Educational Inequalities (class; race; gender etc)

The streaming of working class and minority students in Ontario.

by Laura Pinto

Our Schools/Our Selves, 15 (2) (82), 79-89

The F-word: How bright-sidedness overshadows feminist talk in schools.

by Laura Pinto

Schools/Our Selves, 20 (5) (105), 47-58

How does David Gillborn regard the significance of ‘race’ in education in Britain today?

by Thomas Sampson

The black students in schools all over Britain are victim on institutionalised racism everyday. In research carried... more The black students in schools all over Britain are victim on institutionalised racism everyday. In research carried out by Dr David Gillborn, an explanation for how this can be possible is offered using various methods. The paper argues that black youths are being segregated through academic achievement.

How Resource Inequalities Among High Schools Reproduce Class Advantages in College Destinations

by Joshua Klugman

Forthcoming in Research in Higher Education.

Previous studies argued that high school resources play a modest role in students’ postsecondary destinations, but... more Previous studies argued that high school resources play a modest role in students’ postsecondary destinations, but they ignored schools’ programmatic resources, which provide opportunities for marks of distinction, such as Advanced Placement courses, and they focused on older cohorts of high school students who entered colleges before competition over admission to selective colleges intensified in the 1980s. Analyses of data on a cohort of students who entered college in the mid-2000s suggest that programmatic and non-programmatic resources found in high schools influence postsecondary destinations and mediates the effect of family socioeconomic status on choices among 4-year colleges.

The Advanced Placement Arms Race and the Reproduction of Educational Inequality

by Joshua Klugman

Forthcoming in Teachers College Record.

Background: Access to Advanced Placement (AP) courses is stratified by class and race.  Researchers have... more Background: Access to Advanced Placement (AP) courses is stratified by class and race.  Researchers have identified how schools serving disadvantaged students suffer from various kinds of resource deprivations, concluding that interventions are needed to equalize access to AP courses.  On the other hand, the theory of Effectively Maintained Inequality (EMI) argues that schools serving advantaged students may perpetuate inequalities by expanding their AP curriculum so their graduates can be competitive in the college admissions process. 

Research Questions: Between 2000 and 2002, California attempted to expand AP offerings and enrollments.  This study answers whether or not this intervention narrowed inequalities in AP along class and racial lines.  It also examines if community affluence affects district officials’ views of pressures to offer AP courses, which could explain any effectively maintained inequalities in AP access.

Research Design: This study uses a panel dataset of all California public high schools from 1997-2006.  It examines the changing effects of school poverty, upper-middle-class presence, and school racial composition on offerings of and enrollments in AP subjects. It supplements the quantitative analysis with interviews from 11 school district officials in California conducted in 2006.

Results: Hierarchical generalized linear models show that upper-middle-class presence structures California high schools’ AP subject offerings and enrollments, much more than school poverty.  California’s intervention resulted in increased AP subject offerings and enrollments in high schools serving disadvantaged and less-advantaged students, but these reductions in deprivation had trivial effects on inequalities, since schools serving advantaged students increased their own AP offerings and enrollments.  In addition, high schools serving white and Asian students had larger increases in AP offerings and enrollments than high schools serving black and Hispanic students.  Interview data indicate that officials in affluent districts perceived a greater demand for AP subjects, and were more likely to report their school staff were proactive to initiate new AP courses, than officials in districts serving working-class communities.

Conclusions: The findings document that while policies can increase AP access at schools serving low-income students, the actions of affluent schools and families will pose substantial barriers to achieving parity in AP offerings and enrollments. Moreover, studies gauging resource inequalities among schools may underestimate these inequalities if they use school poverty to measure schools’ socioeconomic composition. 

"Racial Tokenism in the School Workplace: An Exploratory Study of Black Teachers in Overwhelmingly White Schools"

by Hilton Kelly

Du Boisian Double Consciousness in the Multicultural Classroom and the Questions it Raises

by Hilton Kelly

Economies of Racism: Grounding Education Policy Research in the Complex Dialectic of Race, Class, and Capital

by Noah De Lissovoy

Co-authored with Anthony Brown; published in the Journal of Education Policy

Intergenerational transmission of education across European Countries and cohorts

by Ioana Pop

Gender-related differences in computer-mediated communication and computer-supported collaborative learning

by Fleur Prinsen

Brüggemann, C. & Kling, J. (2012) Measuring results? Education indicators in Roma integration strategies. In Development & Transition (19).

by Christian Brüggemann

http://www.developmentandtransition.net/Article.35+M52ba3cb6551.0.html?utm_source=MailingList&utm_medium=email&utm_campaign=24May

In order to fight the exclusion and marginalization of Roma minorities in contemporary Europe, the European Union (EU)... more In order to fight the exclusion and marginalization of Roma minorities in contemporary Europe, the European Union (EU) has recently called the member states to design National Roma Integration Strategies (NRIS) including a “robust monitoring mechanism to ensure concrete results’. The integration strategies – which are currently under revision – are intended to cover goals based on ‘comparable and reliable indicators’ in four key areas: education, employment, health care and housing. However, the European Commission does not define which characteristics an indicator needs to have in order to be ‘comparable and reliable’ nor does it give concrete examples of such indicators. Here we look at the NRIS submitted by Hungary, Romania and the Slovak Republic, with particular emphasis on their education initiatives, and show to what extent education indicators have the potential to contribute to monitoring and evaluating them.

Brüggemann, C. & Škobla, D. (2012) Special schooling in Slovakia: a long way to go for desegregation policies. In Development and Transition (19).

by Christian Brüggemann

Forthcoming

Given the political commitment to avoid disproportionate streaming of Roma in special education settings, this paper... more Given the political commitment to avoid disproportionate streaming of Roma in special education settings, this paper explores the extent of ethnic segregation in education in Slovakia using household research data. Based on UNDP household surveys in Slovakia,  we compare 2005 and 2010 data on the number of young Roma enrolled in special education settings. We pay particular attention to the influence of settlement type and mother tongue on disproportionate streaming of Roma in special schools and classrooms.  Finally, we argue that institutional change is necessary to prevent unfair treatment, especially of those Roma with an insufficient command of the language of school instruction.

The distribution of wages in Belarus

by Francesco Pastore

Co-authored with Alina Verashchagina.
Revised version published in: Comparative Economic Studies, 2006, 48 (3), 351-376.

This paper uncovers evidence on the distribution of wages in Belarus in the second half of the 1990s. The returns to... more This paper uncovers evidence on the distribution of wages in Belarus in the second half of the 1990s. The returns to education and work experience are high and stable. While the former is a typical finding of transition studies, the latter is not.
This might be due to the pervasive role of the state in fixing wages in the dominant budget sector, rather than to market forces coming into play. Women experience a small, though largely unexplained wage gap coupled with higher than average
returns to education. A wage curve effect is found, which is similar in size to that of other transition countries, but much higher than in market economies.

Idenity and Pedagogic Relations in HE 2012

by Julie Hall

co-authored with Jo Peat as part of Gender and pedagogic Practice Project 2010-12

Gender & Ethnicity (Gender & Education Association resource)

by Nicola Rollock

Online resource for Gender & Education Association looking at the intersection of gender and ethnicity.

This online resource considers the role of ethnicity in gender debates on education. It begins by clarifying key... more This online resource considers the role of ethnicity in gender debates on education. It begins by clarifying key terminology and then considers why ethnicity is important in debates about gender. It continues by providing some examples from the media and popular media and, finally, looks at key patterns of educational attainment by ethnicity and gender.

Education and Violation: Conceptualizing Power, Domination, and Agency in the Hidden Curriculum

by Noah De Lissovoy

Published in Race, Ethnicity and Education

Community resistance to school privatization: The case of New York City

by Janelle Scott

Üniversite kapısındaki yığılma: Geri dönüşü olmayan para, emek ve zaman yatırımı

by Sinan Zeyneloğlu

Pretextuality and pretextual gaps: On de/refining linguistic inequality

by Jan Blommaert

Black pupils still pay an ethnic penalty-even if they are rich

by Nicola Rollock

Newspaper article

Wealth is a large factor in academic success for white kids. Not so if you're black, says Nicola Rollock Wealth is a large factor in academic success for white kids. Not so if you're black, says Nicola Rollock