Education and the Reproduction of Inequalities

Veselý, Arnošt

doi:10.5772/37386

Cited by 6 publications

(4 citation statements)

References 65 publications

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“…Education equity work begins with understanding the barriers and structures that prevent students from obtaining a quality and inclusive education. Social reproduction theory aids in identifying these barriers by considering the ability of social institutions, including schools, to replicate the inequities in capital that are found in society (Au, 2008;Bischoff & Tach, 2018;Bourdieu, 1986;Vesely, 2012). Capital, while commonly used as an economic term, can also be used to describe the educational, cultural, and social benefits an individual accumulates.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Through family educational expectations, and increased access to academic resources, human capital and economic capital are intricately linked: the higher the education, the greater the anticipated paycheck. This symbiotic relationship also applies in the reverse; children from households that have limited educational resources are likely to replicate the educational attainment of their parents (Vesely, 2012). When schools are divided by economic and human capital expectations, the educational environment compounds the gap between those with resources, and those without.…”

Section: Literature Reviewmentioning

confidence: 99%

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PJI Principles: Taking Steps to have Conversations on Equity in our Classrooms and Daily Lives

Lonski¹,

Lott²,

Putten³

2022

Advances in Education and Educational Trends Series

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Today's educators, from kindergarten through higher education, are uniquely positioned to provide their students with real life opportunities that demonstrate and promote equity, change, and social justice ideals amongst their peers, throughout the schoolhouse and into their communities. These opportunities for students, supported by the norms and culture of the classroom, often come in the form of daily interactions with curricula, which affords teachers the window to teach how to disrupt inequity among students and in their lives. For teachers and school leaders to open this window, each must also have the courage to investigate and learn from the mirrors of the experiences of others reflected to them. The work of the Peace and Justice Institute at Valencia College provides educators with the courage to investigate those personal mirrors for the benefit of their students. Their courage is found in the sharing of stories about themselves and by turning off their automatic responses to the stories of others. The following chapter considers how The Principles, the philosophical foundation of PJI, translate into an equitable classroom practice. This qualitative case study of 24 teachers explores the impact of the PJI Teachers Academy in the k-12 classrooms of these teachers.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

PJI Principles: Taking Steps to have Conversations on Equity in our Classrooms and Daily Lives

Lonski¹,

Lott²,

Putten³

2022

Advances in Education and Educational Trends Series

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“…One primary reason that the rapid and widespread changes under No Child Left Behind did not and cannot improve the education for disadvantaged students is that they were aimed to improve the existing education paradigm, which was designed to reproduce the existing social stratification and perpetuate social inequality (Au, ; Bourdieu & Passeron, ; Brown, , ; Collins, ; Veselý, ; Zanten, ). In other words, the achievement gap is a logical, and to some degree intended, outcome of the existing paradigm.…”

Section: Introductionmentioning

confidence: 99%

From Deficiency to Strength: Shifting the Mindset about Education Inequality

Zhao

2016

Journal of Social Issues

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The "achievement gap" as a symptom of persistent social inequity has plagued American education and society for decades. The vast chasm in academic achievement has long existed along racial and poverty lines. Children of color and from low-income families have, on average, performed worse on virtually all indicators of academic success: standardized test scores, high school graduation rates, and college matriculation rates. This gap perpetuates the existing inequalities in society. Efforts to close the achievement gap have had little effect. The gap remains and has actually widened. This article argues the gap is symptomatic of the deficit-driven education paradigm. Fixing the traditional paradigm is unlikely to close the gap because the paradigm reinforce and reproduces educational and social inequity by design. To work toward more educational and social equity, we need to adopt a different paradigm of education. The new paradigm should work on cultivating strengths of individual students instead of fixing their deficits.

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“…Besides, it has also been employed to investigate other outcomes (see for example, Lavrijsen and Nicaise (2017) andLevels, van der Velden and Di Stasio (2014)). 5 For more information seeLeTendre, Hofer and Shimizu (2003),Gamoran (2009) andVeselý (2012).…”

mentioning

confidence: 99%

Stratification of education systems and social mobility : empirical analyses of the moderating role of the stratification of education systems on the associations of the mobility triangle

Traini¹

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The thesis investigates whether the stratification of education systems moderates the OED associations. The first empirical article (Chapter 2) is a replication study that shows that the most used indicator of the stratification of education systems (i.e., the index of tracking (Bol and van de Werfhorst, 2013)) is not positively (statistically significantly) associated with either social background inequality in educational attainment or educational gradient in occupational attainment. Besides not supporting the existence of a trade-off between labour market allocation and equality of educational opportunity, the unsuccessful predictive validity test of the index of tracking makes it clear that this strand of research needs new theoretically grounded indicators to measure the stratification of education systems. This thesis’ contribution is to address these requests. First, I theoretically identify the dimensions of the stratification of education systems that are relevant when it comes to investigating the OED associations: the age of first selection, and the extent to which the first selection is based on students’ ability. Second, I collect these two country-level indicators through expert judgements by questioning more than 200 experts who provided information on the education systems’ characteristics of 34 countries. Third, by linking these country-level data to the European Social Survey (ESS), I test whether the two dimensions of the stratification of education systems moderate a) social background inequality in educational attainment (Chapter 3), b) educational gradient in occupational attainment (Chapter 4), and c) the direct effect of social background on occupational attainment (Chapter 5).

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Education and the Reproduction of Inequalities

Cited by 6 publications

References 65 publications

PJI Principles: Taking Steps to have Conversations on Equity in our Classrooms and Daily Lives

PJI Principles: Taking Steps to have Conversations on Equity in our Classrooms and Daily Lives

From Deficiency to Strength: Shifting the Mindset about Education Inequality

Stratification of education systems and social mobility : empirical analyses of the moderating role of the stratification of education systems on the associations of the mobility triangle

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