Search Results (142)

Academic performance has become a consolidated indicator of a nation’s educational and social equity. Consequently, increasing attention has been paid to determining the factors associated with school performance, particularly in the case of students with extreme academic outcomes. The aim of this study is to identify and compare the factors related to the level of mathematical competence of Spanish students with low and high levels of achievement, based on data from the Spanish sample of PISA 2022 (n = 30,800). The results of the multilevel quantile regression analysis reveal that the social, economic, and cultural status of the students have a significant and positive effect on both groups. Other variables, such as gender, grade repetition, and length of pre-primary education, show differentiated effects depending on the level of competence. Moreover, school-related factors, such as school location and competition among centres, exhibit opposite effects. Finally, aspects such as school ownership, average class size, and the degree of curricular autonomy only have a significant impact on the mathematical competence of low-achieving students. These findings highlight the need for differentiated educational policies that address the specific needs of each group of students. Full article

Blackness, both as a racial identity and a marker of cultural difference, disrupts the hegemonic norms embedded in dominant forms of cultural capital. This article examines how first- and second-generation Haitian and Jamaican communities in Ontario and Quebec negotiate Blackness within a Canadian context. Drawing from international literature, it introduces distinctly Canadian concepts—such as polite racism, racial ignominy, and duplicity of consciousness—to illuminate local racial dynamics. Using Yosso’s (2005) framework of community cultural wealth, the study analyzes six forms of cultural capital—linguistic, aspirational, social, navigational, resistant, and familial—as employed by Afro-Caribbeans to navigate systemic exclusion. The article expands the limited Canadian discourse on Black identity and offers theoretical tools for understanding how cultural capital is shaped and constrained by race in multicultural democracies. Full article

There is much research on national and international statistical sources on analyses and trends of educational inequalities, which allow for a descriptive and analytical overview of a population’s educational status and trends—such as attainment levels, dropout rates, and sociodemographic variables. There is also research that has identified successful interventions across different countries that contribute to overcoming and reversing educational inequalities. However, the research on whether and how national and international statistical sources provide analyses on how to overcome and reverse educational inequalities remains underexplored. This article contributes to filling this gap by critically examining the available national and international statistical sources used in the educational field to analyze whether and how they include the necessary information for assessing the impact of specific educational interventions that overcome inequalities. Drawing on longitudinal and cohort studies within the European project REVERS-ED, the article highlights the need to move towards research models that incorporate explanatory variables and identify which interventions most effectively improve learning outcomes. Findings show that, despite widespread recognition of successful interventions, their impact is rarely reflected in official statistical systems, thereby limiting access to crucial information for teachers, policymakers, and educational institutions. Unlike disciplines such as medicine, education lacks systematic monitoring of the effects of successful interventions, making it difficult to establish clear correlations between them and learning outcomes. This paper advocates for greater accessibility to evaluative data and a shift towards applied, collaborative research that responds to the real needs of citizens, contributing to a more equitable, inclusive, and effective education system. Full article

“Racial Injustice, Violence, and Resistance: New Approaches from Multidimensional Perspectives” is the product of a dialogue among three experts, bridging the disciplines of economics, criminology, and sociology and bringing together expertise in racial inequality, urban sociology, international immigration, Latin America, and Latino/a/x studies [...] Full article

This study investigates the integration of ChatGPT in Philippine higher education institutions (HEIs) through narrative inquiry, employing Clandinin and Connelly’s three-dimensional framework (temporality, sociality, place) to explore the lived experiences of 18 participants (10 students, 8 faculty). The research identifies three global themes: (1) the need for strong ethical guidelines amid widespread but tacit “silent acceptance” of AI use, (2) faculty efforts to adapt traditional pedagogy while addressing concerns about critical thinking erosion, and (3) strategies to optimize ChatGPT’s utility without exacerbating inequities. Participant narratives reveal divergent adoption patterns: urban stakeholders leverage ChatGPT for efficiency and learning augmentation, while rural counterparts face infrastructural barriers that deepen the urban–rural divide. Students report evolving ethical engagement, from initial dependency to reflective use, whereas faculty grapple with academic integrity and assessment redesign. The findings underscore how cultural resistance, institutional policy gaps, and technological disparities shape ChatGPT’s uneven adoption, reinforcing existing educational inequalities. This study contributes to the literature on AI in education by proposing context-sensitive strategies for equitable integration, including offline AI tools for rural areas, faculty training programs, and transparent policy frameworks. By centering stakeholder narratives, the research advocates for culturally grounded AI adoption that balances innovation with pedagogical integrity, offering a model for Global South contexts facing similar challenges. Full article

Domestic workers represent an essential yet invisible workforce within urban economies, especially in developing countries. Predominantly women in low-income, single-headed households, they often work informally and rely on buses or minibus taxis for suburb-to-suburb travel. Despite their contributions, their transport needs are overlooked in traditional planning, which prioritises CBD-centric routes over the suburb-to-suburb journeys that define their invisible commute. The purpose of this study is to examine the transport mobility patterns of live-out domestic workers in urban areas, focusing on Centurion, one of the affluent neighbourhoods in the Metropolitan City of Tshwane, South Africa. To assess the transport challenges faced by domestic workers during their commutes, a Likert scale was utilised. The data were analysed using descriptive statistics facilitated by the SPSS software package to identify key trends and patterns in the responses. The key challenges of domestic workers are high transport costs, lack of access to affordable transport modes like rail and long commute times. Minibus taxi is the most commonly used mode accommodating both standard and non-standard working hours. The study also found that most of the domestic workers working in Centurion are migrant workers. To reduce the need to travel to work, mixed-income developments, and inclusionary housing are some of the concepts that can be adopted in affluent suburbs like Centurion. These two concepts not only address the need to travel to work but also spatial inequality and promotion of social integration whereby affordable housing are created within higher income areas. Full article

The rise of radical right-wing parties in Europe brings new dynamics and challenges to western liberal democratic models, particularly in how these parties construct narratives around minorities, often framing them as threats to national identity and security. Given the historical background of populist governments in Italy and Portugal being, until recently, an exception in the context of populism in Europe, the comparison between these two countries offers an opportunity to analyse the dynamics and impacts of radical right-wing populism in both countries. The present research aims to address the scarcity of studies on social representations of minorities in Portugal and Italy. To achieve this goal, we conducted a survey (N = 1796) in Portugal and Italy. Using the free word association technique, based on Abric’s Structural Approach to Social Representations Theory, we analyse responses regarding social representations of minorities. Our findings reveal that, while respondents in both nations acknowledge discrimination, the Italian sample includes a wider range of negative terms, such as “violent”—whereas the Portuguese sample largely portrays minorities in positive terms, favouring their inclusion. Respondents in both countries recognise the existence of discrimination against minorities in society, yet the evocation of terms such as “violent”, “profiteers”, and “repugnant” reflects considerable influence from exclusionary and marginalising narratives. Full article

Ethnic segregation, a global phenomenon shaping social dynamics, urban development, and political behavior, is typically studied between distinct racial or national groups. This study provides insights into internal divisions within seemingly unified populations by investigating intra-group segregation within Israel’s ultra-Orthodox (Haredi) Jewish communities. By analyzing Knesset voting patterns as a proxy for residential distribution, I quantify segregation between two major ethnic groups within the Haredi community and identify significant segregation across Haredi-majority cities and clusters. Dissimilarity indices reveal distinct voluntary segregation patterns, with the city of Ashdod emerging as a unique case study due to its dynamic segregation trends and an unexplained sharp decline in dissimilarity in 2021. A comparison with Black–White segregation in U.S. metro areas highlights differing drivers of segregation: cultural and religious dynamics in Haredi communities versus structural inequalities in the U.S. Despite relatively lower dissimilarity scores, cultural and institutional factors reinforce residential separation. This research underscores the need for continued exploration of segregation’s underlying drivers and its implications for fostering more cohesive societies. Full article

Students as Partners (SaP) programs have centered student voices since their inception. Student–faculty pedagogical partnerships are grounded in the notion that students have the expertise to contribute to faculty in preparing for, reflecting on, and revising teaching and learning practices in ways that are inclusive and responsive to all learners. This expertise is based in part on their lived experiences—both as students and as members of the student populations that SaP programs were intentionally created to help empower (e.g., first generation, low-income, BIPOC (Black, Indigenous, and people of Color) and others marginalized in higher education). These students, in dialogue with faculty, help to expose equity issues across classrooms. As SaP programs have proliferated in colleges and universities across the globe, the student partners’ role as social justice advocates in these programs have expanded too. This review explores the pedagogical partnership literature over the past 20 years, to establish the ways in which undergraduate students and post-bacs have flourished in leadership roles in SaP programs: (a) acting as leaders for social equity on campus, (b) serving as peer mentors to new student partners in existing programs, (c) co-creating new programs, and (d) publishing in the literature. This review reveals opportunities for new directions with peer mentorship in SaP programs through the role of lead student mentors who can help to scale up SaP programs, support the emotional labor involved in partnership work, and create pathways to future social justice leadership opportunities. Full article

The distributive environmental justice approach focuses on analysing the spatial patterns of environmental effects and identifying situations of inequality between different social groups. These inequalities may be related to specific impacts or be the result of accumulated benefits or harms to certain populations, the latter aspect being less investigated globally and, in particular, in Latin America. This work aims to analyse the existence of environmental injustices in the city of Montevideo (Uruguay). For this purpose, an environmental quality index (EQI) composed of five subindices is proposed: pollution, exposure to risks, health impacts, habitat quality and availability of green spaces, and their relationship with the level of poverty is evaluated through descriptive analyses and spatial regression models. The results reveal an inverse relationship between the cumulative environmental quality and poverty level, this being especially marked in the subindices of environmental pollution and habitat quality. In contrast, the availability of green spaces presents a more favourable situation for the poorest groups of the population. This study highlights the importance of analysing environmental injustices through multiple indicator-based approaches and highlights the need to incorporate these perspectives into the study of cities with high levels of segregation. Full article

Degree awarding gaps highlight the inequitable outcomes of higher education (HE) for racially minoritized students in the UK. This ongoing issue has been described as a “wicked problem”, directly related to structural racism, or policies and practices that continually disadvantage racialized students. Movements to decolonize the curriculum bring hope and the tools to rebuild more socially-just institutions and societies. However, it is sometimes questioned whether the field of science, with its guise of objectivity, needs decolonizing, or what that process involves. We argue that student partnerships are central to building decolonized science curricula that are critical, anti-racist and will evoke social change. In this study, conducted with life sciences students in a UK HE institution, we share critical reflections captured through a mixed methods approach to address how we create an education that is through and for social justice. Education through social justice aims to create equitable learning environments by addressing how structures and curricula invite, engage and support racially minoritized students to be partners in the learning journey. Whereas education for social justice is about co-creating curricula, teaching practices and principles that lead to change makers and fostering more socially-just societies. Our research indicates that an education that is both through and for social justice requires co-creation where traditional power hierarchies are dismantled, and mattering is emphasized. Partnerships and curricula must be centered in anti-racist practices, with a structured and intentional approach to developing critical thinking skills for continual reflection, self-development and actions to promote inclusion and equity in life sciences and society. Full article

Social inclusion is vital in teaching and learning, particularly within collaborative educational frameworks like the Students as Partners (SaP) initiative. This article delves into selected SaP projects regarding social inclusion in a Hong Kong university, focusing on understanding the complex interplay among student identity development, university resources, and social inclusion. To achieve this, the study employs a qualitative research methodology, which allows for an in-depth exploration of the experiences and perspectives of students involved in the scheme. By analyzing student interview data, this article delineates the identity development process in SaP projects. Additionally, it explores aspects related to the university resources that support student partners throughout the social inclusion project implementation in the Hong Kong context. The results indicate that students are generally aware of social inclusion. Some of them developed a new identity to sustain a positive influence on social inclusion through SaP projects, along with the necessary university resources. Full article

Pedagogical partnership programs often facilitate collaborations between students and faculty to bolster inclusive instructional methodologies and equitable opportunities for classroom engagement. Improving equitable learning experiences for students is of particular importance within physician assistant (PA) education given the efforts toward increasing diversity within the profession. We began to explore ways to increase social equity and inclusion in a PA program by incorporating a student–faculty partnership, which was established between an undergraduate student and a graduate PA program faculty member. The partnership included classroom observations, syllabus/lecture review, and mid-semester feedback from the student partner, as well as weekly meetings between the student partner and faculty member to iteratively revise approaches to course instruction and student engagement. At the end of the course, we gathered survey data on the partnership’s impact on PA students’ perceptions of classroom climate and the PA program in general. Student responses indicate that students experienced a sense of improved classroom climate, open communication, trust, and support because of the partnership. Full article

Pedagogical partnership experiences have been found to support students in developing professional skills, but there is little documentation on whether and how those skills are exercised later in the professional roles they might pursue. We were interested in this question, particularly given the potential for pedagogical partnership to contribute to social equity by prompting the development and eventual application of skills that are critical for professional success yet often not explicitly taught. At an R1 university, one-on-one semi-structured interviews were conducted with alumni of a pedagogical partnership program to prompt reflection on skills they developed in their time in the program and how they might relate to their post-undergraduate endeavors, including academic and professional career contexts. Participants’ reflections suggested that involvement in pedagogical partnerships impacted their development and application of professional skills, such as relationship building, communication, ability to navigate power imbalances, pedagogical knowledge, and equity-related skills. It also contributed to the development of personal attributes such as self-confidence, resilience, and flexibility. Through this research, we uncovered ways in which pedagogical partnership programs can provide an opportunity for student partners, who often hold marginalized identities, to develop some of the tacit knowledge and skills necessary to become successful in their careers post-graduation. Full article

Building on previous studies of racial inequality in higher education, this paper reports the findings of an online survey (N = 407) exploring the extent to which UK university students recognised the existence of racism in wider society and perceived the need for greater racial diversity and inclusion on campus. Utilising the CoBRAS scale developed by Neville and colleagues together with a new Racially Inclusive Attitudes Scale (RIAS) designed by the lead author of this paper, we find that most students reject the notion that we live in a colour-blind society and feel that their university needs to do more to foster racial diversity and inclusion on campus. However, while the rejection of colour-blind narratives was equally strong across students from all ethnic groups, Black students were significantly more likely than students from other ethnic groups to perceive the need for their university to become more racially diverse and inclusive. Full article