1,721,277 research outputs found
Researching race and ethnic inequalities in education: key findings and future directions
No full textIntroduction to the handbook: comparative sociological perspectives on racial and ethnic inequality in education
No full textEngland
No full textThis chapter offers a systematic review of sociological research in England on the relationship between race/ethnicity and educational inequality between 1980 and 2010. Five major research traditions are identified: (1) political arithmetic; (2) racism and racial discrimination; (3) school effectiveness and inclusion; (4) culture and educational outcomes; and (5) educational markets and educational outcomes, with research on ‘racism and racial discrimination’ as the most dominant research traditions. Most of the research conducted in England is characterized by the use of qualitative research methods and a more interpretative approach to social sciences and focuses on identifying inequality in educational experiences and outcomes of racial and ethnic minorities, particularly in relationship to young people of ‘Black Caribbean/African’, ‘Pakistani’, ‘Indian’, and ‘Bangladeshi’ background and more recently, ‘Chinese’ and ‘Gypsy/Traveller/Roma’ children. This rich body of research is written in English and developed by educational sociologists who take a more critical stance towards government policies that are underpinned by assimilationist principles even though they are often manifested as apparently multicultural; and a market-lead education system which stresses the importance of between-school competition, accountability, and standardized testing
Belgium (Flanders)
No full textThis chapter offers a systematic review of sociological research in Flanders (Belgium) on the relationship between race/ethnicity and educational inequality between 1980 and 2010. We could identify five main research traditions: (1) the ‘political arithmetic’ tradition; (2) the ‘cultural and educational outcomes’ tradition; (3) the ‘language proficiency’ tradition; (4) the ‘racial and racial discrimination in school’ tradition; and (5) the ‘school effectiveness research’ tradition, with the ‘political arithmetic tradition’ research being the most dominant research tradition in Flanders. Most of the research conducted in Flanders focuses on explaining ‘underachievement’ in relationship to ‘Turkish’ and ‘Moroccan’ minority students. However, many studies have extended this to the study of ‘allochthons’ (maternal grandmother not born in Belgium) or students whose maternal language is not Dutch. Most studies are characterized by the use of quantitative research methods and a more (post-)positivistic approach to social sciences. Research practices changed from writing policy-oriented research reports, written in Dutch in order to evaluate policies and inform policy makers, to the writing of PhD dissertations in Dutch and, more recently, to the publication of internationally peer-reviewed journal articles in English
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