Pub Date : 2024-02-23DOI: 10.1177/27526461241235937
Mario Jackson, Heidi Von Dohlen, Marsha Black-Chen
The purpose of this study was to explore the extent to which the curricula across three educational leadership preparation programs in Jamaica are addressing issues of social justice and social justice leadership in their preparation of aspiring school leaders. The methodological approach used was content analysis to determine the presence or absence of specific concepts within leadership preparation programs’ curricula. Increasingly, several scholars in education have been using this technique to explore how different concepts are addressed across leadership preparation programs. Findings revealed that the three leadership preparation programs gave minimal attention to preparing current and aspiring school leaders to engage in social justice leadership. Implications are offered for local policymakers and their reconceptualization of the job requirements of principals, leadership preparation programs, and faculty teaching in these programs.
{"title":"Preparing school leaders for social justice: An analysis of educational leadership preparation programs in Jamaica","authors":"Mario Jackson, Heidi Von Dohlen, Marsha Black-Chen","doi":"10.1177/27526461241235937","DOIUrl":"https://doi.org/10.1177/27526461241235937","url":null,"abstract":"The purpose of this study was to explore the extent to which the curricula across three educational leadership preparation programs in Jamaica are addressing issues of social justice and social justice leadership in their preparation of aspiring school leaders. The methodological approach used was content analysis to determine the presence or absence of specific concepts within leadership preparation programs’ curricula. Increasingly, several scholars in education have been using this technique to explore how different concepts are addressed across leadership preparation programs. Findings revealed that the three leadership preparation programs gave minimal attention to preparing current and aspiring school leaders to engage in social justice leadership. Implications are offered for local policymakers and their reconceptualization of the job requirements of principals, leadership preparation programs, and faculty teaching in these programs.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"15 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140437589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-23DOI: 10.1177/27526461241227566
Michael J McGravey
This essay maintains that the ideal American democracy necessitates a fair, equitable, and just education system. This fair system would subsequently create an educated electorate to then select their representatives, vote on policy amendments or changes, and remain informed on issues that affect all aspects of life in this representative democracy. It pays special attention to the racial inequities that continue to exist due to an unjust taxation and funding system, corrupt political bodies, and the urban-suburban divide. Relying on the Founding Fathers, Dr. Martin Luther King, Jr, and contemporary sociologists and economists, this essay identifies key factors which continue to divide the American educational system. The essay contends that such inequities, political actions aimed at the elimination of content or curriculum, and the continued underfunding of American school systems puts the long-term viability of our democracy in peril.
{"title":"A call for reform: Education’s role in strengthening democracy","authors":"Michael J McGravey","doi":"10.1177/27526461241227566","DOIUrl":"https://doi.org/10.1177/27526461241227566","url":null,"abstract":"This essay maintains that the ideal American democracy necessitates a fair, equitable, and just education system. This fair system would subsequently create an educated electorate to then select their representatives, vote on policy amendments or changes, and remain informed on issues that affect all aspects of life in this representative democracy. It pays special attention to the racial inequities that continue to exist due to an unjust taxation and funding system, corrupt political bodies, and the urban-suburban divide. Relying on the Founding Fathers, Dr. Martin Luther King, Jr, and contemporary sociologists and economists, this essay identifies key factors which continue to divide the American educational system. The essay contends that such inequities, political actions aimed at the elimination of content or curriculum, and the continued underfunding of American school systems puts the long-term viability of our democracy in peril.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"39 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139603416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-22DOI: 10.1177/27526461241227970
Khalid Arar, Corinne Brion, Eman Abo-Zaed Arar, Anna Saiti
Purpose: The purpose of this paper is to explore the proficiency of leadership practices in dealing with refugee students’ cultural needs during the COVID-19 pandemic. Design/methodology/approach: Semi-structured interviews were employed to elucidate data from teachers, counselors, and leaders in a U.S. Midwestern suburban community that had recorded a significant increase in the number of refugee students. Findings: The findings identified that suburban districts do not usually have the cultural experience or training on how to best serve their refugee students. Indeed, prior to the pandemic, most participants were culturally blind or pre-competent. However, the pandemic afforded participants an opportunity to learn about their refugee students’ cultures. The evidence of the current research suggests that cultural proficiency should constitute an integral part of leadership’s crisis management plans. Originality: The emotions that develop in a teacher’s working environment at a time of crisis, as well as their levels of emotional engagement, are two important factors that affect a school’s functioning. As such, this work recognizes the need to exercise empathy when addressing vulnerable students’ needs. Furthermore, this work recognizes that a school leader exhibiting awareness and empathy will help the teachers of that school to improve their effectiveness in exercising empathy.
{"title":"Culturally proficient leadership: Equipping educators to better serve refugee students during a crisis","authors":"Khalid Arar, Corinne Brion, Eman Abo-Zaed Arar, Anna Saiti","doi":"10.1177/27526461241227970","DOIUrl":"https://doi.org/10.1177/27526461241227970","url":null,"abstract":"Purpose: The purpose of this paper is to explore the proficiency of leadership practices in dealing with refugee students’ cultural needs during the COVID-19 pandemic. Design/methodology/approach: Semi-structured interviews were employed to elucidate data from teachers, counselors, and leaders in a U.S. Midwestern suburban community that had recorded a significant increase in the number of refugee students. Findings: The findings identified that suburban districts do not usually have the cultural experience or training on how to best serve their refugee students. Indeed, prior to the pandemic, most participants were culturally blind or pre-competent. However, the pandemic afforded participants an opportunity to learn about their refugee students’ cultures. The evidence of the current research suggests that cultural proficiency should constitute an integral part of leadership’s crisis management plans. Originality: The emotions that develop in a teacher’s working environment at a time of crisis, as well as their levels of emotional engagement, are two important factors that affect a school’s functioning. As such, this work recognizes the need to exercise empathy when addressing vulnerable students’ needs. Furthermore, this work recognizes that a school leader exhibiting awareness and empathy will help the teachers of that school to improve their effectiveness in exercising empathy.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"71 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139606875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-10DOI: 10.1177/27526461231223197
Helen Hooper, Anna Malika, Alexandros Angelopoulos
Previous research demonstrates the specific wording employed in recruitment materials can impact on an applicants perceived fit with the role being advertised, their inclination to apply and has included analysis of the effect of different text on under-represented groups. However, little research has explored the recruitment materials for specific roles, such as headteachers. A review of job advertisement research was used to synthesis a framework for the critical analysis of UK primary headteacher recruitment materials, a highly relevant area for exploration given the persistent lack of diversity in teaching leadership. This research concludes that primary headteacher recruitment materials are not inclusive as they do not explicitly encourage nor support diversity of appeal or engagement with recruitment processes, and has surfaced considerable scope for enhanced practice. No (0) job advertisements contained: job-sharing/flexible working opportunity; relevant employee benefits, for example, tax-free childcare; or a diversity statement/positive action initiative. Diversity is further undermined via inconsistent and unrealistic expectations in both person specifications and job descriptors. Highly inconsistent applicant packs and wide variation in advertised salary bands were unexpected findings that suggest a ‘cottage industry’ approach to primary headteacher recruitment and underpin recommendations for developing good practice and writing inclusive teaching leadership advertisements.
{"title":"A critical analysis of the inclusivity of primary headteacher job advertisements","authors":"Helen Hooper, Anna Malika, Alexandros Angelopoulos","doi":"10.1177/27526461231223197","DOIUrl":"https://doi.org/10.1177/27526461231223197","url":null,"abstract":"Previous research demonstrates the specific wording employed in recruitment materials can impact on an applicants perceived fit with the role being advertised, their inclination to apply and has included analysis of the effect of different text on under-represented groups. However, little research has explored the recruitment materials for specific roles, such as headteachers. A review of job advertisement research was used to synthesis a framework for the critical analysis of UK primary headteacher recruitment materials, a highly relevant area for exploration given the persistent lack of diversity in teaching leadership. This research concludes that primary headteacher recruitment materials are not inclusive as they do not explicitly encourage nor support diversity of appeal or engagement with recruitment processes, and has surfaced considerable scope for enhanced practice. No (0) job advertisements contained: job-sharing/flexible working opportunity; relevant employee benefits, for example, tax-free childcare; or a diversity statement/positive action initiative. Diversity is further undermined via inconsistent and unrealistic expectations in both person specifications and job descriptors. Highly inconsistent applicant packs and wide variation in advertised salary bands were unexpected findings that suggest a ‘cottage industry’ approach to primary headteacher recruitment and underpin recommendations for developing good practice and writing inclusive teaching leadership advertisements.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"6 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139439576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-09DOI: 10.1177/27526461231225241
Kerri Evans, Antonia Díaz-Valdés Iriarte, Emily Drummer, Brenda Urizar, T. Crea
Literacy rates in Guatemala range from 40% to 90% but widespread poverty and malnutrition hinder school attendance and educational attainment. The Western Highlands region of Guatemala has a large indigenous population and a bilingual Spanish and K’iche’ curriculum. This study explores how child, family, and community factors influence positive school environment, using a sample of 1590 sixth grade students. For male students, increased parental involvement had a positive and direct influence on healthy school environment. For female students, increased parental involvement had a positive and direct influence on healthy school environment. Teacher–student relationships may be a critical point of intervention.
{"title":"Relationships, parental involvement, and community support: Differences in school environment for boys and girls in rural Guatemala","authors":"Kerri Evans, Antonia Díaz-Valdés Iriarte, Emily Drummer, Brenda Urizar, T. Crea","doi":"10.1177/27526461231225241","DOIUrl":"https://doi.org/10.1177/27526461231225241","url":null,"abstract":"Literacy rates in Guatemala range from 40% to 90% but widespread poverty and malnutrition hinder school attendance and educational attainment. The Western Highlands region of Guatemala has a large indigenous population and a bilingual Spanish and K’iche’ curriculum. This study explores how child, family, and community factors influence positive school environment, using a sample of 1590 sixth grade students. For male students, increased parental involvement had a positive and direct influence on healthy school environment. For female students, increased parental involvement had a positive and direct influence on healthy school environment. Teacher–student relationships may be a critical point of intervention.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139444837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-03DOI: 10.1177/27526461231225240
G. Cantafio
This study investigates race equality at The University of Sunderland in London through an analysis of practices and perspectives. Interviews were conducted with Black, Asian, and Minority Ethnic (BAME) students, staff, and affiliated individuals, revealing seven major themes: Curriculum, Covid, Diversity, Personal Sphere, Institution, Belonging, and Technology. These themes offer valuable recommendations for fostering a more diverse and inclusive environment, improving the academic experience in UK Higher Education Institutions. To promote diversity, it is essential to ensure balanced student representation in classes and incorporate diversity considerations in recruitment and allocation processes. Creating a culture of equality, diversity, and inclusion is crucial for a positive learning environment. Mentorship programs can facilitate inclusivity, pairing BAME students with experienced staff. Policies should be reviewed to ensure inclusivity and non-discrimination. Increasing representation of people of colour in senior management roles enhances staff diversity. Staff training on creating an inclusive environment is important. Transparent and fair recruitment processes are necessary to avoid bias. Implementing these recommendations can contribute to a more inclusive and equitable higher education landscape, benefiting both students and staff.
{"title":"An exploration of teaching diverse students in a higher education institution in the UK: A case study of a University in London","authors":"G. Cantafio","doi":"10.1177/27526461231225240","DOIUrl":"https://doi.org/10.1177/27526461231225240","url":null,"abstract":"This study investigates race equality at The University of Sunderland in London through an analysis of practices and perspectives. Interviews were conducted with Black, Asian, and Minority Ethnic (BAME) students, staff, and affiliated individuals, revealing seven major themes: Curriculum, Covid, Diversity, Personal Sphere, Institution, Belonging, and Technology. These themes offer valuable recommendations for fostering a more diverse and inclusive environment, improving the academic experience in UK Higher Education Institutions. To promote diversity, it is essential to ensure balanced student representation in classes and incorporate diversity considerations in recruitment and allocation processes. Creating a culture of equality, diversity, and inclusion is crucial for a positive learning environment. Mentorship programs can facilitate inclusivity, pairing BAME students with experienced staff. Policies should be reviewed to ensure inclusivity and non-discrimination. Increasing representation of people of colour in senior management roles enhances staff diversity. Staff training on creating an inclusive environment is important. Transparent and fair recruitment processes are necessary to avoid bias. Implementing these recommendations can contribute to a more inclusive and equitable higher education landscape, benefiting both students and staff.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"36 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139389105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-11DOI: 10.1177/27526461231215084
Claudia S P Fernandez, Monica M Taylor, Gaurav Dave, Kathleen Brandert, Suzanna Larkin, Katherine Mollenkopf, Giselle Corbie
In the United States, disparities with respect to race, ethnicity, and gender are common across academic institutions, particularly those that are large and have health research-oriented missions. Disparity-affected issues include leadership roles, funding, tenure, and salary. This paper presents a review of the current literature describing those disparities, with a focus on health professions serving major universities in the United States, and proposes approaches to create greater diversity, equity, inclusion and belonging (DEIB) within them. While many organizations nationally are working to address DEIB disparities, academic institutions can benefit from implementing structured approaches and training to nurture their cultures, foster DEIB, and promote psychological safety. We present a literature-based 10-component approach institutions can adopt with relative ease and thus positively support advancing their DEIB engagement. These 10 strategies include the following: Clearly stating DEI values; Conducting gap analyses to identify issues; Using incentives to propel change; Removing bias from recruiting processes; Implementing blind applications processes; Diversifying selection committees; Creating inter-institutional partnerships that truly represent shared power; Developing people and the pipeline; Formalizing mentorship and sponsorship programs; and instituting anti-bias training. Easily implementable strategies can both foster change and build the will and confidence to pursue larger DEIB goals in the future.
{"title":"Improving the equity landscape at U.S. academic institutions: 10 strategies to lead change","authors":"Claudia S P Fernandez, Monica M Taylor, Gaurav Dave, Kathleen Brandert, Suzanna Larkin, Katherine Mollenkopf, Giselle Corbie","doi":"10.1177/27526461231215084","DOIUrl":"https://doi.org/10.1177/27526461231215084","url":null,"abstract":"In the United States, disparities with respect to race, ethnicity, and gender are common across academic institutions, particularly those that are large and have health research-oriented missions. Disparity-affected issues include leadership roles, funding, tenure, and salary. This paper presents a review of the current literature describing those disparities, with a focus on health professions serving major universities in the United States, and proposes approaches to create greater diversity, equity, inclusion and belonging (DEIB) within them. While many organizations nationally are working to address DEIB disparities, academic institutions can benefit from implementing structured approaches and training to nurture their cultures, foster DEIB, and promote psychological safety. We present a literature-based 10-component approach institutions can adopt with relative ease and thus positively support advancing their DEIB engagement. These 10 strategies include the following: Clearly stating DEI values; Conducting gap analyses to identify issues; Using incentives to propel change; Removing bias from recruiting processes; Implementing blind applications processes; Diversifying selection committees; Creating inter-institutional partnerships that truly represent shared power; Developing people and the pipeline; Formalizing mentorship and sponsorship programs; and instituting anti-bias training. Easily implementable strategies can both foster change and build the will and confidence to pursue larger DEIB goals in the future.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"12 4‐5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138980309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-05DOI: 10.1177/27526461231219702
A. I. Braimah, J. Forson
The paper examines the sustainability of the new education policy in the light of the drifted neoliberal policies around the world. The researchers adopted a mixed method (MM) approach with the parallel mixed designs type to inquiry. The sampling approach is purposive sampling technique. The sample targeted 10 heads of senior high school, 50 teachers and 100 students in 10 deprived senior high schools across northern Ghana. More specifically, the study covered four thematic areas. It emerged that the free pre-tertiary education policy was implemented contra mundum by government; even though, the policy in principle has support from all spectrum of life. There has been a spillover effect and other contraindications of the policy in terms of funding, materials, manpower and infrastructure. Government and stakeholders in education need to find indigenous or domestic sources of funding the policy, since its benefits in the long run will outweigh its pitfalls.
{"title":"Neoliberalism, education financing and development in Africa: The politics, synergism and contradictions in the Ghanaian perspective","authors":"A. I. Braimah, J. Forson","doi":"10.1177/27526461231219702","DOIUrl":"https://doi.org/10.1177/27526461231219702","url":null,"abstract":"The paper examines the sustainability of the new education policy in the light of the drifted neoliberal policies around the world. The researchers adopted a mixed method (MM) approach with the parallel mixed designs type to inquiry. The sampling approach is purposive sampling technique. The sample targeted 10 heads of senior high school, 50 teachers and 100 students in 10 deprived senior high schools across northern Ghana. More specifically, the study covered four thematic areas. It emerged that the free pre-tertiary education policy was implemented contra mundum by government; even though, the policy in principle has support from all spectrum of life. There has been a spillover effect and other contraindications of the policy in terms of funding, materials, manpower and infrastructure. Government and stakeholders in education need to find indigenous or domestic sources of funding the policy, since its benefits in the long run will outweigh its pitfalls.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"123 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138599617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-24DOI: 10.1177/27526461231218394
Evelyn Wandia Corrado, Fengling Tang
The COVID-19 pandemic significantly affected students studying in higher education (HE) institutions in the UK and international contexts. Black and Asian Minority Ethnic (BAME) university students faced massive pressure during and post COVID-19 pandemic, alongside trying to meet their education goals. Our research project was with postgraduate students from two HE institutions, and this paper highlights participants' lived experiences and perspectives, including emotional stress, the need for greater support to access learning resources, financial issues and physical and mental health issues. Our paper suggests that HE institutions need to provide democratic spaces to encourage all students, including BAME students, to engage in dialogues among themselves and with other key players in HE, such as policymakers, and local and international communities, to address issues of inequality. It is important for HE institutions to listen to students' voices, reflect on the impact of the pandemic on their lives and make strategic planning for mitigating negativities and uplifting quality learning experiences post the pandemic.
{"title":"Voices of Black and Asian minority ethnic postgraduate students post the COVID-19 pandemic: Are higher education institutions listening?","authors":"Evelyn Wandia Corrado, Fengling Tang","doi":"10.1177/27526461231218394","DOIUrl":"https://doi.org/10.1177/27526461231218394","url":null,"abstract":"The COVID-19 pandemic significantly affected students studying in higher education (HE) institutions in the UK and international contexts. Black and Asian Minority Ethnic (BAME) university students faced massive pressure during and post COVID-19 pandemic, alongside trying to meet their education goals. Our research project was with postgraduate students from two HE institutions, and this paper highlights participants' lived experiences and perspectives, including emotional stress, the need for greater support to access learning resources, financial issues and physical and mental health issues. Our paper suggests that HE institutions need to provide democratic spaces to encourage all students, including BAME students, to engage in dialogues among themselves and with other key players in HE, such as policymakers, and local and international communities, to address issues of inequality. It is important for HE institutions to listen to students' voices, reflect on the impact of the pandemic on their lives and make strategic planning for mitigating negativities and uplifting quality learning experiences post the pandemic.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"12 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-20DOI: 10.1177/27526461231217065
G. Rind, K. Malik
Inequity in education is a worldwide concern and there is a growing need to investigate educational achievement inequality in a nuanced and contextual manner. This study aims to elucidate the growing educational achievement inequality within Pakistan by addressing two key questions: What can be revealed about the influence of family socioeconomic condition and household characteristics on children’s disparate educational achievement in Pakistan? And what role do private schools and paid tuition play in exacerbating disparity in learning outcomes? In this study, we applied the concept of Equity in Education, particularly the impartiality approach, to consider disadvantaged conditions among children. We have analyzed the Annual Status of Education Report (ASER) Pakistan household-based survey data ( N = 247,978) conducted in 2021. Our analysis involved both descriptive and logistic regression techniques. Students’ achievement in the local language, arithmetic, and English language served as a dependent variable, while household factors remained a predictable variable. The results revealed that family socioeconomic factors including parents’ education and income, household facilities, and school types have a significant influence on children’s learning achievement and contribute to educational inequality. This study provides further insights for researchers and policymakers to better understand and address educational inequality in its specific context.
{"title":"The influence of household disadvantage on educational achievement inequality in Pakistan: Evidence from Annual Status of Education Report data","authors":"G. Rind, K. Malik","doi":"10.1177/27526461231217065","DOIUrl":"https://doi.org/10.1177/27526461231217065","url":null,"abstract":"Inequity in education is a worldwide concern and there is a growing need to investigate educational achievement inequality in a nuanced and contextual manner. This study aims to elucidate the growing educational achievement inequality within Pakistan by addressing two key questions: What can be revealed about the influence of family socioeconomic condition and household characteristics on children’s disparate educational achievement in Pakistan? And what role do private schools and paid tuition play in exacerbating disparity in learning outcomes? In this study, we applied the concept of Equity in Education, particularly the impartiality approach, to consider disadvantaged conditions among children. We have analyzed the Annual Status of Education Report (ASER) Pakistan household-based survey data ( N = 247,978) conducted in 2021. Our analysis involved both descriptive and logistic regression techniques. Students’ achievement in the local language, arithmetic, and English language served as a dependent variable, while household factors remained a predictable variable. The results revealed that family socioeconomic factors including parents’ education and income, household facilities, and school types have a significant influence on children’s learning achievement and contribute to educational inequality. This study provides further insights for researchers and policymakers to better understand and address educational inequality in its specific context.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"13 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139256724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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