Education and Social Differentiation in Less Developed Countries

Foster, Philip

doi:10.1086/445940

Cited by 33 publications

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“…In Mexico, urban/rural inequalities in educational opportunities and outcomes are likely to accompany or exacerbate socioeconomic inequality. In fact, Phillip Foster (1977) argued that, in developing nations, regional disparities might be a greater source of educational inequality than differences in social class or ethnicity. As an example, Yanhong Zhang (2006) found that children in rural areas score far below children in urban areas in most countries participating in the Southern and Western Africa Consortium for Monitoring Educational Quality (SACMEQ II) reading assessments in 2000-2002.…”

Section: Urban-rural Inequalities In Educational Opportunitymentioning

confidence: 99%

In Search of Good Teachers: Patterns of Teacher Quality in Two Mexican States

Luschei¹

2012

Comparative Education Review

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Section: Urban-rural Inequalities In Educational Opportunitymentioning

confidence: 99%

In Search of Good Teachers: Patterns of Teacher Quality in Two Mexican States

Luschei¹

2012

Comparative Education Review

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“…Most importantly, future studies should include a broader diversity of countries, including different levels of national development and socioeconomic equality, as well as various configurations of education systems, to assess whether teacher sorting is a global phenomenon. In developing countries, rural/urban differences are much more salient (Foster, 1977), so studies including a diversity of countries are more likely to identify teacher sorting patterns across communities of different sizes. Further, future research should examine what teacher distribution looks like in other contexts where policies mediate or supersede teachers' preferences and choices.…”

Section: Limitations and Areas For Future Researchmentioning

confidence: 99%

Teacher Sorting within and across Schools and Nations: A Comparative Study of South Korea and the United States

Jeong

Luschei

2019

Teachers College Record: The Voice of Scholarship in Education

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Background Although most research on teacher sorting has taken place in the United States, where teacher distribution favors more advantaged children, there is some evidence that the distribution of teachers across schools is much more equitable in South Korea. This is the first study to directly compare teacher distribution across schools and classrooms in the two countries. Research Questions Our research questions are: (1) Are teachers in lower secondary schools distributed evenly across schools in South Korea and the United States? (2) Are teachers in lower secondary schools distributed evenly across classrooms in South Korea and the United States? (3) How does assignment of teachers to classrooms within schools differ in South Korea and the United States? Research Design We use data from the 2013 Teaching and Learning International Survey to examine the distribution of teachers across regions, schools, and classrooms in the United States and South Korea. To answer our research questions we employ a range of quantitative techniques, ranging from simple descriptive statistics and Gini indices of teacher variables, to multinomial and ordered logistic regressions of school and classroom conditions on key teacher quality variables. Results We find that across schools, inequitable teacher sorting patterns are more pronounced in the United States. In both countries teacher sorting is more pronounced across classrooms than across schools; specifically, teachers with more total experience are less likely to teach in classrooms with higher concentrations of economically disadvantaged students and students with behavioral problems. Further, U.S. teachers with more years of experience in their current schools are less likely to receive assignments in classrooms with more language minority students, economically disadvantaged students, and students with special needs. Conclusions We conclude that South Korea can provide lessons to the United States to help reduce inequities in disadvantaged children's access to qualified teachers across schools through policies like centralized assignment of teachers, incentives to teach in difficult-to-staff schools, and mandatory rotation of teachers across schools. In terms of cross-classroom teacher sorting, our results signal a warning for policy makers in both countries. We argue that the most effective way to reduce within-school teacher sorting is to better integrate language-minority, low-income, and special-needs students into classrooms so that teaching conditions do not differ significantly across classrooms, and teachers have fewer options to sort across.

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“…Its political obligations to liberal expansion produced sharp imbalances in diffusion of basic educational provision as also great absolute and relative deprivations. As in other developing nations which saw the convergence of spatial and social disadvantage, geographical inequities were linked to patterns of caste and ethnic differentiation (Foster, 1977). Dalit and adivasi dominated areas suffered gross discrimination and that permitted their sustained exclusion or piecemeal inclusion (Velaskar, 2006).…”

Section: Inegalitarian Orientation Inegalitarian Impactmentioning

confidence: 99%

Quality and Inequality in Indian Education

Velaskar¹

2010

Contemporary Education Dialogue

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The paper locates educational policy in a wider sociohistorical and political perspective and aims at an ideological deconstruction of policy change with a specific focus on the equality-quality conundrum in elementary education in India. It attempts to critically decode changes in notions and practices of equality and quality in national and international policy prescription, highlighting aspects of ideological contexts, power asymmetries and state dynamics and examines basic shifts in policy discourse and intent. The paper is organised in four parts. The first two parts take a broad historical overview to examine notions of equality and quality, articulated in texts and discussions pertaining to the two national educational policies and in policy initiatives introduced by the Indian state under neoliberal, global hegemonic influence. The interactive impact of educational restructuring and structures of stratification as reflected in the aggravation of key caste, class, gender and ethnic inequalities is captured in the third part of the paper. The final part of the paper draws attention to dilutions and contradictions inherent in recent policy shifts to argue that any meaningful notion of quality education for the poor is impossible to attain in the present context. It unravels the politics of quality.n alarming state of affairs currently grips the Indian education system. It affects the present and future of Ami llions of Indian children. The continuing failure to enrol and ensure the basic learning of, leave alone meaningfully educate, vast multitudes of children especially those belonging to subordinated groups and to linguistic and cultural minorities bespeaks the failure to breach the link between

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Education and Social Differentiation in Less Developed Countries

Cited by 33 publications

References 0 publications

In Search of Good Teachers: Patterns of Teacher Quality in Two Mexican States

In Search of Good Teachers: Patterns of Teacher Quality in Two Mexican States

Teacher Sorting within and across Schools and Nations: A Comparative Study of South Korea and the United States

Quality and Inequality in Indian Education

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