisions with a WMV system. Power indices show that actual voting power is often quite different from the nominal distribution of voting weights. Our survey observed that subjects cannot see through the non-monotonic relationship between the number of votes and voting power. In addition, we found that subjects trained in political sciences had more acquaintance on this issue.The experiment on WMV wanted to see whether people could learn this non-monotonic relation between the number of votes and the actual voting power. In the laboratory experiment, people played similar games 20 times. The first stage of games was the votes apportionment stage, where two out of four subjects in a group independently and simultaneously made decisions to determine the distribution of votes among four members. The second stage of games was the point allocation stage, where four member bargained to divide fixed amount of resources among themselves through the WMV determined in the first stage. The results of our experiments show that initially subjects tend to choose an option that gives them more votes ignoring how remaining votes are distributed among others. But, as subjects ``learn'' about the payoffs they can obtain in the points allocation stage, they start to choose the option in the first stage that could have chance to give them higher payoffs
26
Green, Neville J. "Access, equality and opportunity? The education of Aboriginal children in Western Australia 1840-1978." Thesis, Green, Neville, J. (2004) Access, equality and opportunity? The education of Aboriginal children in Western Australia 1840-1978. PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/51383/.
Full textAbstract:
This thesis is a history of schooling for Indigenous children in Western Australia between the commencement of the first Aboriginal school in Perth in 1840 and 1978. The thesis represents the view that, for most of this period, and regardless of policy, education for Indigenous children was directed towards changing their beliefs and behaviours from being distinctly Aboriginal to recognizably European. Four major policies for Aborigines provide the framework for the thesis, these being amalgamation (1840-1852), protection (1886-1951), assimilation (1951-1972) and self-determination (1973-).
The amalgamation of the Indigenous population with the small colonial society in Western Australia was a short-lived policy adopted by the British Colonial Office. Protection, a policy formalised by Western Australian legislation in 1886, 1905 and 1936, dominated Aboriginal affairs for the first half of the 20th century. Under this policy the Indigenous population was regarded as two distinct groups - a diminishing traditional population to be segregated and protected and an increasing part-Aboriginal population that was to be trained and made ‘useful’. In 1951 Western Australia accepted a policy of assimilation, coordinated by the Commonwealth government, which anticipated that all people of Aboriginal descent would eventually be assimilated into the mainstream Australian society. This policy was replaced in 1973 by one of Aboriginal community self-determination, an initiative of the Commonwealth government and adopted throughout Australia.
The attempts at directed cultural change were evident in the ‘Native’ schools that opened in Perth, Fremantle and Guildford in the 1840s where it was assumed that the separation of children from their families and a Christian education would achieve the transition from a ‘savage to civilized’ state. For another century the education of Indigenous children on missions and in government settlements was founded upon similar assumptions. The thesis acknowledges that the principal change agents, such as the Chief Protectors of Aborigines, mission administrators and the teachers in direct contact with the children, seriously underestimated both the enduring nature of Indigenous culture and the prejudice in Australian society.
Between 1912 and 1941 a few government schools in the southern districts of Western Australia refused to admit Aboriginal children. The exclusion of these children is examined against a background of impoverished living conditions, restrictive legislation and mounting public pressure on the State and Commonwealth governments for a change in policy. The change did not begin to occur until 1951 when the Commonwealth and States agreed to a policy of assimilation. In Western Australia this policy extended education to all Aboriginal children. The thesis explores the provision of government teachers to Aboriginal schools in remote areas of Western Australia between 1951 and 1978. The final chapter examines Indigenous perceptions of independent community schools within the first five years of the policy of self-determination and contrasts the objectives and management of two schools, Strelley in the Pilbara and Oombulgurri in the Kimberley.
27
Chen, Yangguang. "The negotiation of equality of opportunity for emergent bilingual children in the English mainstream classroom." Thesis, Goldsmiths College (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410019.
Full textAbstract:
The thesis is based on the study of Chinese emergent bilingual children in English mainstream classrooms. Participants in the study include three children of newly arrived families and a group of 13-14 year old Chinese students who have lived in Britain for at least 5 years. I use a variety of ethnographic methods to highlight what it means to be a newcomer in the mainstream English classroom. Three themes - isolation, misunderstandins and frustration are highlighted in the pilot study, through which I illustrate the problematic nature of inclusion in the mainstream class, with particular interest in analysing what might be the root of the problematic nature of inclusion in the mainstream class, what `equality of opportunity' really means to emergent bilingual children as they enter English schools with a limited knowledge of English and the dominant culture, how equal `the same' curriculum is for them, and how far the provision for them in the present curriculum reflects generally accepted principles for successful second language learning. I conclude that it is the loss of individualism that promotes problems in the mainstreaming of the educational provision. In the main study I investigate the key questions that have arisen from the pilot study, through an ethnographic approach to studying EAL programmes within the framework of the mainstream provision, the role of bilingual peer support in second language learning and the role of parental involvement, I want to identify `what is it that contributed to the success of those older bilingual children? ', `which features in L2 learning have been most significant in explaining some good examples of linguistic support for emergent bilingual children? ', whereby I argue that the principle of inclusion does not exclude strategies that involved some withdrawal EAL support out of the mainstream classroom; that an exaggeration of the advantages of bilingual learner diverts attention from the children's need for extra help in English; that the potential cognitive and linguistic advantages of bilingual learners can only be developed through an effective learning environment. Whether or not bilinguality is a positive asset depends on how those emergent bilinguals are treated in the mainstream class or in other words, recognition of the children's `disadvantage' could lead to a more positive recognition of their `advantage' in school. This study is of prime importance to those concerned with the education of emergent bilingual children, including local education authority (LEA) officers, inspectors, advisers, teachers, community associations, parents, teacher trainers and policy makers. I hope the proposed work will make a contribution to our knowledge of the school experience of emergent bilingual children as well as possible curriculum and policy developments that might take place in future to serve better bilingual students.
28
Willie, Charles. "Equality of opportunity for racial minorities in the UK Civil Service : the impact of organisational culture." Thesis, Cardiff University, 2007. http://orca.cf.ac.uk/55649/.
Full textAbstract:
This thesis is concerned with organisational culture and its impact on equality of opportunity in employment for racial minorities, specifically in the UK Civil Service. It focuses on equal opportunities policies and practices in the context of organisational and cultural change, and attempts to understand better the relationship between culture and disadvantage. To provide this understanding the Civil Service is taken as a case study, using as a starting point the launch of The Programme for Action to Achieve Equality of Opportunity in the Civil Service for People of Ethnic Minority Origin (otherwise known as 'the Programme for Action on Race' (PAR)) in May 1990. From this starting point, the study compares and contrasts Civil Service statistical data and the perceptions of a sample of three respondent groups (Civil Service managers, racial minority staff and equality organisations) on career progression outcomes for white and racial minority Civil Servants. It seeks to identify what, if any, influence the Civil Service culture may have had on these outcomes. In order to do this, the study first draws upon theoretical perspectives around culture, race, racism and racial disadvantage, and examines the literature on the relationship between culture and racism (cultural racism) with particular regard to the UK Civil Service. The evaluation of the theoretical perspectives provides the basis for the selection of an exploratory research design methodology and to a mainly qualitative analysis of the responses from the three respondent groups (Civil Service Organisation Managers, Equality Organisations and Racial Minority Civil Servants) to the study's semi-structured interview schedules, and questionnaires. What clearly emerges from the study is that, both statistically and in the perceptions of those surveyed, there has been a lack of tangible progress for racial minority civil servants, particularly at the senior civil service level. Central to this lack of progress are the barriers still faced by racial minority staff, together with a lack of priority afforded to this issue. The evidential response to the study's two specific research questions clearly identify organisational culture as a key contributory factor to these barriers and the lack of priority Furthermore the study findings suggest that initiatives such as the Programme for Action on Race (PAR), whilst well intentioned, have failed to make a significant impact. The conclusion therefore reached is that a radical approach is needed if there is to be a proportionate level of racial minorities particularly in the higher echelons of the Civil Service.
29
Reinstaller, Andreas, and Bulat Sanditov. "Social norms and equality of opportunity in conspicuous consumption. On the diffusion of consumer good innovation." Inst. für Volkswirtschaftstheorie und -politik, WU Vienna University of Economics and Business, 2003. http://epub.wu.ac.at/1676/1/document.pdf.
Full textAbstract:
This paper presents a simple evolutionary model to study the diffusion patterns of product innovations for consumer goods. Following a Veblenian theme, we interpret consumption as a social activity constrained by social norms and equality of opportunity. Societies that allow for more behavioral variety will experience faster adoption of new consumer goods. We also find that the speed of diffusion as well as the saturation levels reached highly depend on the equality of opportunity. Combining these two effects, we conclude that a social structure displaying behavioral variety and equal opportunities dominates any other social set-up in terms of the speed of adoption of product innovations. (author's abstract)Series: Working Papers Series "Growth and Employment in Europe: Sustainability and Competitiveness"
30
Kim, Heewon. "United Progressive Alliance (2004-14), equality of opportunity and Muslims : a paradigm shift or political pragmatism?" Thesis, SOAS, University of London, 2015. http://eprints.soas.ac.uk/20395/.
Full textAbstract:
This dissertation examines the record of the Congress-led United Progressive Alliance (UPA, 2004-14) government in India in its efforts to promote better equality of opportunity for religious minorities with special reference to Muslims. In order to address the concerns of religious minorities, especially disadvantaged Muslims, the UPA administration introduced new policies, administrative innovations and executive actions to deliver substantive equality of opportunity in a regime of 'competing equalities' for backward and disadvantaged castes. Conventional political science explanations of the UPA's shortcomings on these policies, this thesis argues, offer only a limited understanding. A more comprehensive account needs to combine a historical reading of how minority rights have been framed within the Indian Constitution, how they have evolved in practice as a result of institutionalisation and path dependence, and a policy analysis of the UPA government's performance. Taking this as its point of departure, the thesis develops an institutional policy analysis approach which combines historical institutionalism (and path dependence) and policy analysis with a particular emphasis on the policy process. It provides detailed case studies of the policy process in three areas: Muslims and public sector employment; the provision of service delivery for Muslim communities; and the efforts to create a new legislative framework against communal violence. By drawing on extensive official sources and in-depth interviews with key policymakers, the institutional policy analysis approach, it is suggested, offers a more rounded approach to why UPA's policies were thwarted than hitherto. Although the UPA's policies on religious minorities, especially Muslims, held the promise of delivering substantive equality of opportunity, institutionalised resistance to such change from backward and disadvantaged caste lobbies, the Bharatiya Janata Party (BJP) and the allied forces of Hindutva, and the civil service and the judiciary reestablished the familiar pattern of path dependence and reinforced the limited understanding of minority rights during constitution-making.
31
Okada, Akito. "Equality of opportunity in post-war England and Japan : a comparative study of educational policy, 1944-1970." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244244.
Full text
32
Tripp, Norman Wayne. "Chauncey Depew Harmon, Senior: a case study in leadership for educational opportunity and equality in Pulaski, Virginia." Diss., Virginia Tech, 1995. http://hdl.handle.net/10919/40002.
Full textAbstract:
A major battle in the struggle for African American civil rights has been the pursuit of educational opportunity. Little has been written about the early civil rights movement in western and southwestern Virginia. There is an especial paucity of information about the efforts of African American Southwest Virginians to improve their educational opportunities. This dissertation addresses that need by centering the study on an individual educator's life during the period 1913-1940 in Pulaski, Virginia.
Chauncey Depew Harmon, Senior, was an African American educator born in Pulaski, Virginia, in 1913. Educated at Tuskegee Normal and Industrial Institute during 1929-35, he returned to Pulaski to become principal of Calfee Training School in 1938. With the assistance of the NAACP and the Virginia State Teachers Association, Harmon led one of the earliest campaigns for equalization of teacher salaries and facilities during the 1938-39 school term. In March of 1939, the Pulaski County School Board decided to send its African American high school students to the Christiansburg Industrial Institute, effectively eliminating Harmon's position. Harmon's efforts resulted in a suit, Corbin et al. v. County School Board of Pulaski County, that was one of eleven facility equalization suits supported by the NAACP prior to Brown v. Board of Education.
The study is an example of microhistory. Microhistory is the detailed, intensive study of the lives of particular individuals or groups. The study employs accepted methods of historical research. The study is organized chronologically.
The outcomes of the study are threefold. First, the study serves to document the youth, education, and, early career of Harmon. Second, the study examines the persons, events, and institutions of the period that played a role in leading up to Harmon's decisions and actions to push for equalization of teacher salaries and school facilities in Pulaski. Finally, the study endeavors to add to the body of knowledge and understanding of the issue of race in American education.Ed. D.
33
Tripp, N. Wayne. "Chauncey Depew Harmon, Senior : a case study in leadership for educational opportunity and equality in Pulaski, Virginia /." This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-10192006-115611/.
Full text
34
Ylonen, Annamari. "Reinventing the Finnish comprehensive school system through specialisation : reasons, rationales and outcomes for equity and equality of opportunity." Thesis, London School of Economics and Political Science (University of London), 2008. http://etheses.lse.ac.uk/2174/.
Full textAbstract:
The passing of radical educational legislation in the 1990s in Finland has had far-reaching impacts on the comprehensive school system. Along with parental choice, schools were able to specialise by dedicating more hours to different subjects. This thesis discusses the phenomenon of specialisation of the comprehensive school using the analytical lens of equity and equality of opportunity. This has not been sufficiently investigated and analysed in the Finnish context. The key questions are: first, what influences the interpretation of national educational policies regarding choice/diversity and equity/equality of opportunity at the local level; second, why and how schools in the case study city have specialised; and third, what impact this has had on equity and equality of opportunity. A small scale, qualitative case study approach was adopted, focusing on one municipality in Finland. Interviews with staff in four schools and with education policy makers were carried out. These were supplemented with an analysis of policy documents at both national and local levels. The findings emphasise decision-making with regard to specialisation and parental 'choice' at schools, education boards and offices, which reflects the particular economic and demographic circumstances in the municipality as well as concerns about social justice. Decisions on further specialisation were affected by financial constraints on the one hand, and concerns about inequities deriving from the introduction of elements of market-oriented reforms on the other. External factors were important in relation to the initial introduction of specialisms, with the municipality requesting schools to take up specialism; internal motives were less significant. The outcomes of some of the educational decision-making - also manifested as a specific interpretation of national education policy priorities and trends - were found to increase inclusiveness, equity and equality of opportunity rather than exclusiveness and selection.
35
DeGeorge, Bradley Victor. "Equal employment opportunity in a climate of managing diversity : an institutional study of personnel processes of the Pennsylvania State Police /." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-08082007-114523/.
Full text
36
Ohlström, Marcus. "Justice and the Prejudices of Culture : On Choice, Social Background and Unequal Opportunities in the Liberal Society." Doctoral thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-21804.
Full textAbstract:
Egalitarian liberal theories of justice – so this dissertation argues – fail to take into accountthe full implications of the way citizens’ socio-cultural backgrounds work to undermine theequal opportunities these same theories demand. While egalitarians support extensiveredistribution of income and wealth from the privileged to the less privileged, and advocateequal opportunities for all, they do not properly attend either to how our shared societalcultures structure social esteem and related advantages, or to how our individual socioculturalenvironments structure the very act of choice. They thus fail to acknowledge ourunequal opportunities to make choices which bring us esteem and related advantages,particularly the advantages that flow from our having established for ourselves lives thatothers consider good. Alternative approaches to the interplay between justice, culture, and choice are rejected forillegitimately restricting the right to go our own way (communitarianism), or for regulatingpolitically that which cannot legitimately be regulated politically (recognition theory).Against the former position it is argued that we should draw on our culturalunderstandings, not to restrict free choice, but to identify opportunities to be safeguarded.Against the latter it is argued that we should not renegotiate prevailing cultural structurespolitically, but rather acknowledge these same structures and ensure that no one falls too farbehind in the competition for the advantages they generate. Suggesting that one of the more thoroughgoing hierarchies of esteem and disesteem is thatattached to our occupational positions, broadly construed, the dissertation concretizes theclaims defended in relation to this hierarchy in particular. It is argued that the just societyowes it to its citizens to protect them from involuntary occupation of positions that comewith potentially harmful disesteem attached. It is not for society to overrule theindependent choices of citizens, however, but rather to provide enduring opportunities totraining and education for more highly regarded positions, thus both equalizingopportunities to esteem and related advantages, and ensuring that those who continue tooccupy positions at the lower end of the hierarchy in question do so through their owngenuinely free choice.
37
LUZZANO, A. M. SALVI DEL PERO DI. "Essays on inequality, discrimination and opportunities for the case of Nepal." Doctoral thesis, Università degli Studi di Milano, 2008. http://hdl.handle.net/2434/54058.
Full textAbstract:
Inequality has increased in many countries during the 1990s, and particularly in
countries experiencing higher growth; inequality has also been found to negatively
affect the impact of growth on poverty reduction. While a certain amount of
income inequality can be considered to be a natural consequence of the functioning
of markets, it is rather uncontroversial that inequality should not stem from factors
such as gender, ethnicity, or other socio-economic background variables for which
an indivual cannot be held responsible.
In the study of inequality is therefore important to evaluate what are the major
factors contributing to inequality itself and to go beyond inequality of income,
investigating inequality in the opportunities for income acquisition.
This dissertation studies these two issues with specific reference to Nepal, a
developing country where ethnicity, gender, education and geographical location
play a relevant role in explaining inequality.
The dissertation is made of three separate papers. In the first one (Chapter 1),
I apply an Oaxaca-Blinder type decomposition of inequality to investigate whether
ethnicity is a significant determinant of inequality in per-capita consumption, also
taking into account inequalities in the occupational structure. My findings corroborate
claims of discrimination against disadvantaged caste/ethnicities in Nepal
for the period 1995 - 2004 period but indicate that the phenomenon has decreased
over the observed period.
In the second and third paper I focus on inequality of opportunities, with
the specific purpose to obtain a measure inequality of opportunity. The second
paper (Chapter 2) reviews the very recent empirical literature on inequality of
opportunity in order to identify the applied methodologies and the main issues
faced by researchers. Chapter 3 is the main paper of my dissertation and develops a
new empirical methodology to estimate inequality of opportunity. This is achieved
by estimating the impact of a number of circumstances on per capita consumption
through a Hausman and Taylor estimator where unobserved individual effects
account for unobserved effort. The proposed procedure is applied to the 1995-
2004 panel Nepal household survey and reveals that inequality of opportunity in
Nepal is greater among wealthier households than among poorer ones; inequality
of opportunity is also found to be reduced more by equalizing the distribution of
infrastructures than by equalizing socio-economic background variables
38
Simper, Gerald Richard. "A study of work experience schemes for students in Oxfordshire schools with particular reference to issues of gender equality of opportunity." Thesis, University of Warwick, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484454.
Full text
39
Smith, Mary Eileen. "Equality of Educational Opportunity for Language Minority Students in Oregon: A Survey of ESL/Bilingual Education Policy in Local School Districts." PDXScholar, 1987. https://pdxscholar.library.pdx.edu/open_access_etds/382.
Full textAbstract:
Currently there is a national policy debate on the issue of appropriate educational programs for language minority students. This study addresses the issue at the state level, asking: Are ESL/bilingual education policies in Oregon school districts providing equal educational opportunity for language minority students? The purpose of the study is to document ESL/bilingual policies in Oregon school districts, and to analyze them in terms of their contribution to equality of educational opportunity. Policy analysis serves as the theoretical framework for the study because of its potential as a synthesizing paradigm for studies in educational administration. The Policy Process Model (Heflin, 1981), incorporates three stages: (a) policy formulation, (b) policy implementation, and (c) policy impact. The research questions correspond to these three stages, and seek to analyze policy in eight areas pertinent to ESL/bilingual education. (1) Identification and assessment; (2) Instructional programs; (3) Primary language usage; (4) Exiting and mainstreaming; (5) Recognition of minority group cultures; (6) Parental involvement; (7) Personnel requirements; (8) Program evaluation. Survey research was chosen as an efficient method of gathering data from a large number of subjects throughout a widespread geographical area. The design of the survey instrument included an analysis of legal and theoretical bases for educating language minority students, expert input, and field testing. The entire population of 305 Oregon school districts was surveyed. A 93.8 percent response rate was obtained. The analysis of data produced the following conclusions: (1) There is a large and growing population of limited-English proficient (LEP) students in Oregon schools. Although most districts provide some type of programs for LEPs, district policy is rarely mentioned as the reason for doing so. (2) Implementation varies widely from district to district, in the absence of clear statewide standards for effective education for language minority students. (3) Only nine percent of districts reporting LEP students implement ESL/bilingual policies that apparently are in complete compliance with federal and state laws. (4) Only two percent implement policies that concur with basic principles for educating language minority students. (5) A district's level of compliance with the laws and concurrence with basic principles do not correlate with district size; rather with numbers or percentages of LEP students in the district.
40
Tsang, Chiu-chun Leo, and 曾昭俊. "Urban planning for equal opportunity for the blind in Hong Kong: a case study of transportation facilitiesplanning in public mass transits." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31259558.
Full text
41
Baral, Jagadish Chandra, of Western Sydney Nepean University, Faculty of Environmental Management and Agriculture, and School of Agriculture and Rural Development. "Government intervention and local processes in community forestry in the hills of Nepal." THESIS_FEMA_ARD_Baral_J.xml, 1999. http://handle.uws.edu.au:8081/1959.7/485.
Full textAbstract:
This thesis looks at the internal community processes set in motion by intervention in the context of the current community forestry policy of Nepal which has embarked on handing over local forest resources to local user groups. The overall aim of the thesis is to explore the question : How does intervention lead to certain types of effects through dynamics within the community? These processes have been something of a 'black box' so far. This research is based on fieldwork in adjoining forest user groups in the western hills of Nepal for nearly eight months starting from August 1994. The research examined the outcome of earlier interventions in these adjoining forest communities. An important finding of this study is that the nature of use rights is evolving and contestable rather than fixed. It is further argued that there may be inequitable outcomes in terms of cost and benefit sharing amongst households after forests are officially handed over. This is attributed to differing perceptions about the nature of equity. The poor do not necessarily get fair treatment despite provisions for equality of opportunity in Operational Plans. It is argued that inequitable outcomes do not, however, necessarily lead to non-compliance partly because the system, though inequitable, is based on at least a pseudo-democratic model rather than direct coercion. Intervention has a role. However, it is argued that effective intervention has to pay proper attention to attaining better use rights and better equity. The key to attaining better use rights is the need to appreciate the fact that use rights are contestable and dynamic by natureDoctor of Philosophy (PhD)
42
Bastani, Spencer, and Daniel Waldenström. "Salience of Inherited Wealth and the Support for Inheritance Taxation." WU Vienna University of Economics and Business, 2019. http://epub.wu.ac.at/7009/1/wp_bastani_waldenstr%C3%B6m.pdf.
Full textAbstract:
We study how attitudes to inheritance taxation are influenced by information
about the role of inherited wealth in society. Using a randomized experiment in
a register-linked Swedish survey, we find that informing individuals about the
large aggregate importance of inherited wealth and its link to inequality of opportunity
significantly increases the support for inheritance taxation. The effect
is almost uniform across socio-economic groups and survives a battery of robustness
tests. Changes in the perceived economic importance of inherited wealth and
altered views on whether luck matters most for economic success appear to be the
main driving factors behind the treatment effect. Our findings suggest that the
low salience of inherited wealth could be one explanation behind the relatively
marginalized role of inheritance taxation in developed economies.Series: INEQ Working Paper Series
43
Schoff, Staci Leigh. "Economic Inequality's Correlation with Political Inequality and Inequality of Opportunity and the Implications for Social Justice Theory." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/980.
Full textAbstract:
In 2004 the American Political Science Association ("APSA") published research exploring whether the rising income inequality in the United States had an effect on political equality. Although the APSA found tremendous evidence of a correlation between income and political power, the APSA nonetheless concluded that the issue could not be conclusively determined without further analysis.
The intent of this thesis is to argue the position that economic inequality is heavily implicated in both political equality and equality of opportunity, and to propose a political theory that directly addresses - rather than evades - this issue. A conclusion drawn in this paper is that it is necessary in liberal capitalist environments to place constraints on individual economic liberty for the sake of maintaining some degree of economic equality. I show in this paper that this conclusion is consistent with both the liberal tradition and American political culture.
This paper accepts - rather than circumvents - the fundamental principle that income inequality is inevitable in a capitalist democracy as is the ability of money to purchase positions, power and assorted privileges. Therefore, it should be the goal of social justice theory to ensure the gap between the richest and poorest be allowed to be great enough to respect individual choice and responsibility, but not great enough to dampen the opportunities available to those born into the bottom of the economic scale or to permit those born into the top of the economic ladder to exert oppressive power over the rest.
In the final chapter I propose four methods of narrowing economic inequality. These include a minimum standard, minimum wage and income tax reform, a tax and cap on wealth and an absolute inheritance cap. These four methods of limiting economic inequality are directed at narrowing, if not eliminating political inequality and inequality of opportunity.
44
Sanada, Kie. "Symbolic Violence via the Principle of Equality of Opportunity: The mechanism of persisting structure of social inequality in a village community in contemporary Japan." Doctoral thesis, Humboldt-Universität zu Berlin, 2017. http://dx.doi.org/10.18452/18395.
Full textAbstract:
Diese Dissertation demonstriert, inwiefern historisch gewachsene Strukturen sozialer Hierarchie in einer Gemeinschaft aufrechterhalten werden, während sie zugleich unterschiedliche legalisierende Rechtfertigungen und rechtlich vertretbare Erscheinungsbilder angenommen haben. Im ersten Kapitel zeige ich, dass das zeitgenössische egalitäre Prinzip der Chancengleichheit (FEO) und seine Anwendung, im Zusammenspiel mit Meritokratie, dazu führt, dass aufgrund sozialer Hierarchien existierende Unterschiede über die Zeit hinweg in politisch legitimierbare sozioökonomische Ungleichheiten übersetzt werden. Ich nähere mich dem zugrunde liegenden Mechanismus der weiterbestehenden Ungleichheit durch die Verwendung von Bourdieus Theorie der symbolischen Herrschaft und Gewalt. Er erklärt, dass auf der Grundlage der Meritokratie individuelle soziale Positionen als direkte Folgen individueller Leistungen missverstanden werden und so die Existenz sozialer Ungleichheit gerechtfertigt wird. Der Glaube an fairen sozialen Wettbewerb kann demnach dazu beitragen, existierende Strukturen sozialer Hierarchien hinter der Logik von Gleichheit und Freiheit zu verdecken. Ein Fischerdof in Japan stellt die empirische Grundlage meiner Thesis dar. Die alles überspannende Forschungsfrage lautet: Ist das Konzept vom Leben, eingebettet in FEO internalisiert und wird es von Individuen befolgt, um die existierenden Strukturen sozialer Ungleichheit der Gesellschaft zu bewahren, in der sie leben? Meine empirische Studie zeigt, dass die schon in der feudalen Ära mächtigsten Familien auch jetzt die höchsten sozialen Positionen innerhalb des Gemeinschaftsbildungsprojekts innehaben. Zudem verkennen sowohl die mächtigsten als auch die marginalisiertesten Bewohner des Dorfes ihre soziale Position innerhalb der Gemeinschaft als direkte Resultate ihres individuellen Handelns und ihrer daraus entstehenden Leistungen, haben dabei aber keinerlei bewusste Intention die feudale Machthierarchie aufrecht zu erhalten.This doctoral research demonstrates how the structures of social hierarchy of the past have been perpetuated while acquiring different justifications and appearances in a legally justifiable manner. In the first chapter, I demonstrate that the commonly used egalitarian principle in today’s society, namely Fair Equality of Opportunity, hand in hand with meritocracy, functions as a translator of the existing structures of social hierarchy into politically justifiable disparities between individuals. I approach the un-derlying mechanism of persisting inequality by using the theory of symbolic domination proposed by Pierre Bourdieu. He explains that the existence of social inequality is justified because individual social positions are misrecognised as being the direct results of individual achievements via meritocracy. Widespread belief in fair social competition can thus contribute to concealing existing structures of social hierarchy behind the logic of equality and freedom. My thesis is empirically based on a rural fishing village in Japan. The overarching research question is: Is a concept of life as being the direct result of personal achievements internalised and acted upon by individuals to perpetuate the existing structure of social inequality in the society in which they live? My empirical study shows that the families that were powerful during the feudal era now occupy the highest social positions in the community-building project. Furthermore, both the powerful and the marginalised members of the local society accept their social positions in the community as being the direct results of their own individual achievements, without any conscious intention to perpetuate the feudal hierarchy of power. Given these affirmative answers to my research question, hermeneutically, I establish the explanatory power of my theoretical framework.
45
Tsang, Chiu-chun Leo. "Urban planning for equal opportunity for the blind in Hong Kong : a case study of transportation facilities planning in public mass transits /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19130880.
Full text
46
Macêdo, Luísa da Rocha. "Igualdade de oportunidades : limites inferior e superior nas regiões brasileiras." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/178183.
Full textAbstract:
O presente trabalho busca fazer a estimação de duas versões do limite superior de desigualdade de oportunidades para o Brasil e para dois grandes grupos regionais, o Norte-Nordeste e o Centro-Sul. Através do cálculo deste limite em suas duas versões, podemos distinguir os efeitos diretos e indiretos das circunstâncias individuais que influenciam o rendimento dos indivíduos, que foram captadas no estudo.The present study seeks to estimate two versions of the upper limit of inequality of opportunities for Brazil and for two large regional groups, the North-Northeast and the Center-South. By calculating this limit in its two versions, we can distinguish the direct and indirect effects of the individual circumstances which were captured in the study, that influence the income of the individuals.
47
König, Stefanie Verfasser], and Bernhard [Akademischer Betreuer] [Ebbinghaus. "Labour Market Flexibility between Risk and Opportunity for Gender Equality Analyses of Self-employment, Part-time Work, and Job Autonomy / Stefanie König. Betreuer: Bernhard Ebbinghaus." Mannheim : Universitätsbibliothek Mannheim, 2016. http://d-nb.info/1099079144/34.
Full text
48
Yumba, Wyclliiffe. "The Experiences of the Swedish Female Academics and their Struggles to Succeed." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-81901.
Full textAbstract:
The purpose of this study is to investigate the experiences of academic women in order to gain an in depth understanding of factors that encourage and discourage their career advancement. A qualitative design and a Feminist standpoint framework guided the study. 11 faculty members from different faculties were interviewed in this study: eight female academics and three male academics from three Swedish universities: Linköping, Örebro and Stockholm. The study looked at the factors that encourage women academics career advancement such as: personal, family and academic factors. While, factors that discourage their career advancement have been also discussed and such factors are: the lack of support, network and mentorship; the reconciliation of the private life and the professional life; the lack of time: excess academic and administrative workloads. The results of this study also revealed that the lack of academic support, mentorship and the combination of family and work duties appeared to be the greatest barriers for the career advancement of the female academics. study concludes that despite the Swedish government countless series of measures and reforms to improve gender equality and equal opportunity in higher education, the number of female academics in the top ranking especially professorship is still very low and the career progression is also slow compared to their male counterpart.
49
Töyrylä, Sanna. "Social Sustainability in the Finnish Sport Field - is the field of sport gender equal?" Thesis, Malmö universitet, Institutionen Idrottsvetenskap (IDV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-44029.
Full textAbstract:
The importance of actions towards sustainable operations and corporate social responsibility has increased over the years, and the awareness of the phenomenon has increased. Good environmental-, economic- and social actions are all essential in order to achieve sustainable development. Social sustainability as a part of sustainable development seems to be overlooked or underrepresented area in the field of sport and exercise research, especially in Finland. In this research gender equality is seen as an aspect within social sustainability, and the deeper focus is in it. In Finland, gender equality has gone far, but issues have also raised and for instance women are minority when it comes to decision-making regarding sport and physical activity. This research aims to examine and problematize how and if social sustainability, with a focus on gender equality is perceived and experienced in Finnish sport organisations and their practices. Furthermore, this study examines the role and possible potential of Finnish Olympic Committee’s guidelines regarding equality and equal opportunity in sport. The research follows a qualitative case study approach. Five people working in different Finnish sport organizations participated in the research. Semi structured written interviews were conducted to obtain data, and thematic analysis was used to interpret the data from the interviews. The concepts of social sustainability, gender equality and gender theory by Meyerson and Kolb was applied as a theoretical framework. In the Finnish sport field, social sustainability and its aspects are acknowledged and perceived important regarding responsible actions in and towards communities and society. Organizational practices are perceived equal, but issues are recognized in sport practices and sports themselves. The direction seems to be towards neutralizing gender and seeing and treating everyone as individuals over genders. Guidance is perceived important and useful, but more different level cooperation is hoped, especially when considering larger issues like gendered sports. The imbalanced numbers in representation of genders does not seem to impact on how the practices within the sport organizations are perceived. The main gender issues are caused by gender norms in sport, and in order to shape those, it requires larger push from more powerful operators.
50
Sebens, Patricia Anne Shope. "Rationale and Structure for Adequate Public Education: A Value Critical Approach." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26121.
Full textAbstract:
The purpose of this dissertation was to provide a functional definition of adequacy synthesized from the application of efficiency (E), equality/equity/dignity (EED), and excellence/quality (EQ) value clusters found in various state litigations pertaining to the financial systems used to distribute educational opportunity. Questions researched in this study were (a) In what manner might the tension of the paradoxical demands of community responsibility and individual rights housed within the principle of liberty be used creatively in the development of public policy? (b) How do the value clusters inherent in democracy allow for balance and affect the provision of adequate educational opportunity? (c) Using value critical analysis, how does funding litigation clarify the search for the meaning of adequate educational opportunity? (d) What themes appear throughout these cases that may be used to build consensus for the development of policy frameworks and the evaluation of present funding systems designed to provide adequate educational opportunity in a particular time and place?
As an examination of policy, legal research was used to analyze litigation in cases in which the provision of educational opportunity was challenged based on the terms of art under girding standards established for the delivery of public education. This study was implemented in five stages:
1. Values clusters to be examined were selected through the review of the history of educational opportunity in this nation and current literature addressing public values and education policy.
2. Through the examination of the paradox within the principle of liberty that guarantees individual rights and requires community responsibility, consideration was given to the creative tension, both principled and structural, that laid the foundation for and continues to drive the democratic process.
3. The role that policy development plays in establishing balance was outlined, noting the argumentation process used to transform knowledge through values, to create the framework necessary to take consistent action.
4. Value critical analysis examined the definition given to values clusters of efficiency (E), equality/equity/dignity (EED), and excellence/quality (EQ) as found in court cases adjudicated in the last fifty years affecting the provision of educational opportunities. Litigation was analyzed, considering the standards established for the delivery of public education in state constitutions, the value given to the terms of art underpinning those standards, and the definitions for those terms as established by the courts.
5. Using the information gleaned, a policy framework was developed to structure adequate educational opportunity for all children.Ph. D.