Teese / Lamb / Duru-Bellat International Studies in Educational Inequality, Theory and Policy

Educational Inequality: Persistence and Change, Inequality in Educational Systems
1. Auflage 2007
ISBN: 978-1-4020-5916-2
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 981 Seiten

Inequality is a marked and persistent feature of education systems, both in the developed and the developing worlds. Major gaps in opportunity and in outcomes have become more critical than in the past, thanks to the knowledge economy and globalization. The pursuit of equity as a goal of public policy is examined in this book through a series of national case-studies. The book covers many different global contexts from the wealthiest to some of the poorest nations on earth. It therefore offers a broad range of different theoretical and methodological approaches, and brings together extensive international experience in equity policy.

Autoren/Hrsg.

Teese, Richard

Lamb, Stephen

Duru-Bellat, Marie

Inhaltsverzeichnis

1;VOLUME ONE TABLE OF CONTENTS;6
2;LIST OF TABLES;8
3;LIST OF FIGURES;10
4;LIST OF CONTRIBUTORS;11
5;LIST OF ABBREVIATIONS AND ACRONYMS;14
6;ACKNOWLEDGEMENTS;16
7;FOREWORD;17
8;REFERENCES;21
9;1 Time and Space in the Reproduction of Educational Inequality;22
9.1;INTRODUCTION;22
9.2;FAMILY BACKGROUND AND INEQUALITIES IN PRIMARY EDUCATION;23
9.3;LOWER SECONDARY EDUCATION;25
9.4;CURRICULUM AS A SOURCE OF COGNITIVE AND CULTURAL DEMANDS ON STUDENTS;27
9.5;SOCIAL SELECTION THROUGH THE UPPER SECONDARY CURRICULUM;28
9.6;RACE-BASED SEGREGATION THROUGH THE CURRICULUM;30
9.7;GENDER IDENTITY AND THE CURRICULUM;30
9.8;THE ARTICULATION OF THE SCHOOL CURRICULUM WITH HIGHEREDUCATION;33
9.9;ARRANGEMENTS ‘ON THE GROUND’;36
9.10;CONCLUSION;39
9.11;REFERENCES;40
10;2 Equality of Educational Opportunity A 40 Year Retrospective;43
10.1;A 40-YEAR RETROSPECTIVE;43
10.2;DO THE MAIN FINDINGS OF EEO STILL HOLD?;44
10.3;INTERNATIONAL RESEARCH ON SCHOOL EFFECTS;51
10.4;SCHOOL EFFECTS AND POLICY DEBATES;56
10.5;CHANGING CONCEPTIONS OF EQUALITY OF EDUCATIONAL OPPORTUNITY;58
10.6;CONCLUSIONS;61
10.7;ACKNOWLEDGEMENT;61
10.8;REFERENCES;62
11;3 Social Inequalities and Education Policy in England;68
11.1;INTRODUCTION;68
11.2;SOCIOLOGICAL PERSPECTIVES ON EDUCATIONAL DIFFERENCES BETWEEN GROUPS;68
11.3;GOVERNMENT POLICIES;75
11.4;CONCLUSIONS;80
11.5;REFERENCES;82
12;4 Achievement Gaps Among Racial-Ethnic Groups in the United States;88
12.1;Changes in Families and Schools;88
12.2;INTRODUCTION;88
12.3;STUDENT TEST SCORE TRENDS BETWEEN THE 1970S AND 1990S;89
12.4;FAMILIES, SCHOOLS AND STUDENT TEST SCORE GAPS;91
12.5;DATA AND METHODS;95
12.6;NATIONAL LONGITUDINAL STUDY OF THE HIGH SCHOOL CLASS OF 1972;96
12.7;HIGH SCHOOL AND BEYOND;96
12.8;NATIONAL EDUCATION LONGITUDINAL STUDY;96
12.9;NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS;97
12.10;DEPENDENT MEASURE;97
12.11;FAMILY AND SCHOOL MEASURES;98
12.12;METHODOLOGY;99
12.13;RESULTS;102
12.14;TEST SCORE DIFFERENCES AMONG RACIAL-ETHNIC GROUPS OVER TIME;102
12.15;CHANGES IN FAMILY BACKGROUND CHARACTERISTICS AMONG RACIAL-ETHNIC GROUPS;104
12.16;BLACK-WHITE FAMILY BACKGROUND TRENDS;105
12.17;CHANGES IN SCHOOL CHARACTERISTICS AMONG RACIAL-ETHNIC GROUPS;107
12.18;CHANGES IN SELF-REPORTED TRACK PLACEMENT AMONG RACIAL-ETHNIC GROUPS;110
12.19;DECOMPOSING CHANGES IN THE BLACK-WHITE TEST SCORE GAP;112
12.20;DECOMPOSING CHANGES IN THE LATINO-WHITE TEST SCORE GAP;115
12.21;DISCUSSION;117
12.22;CHANGES IN FAMILIES AND TEST SCORE GAPS IN MATHEMATICS;118
12.23;CHANGES IN SCHOOLS AND TEST SCORE GAPS IN MATHEMATICS;119
12.24;PERSISTANT INEQUALITY IN THE MATHEMATICS TEST SCORE GAPS;120
12.25;POLICY IMPLICATIONS OF OUR ANALYSIS;121
12.26;REFERENCES;125
13;5 Accessible and Effective Education New Research in a Sophisticated Theoretical context;136
13.1;INTRODUCTION;136
13.2;ACCESSIBILITY FROM A MERITOCRATIC PERSPECTIVE;137
13.3;NATURE OR NURTURE;139
13.4;ENVIRONMENTAL EXPLANATIONS;141
13.5;THE CURRENT SITUATION IN RESEARCH;144
13.6;HORIZONTAL ACCESSIBILITY;145
13.7;VERTICAL ACCESSIBILITY;146
13.8;CONCLUSIONS;147
13.9;REFERENCES;150
14;6 Gender and Education;154
14.1;CROSS-NATIONAL PATTERNS IN EDUCATIONAL ATTAINMENT AND ACHIEVEMENT;154
14.2;PROCESSES SHAPING GENDER DIFFERENCES IN EDUCATIONAL OUTCOMES;157
14.3;POLICY INTERVENTIONS AND GENDER EQUITY;164
14.4;CONCLUSIONS;166
14.5;REFERENCES;167
15;7 Education Equality Indicators in the Nations of the European Union*;173
15.1;INTRODUCTION;173
15.2;EQUITY AND INEQUALITY;174
15.3;SOME FINDINGS OF THE GERESE PROJECT;183
15.4;CONCLUSIONS;205
15.5;REFERENCES;207
16;8 An Insoluble Problem? Social Class and English Higher Education;209
16.1;INTRODUCTION;209
16.2;“NOT MUCH OF A CHOICE”;213
16.3;“I’D NEVER FIT IN THERE”;216
16.4;“WHAT’S A PERSON LIKE ME GOING TO DO AT A PLACE LIKE THAT?”;216
16.5;“THE GOOD UNIVERSITY”;217
16.6;CONCLUSION;220
16.7;REFERENCES;221
17;9 Realities and Prospects for Public Education in a Context of Persistent InequalitiesTheorizing Social Reprodution in Latin America;223
17.1;INTRODUCTION;223
17.2;INEQUALITIES IN THE EDUCATIONAL SYSTEM;226
17.3;THE DISTRIBUTION OF EDUCATION;227
17.4;STATE RESPONSE TO EDUCATIONAL INEQUALITIES;229
17.5;GENDER IN EDUCATION;235
17.6;EDUCATIONAL REFORM;236
17.7;CONCLUSIONS;238
17.8;REFERENCES;239
18;10 Social Disparities in Education in Sub-Saharan African Countries Gender, Geographical Location and Family Income;241
18.1;INTRODUCTION;241
18.2;THE QUANTITATIVE CONTEXT AND THE MAGNITUDE OF STRUCTURAL DISPARITIES IN AFRICAN EDUCATION;242
18.3;GENDER DISPARITIES USING ADMINISTRATIVE DATA;246
18.4;SOCIAL DISPARITIES GOING BEYOND GENDER: THE CONTRIBUTION OF HOUSEHOLD SURVEYS;257
18.5;COMMENTS AND PERSPECTIVES FOR ACTION;261
18.6;CONCLUSION;266
18.7;REFERENCES;267
19;11 Education Inequality and Indigenous Australians Perspectives and Possibilities;274
19.1;INTRODUCTION;274
19.2;THE DIMENSIONS OF INDIGENOUS DISADVANTAGE;275
19.3;THE HISTORICAL CONTEXT OF EDUCATIONAL DISADVANTAGE;276
19.4;INDIGENOUS DISADVANTAGE IN EDUCATION AND TRAINING: RECENT DATA;280
19.5;THE WAY FORWARD;289
19.6;REFERENCES;291
20;Index of Names;295
21;Index of Subjects;303
22;VOLUME TWO TABLE OF CONTENTS;322
23;LIST OF TABLES;324
24;LIST OF FIGURES;327
25;LIST OF CONTRIBUTORS;329
26;LIST OF ABBREVIATIONS AND ACRONYMS;333
27;ACKNOWLEDGEMENTS;335
28;FOREWORD;336
29;1 Social Inequality in French Education Extent and Complexity of the Issues*;338
29.1;INTRODUCTION;338
29.2;GENESIS AND COMPLEXITY OF SOCIAL INEQUALITIES IN FRANCE;339
29.3;SCHOOL CONTEXT AS A VECTOR OF SOCIAL INEQUALITY;348
29.4;CONCLUSION;355
29.5;REFERENCES;356
30;2 First- and Second-Generation School Segregation and the Maintenance of Educational Inequality;358
30.1;INTRODUCTION;358
30.2;HOW THE CMS RESEARCH STUDY WAS CONDUCTED;361
30.3;FINDINGS;363
30.4;EFFECTS OF RACIAL COMPOSITION OF CLASSROOMS ON ACHIEVEMENT;365
30.5;CONCLUSION;371
30.6;ACKNOWLEDGEMENT;372
30.7;REFERENCES;372
31;3 Structural Inequality in Australian Education Vertical and Lateral stratification of Opportunity;375
31.1;INTRODUCTION;375
31.2;SOCIAL DIFFERENTIATION THROUGH THE CURRICULUM;378
31.3;SOCIAL DIFFERENTIATION THROUGH SCHOOL SYSTEMS AND SITES;384
31.4;SOCIAL DIFFERENTIATION IN HIGHER EDUCATION;388
31.5;CONVERTING SOCIAL INTO ACADEMIC ADVANTAGE: THE ILLUSION OF ACADEMIC NEUTRALITY;394
31.6;REFERENCES;396
32;4 Distinction, Representation and Identities among Middle Class Fractions in London*;398
32.1;THE LOCALITIES;400
32.2;DISCUSSION;407
32.3;REFERENCES;414
33;5 Education and Social Selection in Italy*;423
33.1;INTRODUCTION;423
33.2;CONCLUSION;442
33.3;REFERENCES;444
34;6 An Assessment of Educational Equity and Policy in Spain;445
34.1;INTRODUCTION;445
34.2;FOUR FACTORS OF SPECIAL RELEVANCE TO EDUCATIONAL INEQUALITY IN SPAIN;446
34.3;CURRENT POLICIES ADDRESSING EQUITY IN SPAIN;453
34.4;POLICIES AND STRATEGIES FOCUSED ON SPECIFIC SUB-GROUPS;454
34.5;FUTURE DIRECTIONS OF EDUCATION POLICY ADDRESSING EQUITY;457
34.6;REFERENCES;459
35;7 Equality in Educational Policy A Norwegian Perspective;461
35.1;INTRODUCTION;461
35.2;EDUCATIONAL PARTICIPATION AS SOCIAL REPRODUCTION;461
35.3;EQUALITY OF OPPORTUNITY;462
35.4;EDUCATION AS A COMMON GOOD;463
35.5;ADVANCING EQUITY;466
35.6;EDUCATION AS A PRIVATE GOOD;468
35.7;CONCLUSIONS AND REFLECTIONS;472
35.8;REFRENCES;475
36;8 Educational Inequality in Russia;477
36.1;EDUCATIONAL INEQUALITIES IN THE SOVIET UNION;477
36.2;SEGMENTATION OF HIGHER EDUCATION IN POST-SOVIET RUSSIA;478
36.3;CAUSES OF EDUCATIONAL INEQUALITY IN RUSSIA;482
36.4;IS CURRENT POLICY AIMED AT REDUCING INEQUALITY?;486
36.5;CONCLUSIONS;487
36.6;REFERENCES;488
37;9 School Achievement in Italy An Empirical View*;491
37.1;RATES OF SCHOOL COMPLETION IN ITALY;491
37.2;CONCLUSIONS;508
37.3;REFERENCES;509
38;10 Persistent Inequalities in Uruguayan Primary Education 1996 – 2002*;510
38.1;INTRODUCTION;510
38.2;THE REFORM OF EDUCATION (1996-2004);511
38.3;HYPOTHESIS AND MODEL;515
38.4;DATA;520
38.5;ANALYSIS;523
38.6;CONCLUSIONS;531
38.7;REFERENCES;533
38.8;Appendix I:;536
38.9;Appendix II:;537
39;11 Education Feminism, Gender Equality and School Reform in Late Twentieth Century England;539
39.1;INTRODUCTION;539
39.2;FEMINIST VOLUNTARISM AND THE SOCIAL DEMOCRATIC ERA (1960s AND 70s);540
39.3;EDUCATION FEMINISM, MANAGERIALISM AND NEW RIGHT GOVERNMENT AGENDAS (1980s TO 1997);545
39.4;NEW LABOUR, THE AMBIGUITIES OF GENDER AND OPPOSITIONAL EDUCATION FEMINISM;548
39.5;REFLECTIONS;554
39.6;ACKNOWLEDGEMENTS;556
39.7;REFERENCES;556
40;12 The Lagging Participation of Girls and Women in Maths and Science Education;559
40.1;INTRODUCTION;559
40.2;EXPLORING CROSS-NATIONAL DIFFERENCES IN GENDER GAPS IN EDUCATION;567
40.3;DISCUSSION;572
40.4;REFERENCES;573
41;13 In the End is the Beginning The Search for Gender Equality in English Education;575
41.1;AN END OF INEQUALITY?;575
41.2;NEW FORMS OF INEQUALITY OR A GREATER AWARENESS OF OLD ONES?;579
41.3;REFERENCES;597
42;14 Rurality and Inequality in Education The Australian Experience;603
42.1;INTRODUCTION;603
42.2;RURALITY IN THE AUSTRALIAN CONTEXT;603
42.3;DIMENSIONS OF RURAL EDUCATIONAL INEQUALITY;605
42.4;FACTORS CONTRIBUTING TO RURAL DISADVANTAGE;611
42.5;ADDRESSING RURAL DISADVANTAGE;617
42.6;CONCLUSION;621
42.7;REFERENCES;623
43;15 Transforming School Education in China to a Mass System: Progress and Challenges;626
43.1;INTRODUCTION;626
43.2;TRANSFORMATION OF THE SCHOOL SYSTEM IN YUNNAN;628
43.3;IMPEDIMENTS TO BUILDING A MASS SENIOR SECONDARY SCHOOL SYSTEM;635
43.4;CONCLUSION;643
43.5;REFERENCES;644
44;Index of Names;646
45;Index of Subjects;651
46;VOLUME THREE TABLE OF CONTENTS;659
47;LIST OF TABLES;661
48;LIST OF FIGURES;663
49;LIST OF CONTRIBUTORS;665
50;LIST OF ABBREVIATIONS AND ACRONYMS;669
51;ACKNOWLEDGEMENTS;671
52;FOREWORD;672
53;1 School Reform and Inequality in Urban Australia A Case of Residualising the Poor;673
53.1;INTRODUCTION;673
53.2;SCHOOL REFORM;675
53.3;IMPACT OF THE REFORMS;682
53.4;ADDRESSING THE PROBLEM OF RESIDUALISATION;704
53.5;REFERENCES;708
54;2 Education Markets and Social Class Inequality A Comparison of Trends in England, Scotland and Wales;711
54.1;INTRODUCTION;711
54.2;RESEARCH QUESTIONS;717
54.3;CONCLUSION;733
54.4;ACKNOWLEDGEMENTS;736
54.5;REFERENCES;736
55;3 The Effects of Generalised School Choice on Achievement and Stratification Evidence from Chile’s Voucher Program;739
55.1;INTRODUCTION;739
55.2;CHILE’S SCHOOL VOUCHER PROGRAM: A BRIEF OVERVIEW;741
55.3;THE INDUSTRIAL ORGANISATION EFFECTS OF SCHOOL CHOICE;743
55.4;MEASURING THE EFFECTS OF SCHOOL CHOICE;747
55.5;RESULTS;749
55.6;WHEN SCHOOLS COMPETE, HOW DO THEY COMPETE?;769
55.7;CONCLUSION;773
55.8;ACKNOWLEDGEMENTS;774
55.9;REFERENCES;778
56;4 Taking Local Contexts More Seriously The Challenge for Education Research, Policy and Practice;780
56.1;THE CHALLENGE FOR EDUCATION RESEARCH, POLICY AND PRACTICE;780
56.2;WHY CONTEXTUALISE?;782
56.3;CONTEXTUALISING RESEARCH;789
56.4;CONCLUSION;795
56.5;ACKNOWLEDGEMENT;796
56.6;REFERENCES;796
57;5 Understanding and Addressing Achievement Gaps During the First Four Years of School in the United States;799
57.1;INTRODUCTION;799
57.2;RESEARCH ON ACHIEVEMENT GAPS;800
57.3;EXAMINING ACHIEVEMENT GAPS IN THE EARLY YEARS;802
57.4;THE SIZE OF THE ACHIEVEMENT GAP;804
57.5;EXPLAINING THE ACHIEVEMENT AND LEARNING GAPS;808
57.6;WHAT PREDICTS ACHIEVEMENT?;811
57.7;ADDRESSING THE ISSUE OF ACHIEVEMENT GAPS IN THE EARLY YEARS;813
57.8;REFERENCES;816
58;6 The Development of Vocational Programs in Secondary SchoolsVictoria and the European Tradition;820
58.1;INTRODUCTION;820
58.2;THE EUROPEAN TRADITION OF SECONDARY SCHOOLING;822
58.3;VET IN SCHOOLS PARTICIPATION AND OUTCOMES – 2005;829
58.4;CONCLUSION;833
58.5;ACKNOWLEDGMENTS;835
58.6;REFERENCES;835
59;7 Reducing Inequality in an Age of Student Mobility Challenges Facing American Higher Education;837
59.1;INTRODUCTION;837
59.2;INCREASING THE STOCK OF COLLEGE-EDUCATED LABOUR;839
59.3;EMPIRICAL ANALYSES OF STRATIFICATION IN STUDENT MOBILITY;841
59.4;IMPLICATIONS FOR POLICY AND PRACTICE;849
59.5;REFERENCES;851
60;8 Equality and Policy Challenges Faced by China’s Education;853
60.1;INTRODUCTION;853
60.2;EQUITY IN THE CONTEXT OF DEVELOPMENT;854
60.3;STRESS FACTORS IMPINGING ON EDUCATION EQUITY;855
60.4;EDUCATION PERFORMANCE;859
60.5;INEQUITY IN EDUCATION BETWEEN URBAN AND RURAL AREAS;860
60.6;INEQUITY IN EDUCATION BETWEEN EASTERN AND WESTERN REGIONS;863
60.7;INEQUITIES IN EDUCATION BETWEEN GENDERS;865
60.8;POLICES AND MEASURES TO RESOLVE INEQUITY IN EDUCATION;867
60.9;OUTCOMES OF INTERVENTIONS;870
60.10;REFERENCES;872
61;9 Walking The Tightrope Equity and Growth in a Liberalising India;874
61.1;INTRODUCTION;874
61.2;KEY ELEMENTS OF THE NATIONAL CONTEXT;876
61.3;ROLE OF EDUCATION IN ECONOMIC AND SOCIAL DEVELOPMENT: 1950 TO 1990;879
61.4;INDIA IN A GLOBALISING ECONOMY;885
61.5;REASSESSING REFORMS IN THE SCHOOL SECTOR;896
61.6;CONCLUSION;901
61.7;ACKNOWLEDGEMENT;903
61.8;REFERENCES;903
62;10 Making Education More Equitable What Can Policy Makers Learn from the Australian Disadvantaged Schools Programme?;906
62.1;INTRODUCTION;906
62.2;THE LIFE CYCLE OF THE DSP;907
62.3;THE DSP AS A MODEL OF CHANGE;910
62.4;STRENGTHS OF THE DSP: A BOTTOM-UP VIEW;911
62.5;POVERTY POLICY IN NEW TIMES;913
62.6;STRUCTURAL CONSTRAINTS;914
62.7;REFORMING SCHOOLS;917
62.8;POLICY TO ADDRESS MAJOR STRUCTURAL BARRIERS;919
62.9;CONCLUSIONS;920
62.10;REFERENCES;921
63;11 Educational Inequality in the Netherlands Policy, Practice and Effects;924
63.1;INTRODUCTION;924
63.2;GOVERNMENT POLICY WITH REGARD TO EDUCATIONAL DISADVANTAGES;925
63.3;THE EFFECTIVENESS OF THE POLICY;930
63.4;THE EDUCATIONAL POSITION OF WORKING-CLASS AND IMMIGRANT CHILDREN;936
63.5;CONCLUSIONS;939
63.6;REFERENCES;939
64;12 What Makes for Fair Schooling?;942
64.1;INTRODUCTION;942
64.2;EQUAL OPPORTUNITY AND MERIT;943
64.3;DISTRIBUTIVE JUSTICE;946
64.4;GUARANTEED MINIMUMS;948
64.5;SOCIAL EFFECTS OF SCHOLASTIC INEQUALITIES;951
64.6;WHICH AGENDA FOR POLICY?;953
64.7;CONCLUSIONS;956
64.8;REFERENCES;957
65;13 Social Inequalities in Education Enlarging the Scope of Public Policy Through Reflection on Context;959
65.1;INTRODUCTION;959
65.2;PERSISTENT INEQUALITY AND HISTORICAL PROGRESS;960
65.3;ABSTRACTION FROM INSTITUTIONAL CONTEXT;963
65.4;ABSTRACTING FROM SOCIO-SPATIAL CONTEXT;965
65.5;TOWARDS AN AGENDA OF POLICY REFORM;966
65.6;TAKING EDUCATION AT ITS WORD;972
65.7;REFERENCES;972
66;Index of Names;974
67;Index of Subjects;980