Equity in Education & Society最新文献_第2页

Preparing school leaders for social justice: An analysis of educational leadership preparation programs in Jamaica 为社会公正培养学校领导：牙买加教育领导力培养计划分析

Equity in Education & Society Pub Date : 2024-02-23 DOI: 10.1177/27526461241235937

Mario Jackson, Heidi Von Dohlen, Marsha Black-Chen

引用次数: 0

A call for reform: Education’s role in strengthening democracy 呼吁改革：教育在加强民主方面的作用

Equity in Education & Society Pub Date : 2024-01-23 DOI: 10.1177/27526461241227566

Michael J McGravey

引用次数: 0

Culturally proficient leadership: Equipping educators to better serve refugee students during a crisis 精通文化的领导力：让教育工作者在危机中更好地为难民学生服务

Equity in Education & Society Pub Date : 2024-01-22 DOI: 10.1177/27526461241227970

Khalid Arar, Corinne Brion, Eman Abo-Zaed Arar, Anna Saiti

{"title":"Culturally proficient leadership: Equipping educators to better serve refugee students during a crisis","authors":"Khalid Arar, Corinne Brion, Eman Abo-Zaed Arar, Anna Saiti","doi":"10.1177/27526461241227970","DOIUrl":"https://doi.org/10.1177/27526461241227970","url":null,"abstract":"Purpose: The purpose of this paper is to explore the proficiency of leadership practices in dealing with refugee students’ cultural needs during the COVID-19 pandemic. Design/methodology/approach: Semi-structured interviews were employed to elucidate data from teachers, counselors, and leaders in a U.S. Midwestern suburban community that had recorded a significant increase in the number of refugee students. Findings: The findings identified that suburban districts do not usually have the cultural experience or training on how to best serve their refugee students. Indeed, prior to the pandemic, most participants were culturally blind or pre-competent. However, the pandemic afforded participants an opportunity to learn about their refugee students’ cultures. The evidence of the current research suggests that cultural proficiency should constitute an integral part of leadership’s crisis management plans. Originality: The emotions that develop in a teacher’s working environment at a time of crisis, as well as their levels of emotional engagement, are two important factors that affect a school’s functioning. As such, this work recognizes the need to exercise empathy when addressing vulnerable students’ needs. Furthermore, this work recognizes that a school leader exhibiting awareness and empathy will help the teachers of that school to improve their effectiveness in exercising empathy.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"71 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139606875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A critical analysis of the inclusivity of primary headteacher job advertisements 对小学校长招聘广告包容性的批判性分析

Equity in Education & Society Pub Date : 2024-01-10 DOI: 10.1177/27526461231223197

Helen Hooper, Anna Malika, Alexandros Angelopoulos

{"title":"A critical analysis of the inclusivity of primary headteacher job advertisements","authors":"Helen Hooper, Anna Malika, Alexandros Angelopoulos","doi":"10.1177/27526461231223197","DOIUrl":"https://doi.org/10.1177/27526461231223197","url":null,"abstract":"Previous research demonstrates the specific wording employed in recruitment materials can impact on an applicants perceived fit with the role being advertised, their inclination to apply and has included analysis of the effect of different text on under-represented groups. However, little research has explored the recruitment materials for specific roles, such as headteachers. A review of job advertisement research was used to synthesis a framework for the critical analysis of UK primary headteacher recruitment materials, a highly relevant area for exploration given the persistent lack of diversity in teaching leadership. This research concludes that primary headteacher recruitment materials are not inclusive as they do not explicitly encourage nor support diversity of appeal or engagement with recruitment processes, and has surfaced considerable scope for enhanced practice. No (0) job advertisements contained: job-sharing/flexible working opportunity; relevant employee benefits, for example, tax-free childcare; or a diversity statement/positive action initiative. Diversity is further undermined via inconsistent and unrealistic expectations in both person specifications and job descriptors. Highly inconsistent applicant packs and wide variation in advertised salary bands were unexpected findings that suggest a ‘cottage industry’ approach to primary headteacher recruitment and underpin recommendations for developing good practice and writing inclusive teaching leadership advertisements.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"6 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139439576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Relationships, parental involvement, and community support: Differences in school environment for boys and girls in rural Guatemala 关系、父母参与和社区支持：危地马拉农村地区男孩和女孩的学校环境差异

Equity in Education & Society Pub Date : 2024-01-09 DOI: 10.1177/27526461231225241

Kerri Evans, Antonia Díaz-Valdés Iriarte, Emily Drummer, Brenda Urizar, T. Crea

引用次数: 0

An exploration of teaching diverse students in a higher education institution in the UK: A case study of a University in London 英国高等院校多元化学生教学探索：伦敦一所大学的案例研究

Equity in Education & Society Pub Date : 2024-01-03 DOI: 10.1177/27526461231225240

G. Cantafio

{"title":"An exploration of teaching diverse students in a higher education institution in the UK: A case study of a University in London","authors":"G. Cantafio","doi":"10.1177/27526461231225240","DOIUrl":"https://doi.org/10.1177/27526461231225240","url":null,"abstract":"This study investigates race equality at The University of Sunderland in London through an analysis of practices and perspectives. Interviews were conducted with Black, Asian, and Minority Ethnic (BAME) students, staff, and affiliated individuals, revealing seven major themes: Curriculum, Covid, Diversity, Personal Sphere, Institution, Belonging, and Technology. These themes offer valuable recommendations for fostering a more diverse and inclusive environment, improving the academic experience in UK Higher Education Institutions. To promote diversity, it is essential to ensure balanced student representation in classes and incorporate diversity considerations in recruitment and allocation processes. Creating a culture of equality, diversity, and inclusion is crucial for a positive learning environment. Mentorship programs can facilitate inclusivity, pairing BAME students with experienced staff. Policies should be reviewed to ensure inclusivity and non-discrimination. Increasing representation of people of colour in senior management roles enhances staff diversity. Staff training on creating an inclusive environment is important. Transparent and fair recruitment processes are necessary to avoid bias. Implementing these recommendations can contribute to a more inclusive and equitable higher education landscape, benefiting both students and staff.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"36 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139389105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Improving the equity landscape at U.S. academic institutions: 10 strategies to lead change 改善美国学术机构的公平状况：引领变革的 10 项战略

Equity in Education & Society Pub Date : 2023-12-11 DOI: 10.1177/27526461231215084

Claudia S P Fernandez, Monica M Taylor, Gaurav Dave, Kathleen Brandert, Suzanna Larkin, Katherine Mollenkopf, Giselle Corbie

{"title":"Improving the equity landscape at U.S. academic institutions: 10 strategies to lead change","authors":"Claudia S P Fernandez, Monica M Taylor, Gaurav Dave, Kathleen Brandert, Suzanna Larkin, Katherine Mollenkopf, Giselle Corbie","doi":"10.1177/27526461231215084","DOIUrl":"https://doi.org/10.1177/27526461231215084","url":null,"abstract":"In the United States, disparities with respect to race, ethnicity, and gender are common across academic institutions, particularly those that are large and have health research-oriented missions. Disparity-affected issues include leadership roles, funding, tenure, and salary. This paper presents a review of the current literature describing those disparities, with a focus on health professions serving major universities in the United States, and proposes approaches to create greater diversity, equity, inclusion and belonging (DEIB) within them. While many organizations nationally are working to address DEIB disparities, academic institutions can benefit from implementing structured approaches and training to nurture their cultures, foster DEIB, and promote psychological safety. We present a literature-based 10-component approach institutions can adopt with relative ease and thus positively support advancing their DEIB engagement. These 10 strategies include the following: Clearly stating DEI values; Conducting gap analyses to identify issues; Using incentives to propel change; Removing bias from recruiting processes; Implementing blind applications processes; Diversifying selection committees; Creating inter-institutional partnerships that truly represent shared power; Developing people and the pipeline; Formalizing mentorship and sponsorship programs; and instituting anti-bias training. Easily implementable strategies can both foster change and build the will and confidence to pursue larger DEIB goals in the future.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"12 4‐5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138980309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Neoliberalism, education financing and development in Africa: The politics, synergism and contradictions in the Ghanaian perspective 非洲的新自由主义、教育筹资与发展：加纳视角下的政治、协同和矛盾

Equity in Education & Society Pub Date : 2023-12-05 DOI: 10.1177/27526461231219702

A. I. Braimah, J. Forson

引用次数: 0

Voices of Black and Asian minority ethnic postgraduate students post the COVID-19 pandemic: Are higher education institutions listening? COVID-19 大流行后黑人和亚洲少数民族研究生的声音：高等教育机构是否在倾听？

Equity in Education & Society Pub Date : 2023-11-24 DOI: 10.1177/27526461231218394

Evelyn Wandia Corrado, Fengling Tang

{"title":"Voices of Black and Asian minority ethnic postgraduate students post the COVID-19 pandemic: Are higher education institutions listening?","authors":"Evelyn Wandia Corrado, Fengling Tang","doi":"10.1177/27526461231218394","DOIUrl":"https://doi.org/10.1177/27526461231218394","url":null,"abstract":"The COVID-19 pandemic significantly affected students studying in higher education (HE) institutions in the UK and international contexts. Black and Asian Minority Ethnic (BAME) university students faced massive pressure during and post COVID-19 pandemic, alongside trying to meet their education goals. Our research project was with postgraduate students from two HE institutions, and this paper highlights participants' lived experiences and perspectives, including emotional stress, the need for greater support to access learning resources, financial issues and physical and mental health issues. Our paper suggests that HE institutions need to provide democratic spaces to encourage all students, including BAME students, to engage in dialogues among themselves and with other key players in HE, such as policymakers, and local and international communities, to address issues of inequality. It is important for HE institutions to listen to students' voices, reflect on the impact of the pandemic on their lives and make strategic planning for mitigating negativities and uplifting quality learning experiences post the pandemic.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"12 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139240485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The influence of household disadvantage on educational achievement inequality in Pakistan: Evidence from Annual Status of Education Report data 巴基斯坦家庭劣势对教育成就不平等的影响：年度教育状况报告数据提供的证据

Equity in Education & Society Pub Date : 2023-11-20 DOI: 10.1177/27526461231217065

G. Rind, K. Malik

{"title":"The influence of household disadvantage on educational achievement inequality in Pakistan: Evidence from Annual Status of Education Report data","authors":"G. Rind, K. Malik","doi":"10.1177/27526461231217065","DOIUrl":"https://doi.org/10.1177/27526461231217065","url":null,"abstract":"Inequity in education is a worldwide concern and there is a growing need to investigate educational achievement inequality in a nuanced and contextual manner. This study aims to elucidate the growing educational achievement inequality within Pakistan by addressing two key questions: What can be revealed about the influence of family socioeconomic condition and household characteristics on children’s disparate educational achievement in Pakistan? And what role do private schools and paid tuition play in exacerbating disparity in learning outcomes? In this study, we applied the concept of Equity in Education, particularly the impartiality approach, to consider disadvantaged conditions among children. We have analyzed the Annual Status of Education Report (ASER) Pakistan household-based survey data ( N = 247,978) conducted in 2021. Our analysis involved both descriptive and logistic regression techniques. Students’ achievement in the local language, arithmetic, and English language served as a dependent variable, while household factors remained a predictable variable. The results revealed that family socioeconomic factors including parents’ education and income, household facilities, and school types have a significant influence on children’s learning achievement and contribute to educational inequality. This study provides further insights for researchers and policymakers to better understand and address educational inequality in its specific context.","PeriodicalId":183631,"journal":{"name":"Equity in Education & Society","volume":"13 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139256724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Equity in Education &amp; Society最新文献

Equity in Education & Society最新文献