Lies Appels, Sven De Maeyer, Jerich Faddar , Peter Van Petegem
{"title":"Unpacking equity. Educational equity in secondary analyses of international large-scale assessments: A systematic review","authors":"Lies Appels, Sven De Maeyer, Jerich Faddar , Peter Van Petegem","doi":"10.1016/j.edurev.2022.100494","DOIUrl":null,"url":null,"abstract":"<div><p><span>The discourse of educational equity has captured public imagination and become an entrenched policy value. In the attendant struggle to improve educational equity, governments draw inspiration from analyses based on data from highly standardized, international large-scale assessments. As these analyses are used as a lever for policy formulation, it is important to understand how this concept of equity is appropriated. Lacking a synthesis of how equity is conceptualized and operationalized in this body of research, the current paper seeks to fill that gap by presenting a </span>systematic review. Our analysis incorporates an identification of operational patterns and an exploration regarding the linguistic elements for defining equity. We chart the theoretical and methodological diversity among interpretations of equity, as clustered into five major research approaches. In light of these results, benefits and limitations of the concept's complexity are discussed and implications for research are forwarded.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":null,"pages":null},"PeriodicalIF":9.6000,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Research Review","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1747938X2200063X","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2
Abstract
The discourse of educational equity has captured public imagination and become an entrenched policy value. In the attendant struggle to improve educational equity, governments draw inspiration from analyses based on data from highly standardized, international large-scale assessments. As these analyses are used as a lever for policy formulation, it is important to understand how this concept of equity is appropriated. Lacking a synthesis of how equity is conceptualized and operationalized in this body of research, the current paper seeks to fill that gap by presenting a systematic review. Our analysis incorporates an identification of operational patterns and an exploration regarding the linguistic elements for defining equity. We chart the theoretical and methodological diversity among interpretations of equity, as clustered into five major research approaches. In light of these results, benefits and limitations of the concept's complexity are discussed and implications for research are forwarded.
期刊介绍:
Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.