IF 3.3 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Sociology of Education Pub Date : 2020-05-19 DOI:10.1177/0038040720919379
Rob J. Gruijters, Julia A. Behrman
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引用次数: 18

摘要

关于全球发展中国家“学习危机”的有影响力的报道普遍对学习中的社会不平等关注不足。在本研究中,我们利用教育系统分析项目(小学生小学毕业时数学和阅读能力的标准化评估)的数据,探讨了10个非洲法语国家家庭社会经济地位与学习成果之间的关系。我们首先展示了六年级学生的学习成果既差又高分层。然后,我们开发并测试了一个概念框架,该框架强调了家庭社会经济地位可能有助于学习的三种机制:(1)家庭教育资源,(2)健康和福祉,(3)学校质量的差异。我们发现,家庭背景对学习成果的大部分影响是通过学校质量来实现的,而学校质量是由学校之间资源(如教师和教科书)分配不均和学校之间高度的社会经济隔离共同造成的。在这些结果的基础上,我们建议该地区的大多数国家可以通过“提高”学校质量来提高公平和整体表现。
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Learning Inequality in Francophone Africa: School Quality and the Educational Achievement of Rich and Poor Children
Influential reports about the “learning crisis” in the global South generally pay insufficient attention to social inequalities in learning. In this study, we explore the association between family socioeconomic status and learning outcomes in 10 francophone African countries using data from the Programme for the Analysis of Education Systems, a standardized assessment of pupils’ mathematics and reading competence at the end of primary school. We start by showing that learning outcomes among grade 6 pupils are both poor and highly stratified. We then develop and test a conceptual framework that highlights three mechanisms through which family socioeconomic status might contribute to learning: (1) educational resources at home, (2) health and well-being, and (3) differences in school quality. We find that most of the effect of family background on learning outcomes operates through school quality, which results from a combination of the unequal distribution of resources (such as teachers and textbooks) across schools and high socioeconomic segregation between schools. On the basis of these results, we suggest that most countries in the region could improve equity as well as overall performance by “raising the floor” in school quality.
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来源期刊
CiteScore
6.90
自引率
5.10%
发文量
15
期刊介绍: Sociology of Education (SOE) provides a forum for studies in the sociology of education and human social development. SOE publishes research that examines how social institutions and individuals’ experiences within these institutions affect educational processes and social development. Such research may span various levels of analysis, ranging from the individual to the structure of relations among social and educational institutions. In an increasingly complex society, important educational issues arise throughout the life cycle.
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