Equity gaps in education: Nine points toward more transparency

Albert Ziegler*, Ching Chih Kuo, Sen Peng Eu, Michaela Gläser-Zikuda, Miguelina Nuñez, Hsiao Ping Yu, Bettina Harder

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

摘要

The aim of this paper is to increase transparency in the scientific analysis of equity gaps in education. This should be useful in avoiding common ambiguities and misunderstandings in the discourse and in presenting the analyses results in a constructive way. We focused on a very basic aspect of transparency: Information availability. We identified nine topics related to the constitutive terms: “equity”, “gap”, and “education”, topics for which information is often only implicitly or selectively transmitted or not transmitted at all. Regarding the constitutive term “equity”, and as the possible sources of transparency problems, we analyzed (1) the type of equity model, (2) the underlying distribution model, and (3) the group concept between which equity gaps exist. For the clarification of the constitutive term “gap”, we addressed (4) the applicability issue, (5) the indicator issue, (6) the reference issue, and (7) the significance issue. The last two sources of transparency problems were related to the constitutive term “education” and referred to (8) the location of the equity gap within or outside education and (9) the characterization of the equity gap within education. For each of the nine topics, we highlight the biggest problems of understanding and propose solutions.

原文英語
文章編號711
期刊Education Sciences
11
發行號11
DOIs
出版狀態已發佈 - 2021 十一月

ASJC Scopus subject areas

  • 電腦科學(雜項)
  • 電腦科學(全部)
  • 教育
  • 物理治療、運動療法和康復
  • 發展與教育心理學
  • 公共行政
  • 電腦科學應用

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