DetEdIn · Micro-, Meso-, and Macro-Level Determinants of Educational Inequalities: An Interdisciplinary Approach

Micro-, Meso-, and Macro-Level Determinants of Educational Inequalities: An Interdisciplinary Approach

This research project contributed to theory on educational inequality by examining micro-, meso-, and macro-level causes of social inequalities in education. Governments worldwide acknowledge children's right to education on the basis of equal opportunity. In accordance with the principle of equal opportunity, educational outcomes should be directly related to individual merit. However, socioeconomic origin also plays a role in shaping educational outcomes. For example, across OECD countries, only roughly every fifth child from families with a low educational background attains a tertiary-education degree, as opposed to about two thirds of children from families with at least one parent with a higher education background. These disparities in educational attainment are often interpreted as a result of inequality of opportunity. Against this background this research project used an interdisciplinary analytic framework to assess how psychological characteristics, family and school characteristics, and broader contextual characteristics influence social inequalities in education, and whether their distinct combinations influence these inequalities. Data were used from longitudinal cohort studies from the United States, the United Kingdom, and Switzerland as well as from international student assessments. Quantitative research methods were employed to generate scientific evidence and extend theory on major determinants of inequalities in education. Based on the studies conducted within project, we can conclude that educational inequalities emerge as a result of individual and contextual influences, including socialization and schooling experiences as well as institutional settings and educational policies. Accordingly, interventions are needed to tackle educational inequalities within a broad systemic approach that considers both individual and contextual factors and how they interact. Particular attention should be paid to the most vulnerable and disadvantaged children who underperform in school due to unfavorable individual- and context-level conditions.

Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз