New Tools for Old Problems: Inequality and Educational Opportunity for Ethnic Minority Youth and Parents

2017 ◽  
Vol 674 (1) ◽  
pp. 113-133 ◽  
Author(s):  
Nancy E. Hill ◽  
Julia R. Jeffries ◽  
Kathleen P. Murray
Keyword(s):  
Academic Success ◽  
Race And Ethnicity ◽  
Educational Opportunity ◽  
Socioeconomic Background ◽  
Educational Systems ◽  
Special Focus ◽  
Ethnic Minority Youth ◽  
Socioeconomic Condition ◽  
High Expectations ◽  
Coleman Report

Fifty years after the Coleman Report delineated deep inequities across race and ethnicity in school contexts and outcomes, American families still navigate largely inequitable educational systems. The Coleman Report—with only slightly veiled surprise—also revealed the deep value African Americans place on education, their strong motivation to succeed, and the high expectations that they have for academic success. This article provides a critical analysis of the policies designed to increase equity in and access to high-quality education. With a special focus on adolescents, we show how these policies are experienced differently by families in ways that sustain inequities across ethnicity, race, and socioeconomic background. We also review research on the experiences of students in schools, arguing that policy attempts to mitigate disparities in educational experiences across race and socioeconomic condition have had little if any effect.

scholarly journals Rediscovering histology: what is new in endoscopy for inflammatory bowel disease?

2021 ◽  
Vol 14 ◽  
pp. 175628482110056
Author(s):  
Virginia Solitano ◽  
Ferdinando D’Amico ◽  
Mariangela Allocca ◽  
Gionata Fiorino ◽  
Alessandra Zilli ◽  
...  
Keyword(s):  
Disease Activity ◽  
Narrow Band Imaging ◽  
Daily Practice ◽  
Cancer Surveillance ◽  
Special Focus ◽  
High Expectations ◽  
Endoscopic Techniques ◽  
Bowel Diseases ◽  
Inflammatory Bowel

The potential of endoscopic evaluation in the management of inflammatory bowel diseases (IBD) has undoubtedly grown over the last few years. When dealing with IBD patients, histological remission (HR) is now considered a desirable target along with symptomatic and endoscopic remission, due to its association with better long-term outcomes. Consequently, the ability of endoscopic techniques to reflect microscopic findings in vivo without having to collect biopsies has become of upmost importance. In this context, a more accurate evaluation of inflammatory disease activity and the detection of dysplasia represent two mainstay targets for IBD endoscopists. New diagnostic technologies have been developed, such as dye-less chromoendoscopy, endomicroscopy, and molecular imaging, but their real incorporation in daily practice is not yet well defined. Although dye-chromoendoscopy is still recommended as the gold standard approach in dysplasia surveillance, recent research questioned the superiority of this technique over new advanced dye-less modalities [narrow band imaging (NBI), Fuji intelligent color enhancement (FICE), i-scan, blue light imaging (BLI) and linked color imaging (LCI)]. The endoscopic armamentarium might also be enriched by new video capsule endoscopy for monitoring disease activity, and high expectations are placed on the application of artificial intelligence (AI) systems to reduce operator-subjectivity and inter-observer variability. The goal of this review is to provide an updated insight on contemporary knowledge regarding new endoscopic techniques and devices, with special focus on their role in the assessment of disease activity and colorectal cancer surveillance.

Factors Influencing International Student Success in a K-12 Blended Learning Program

2017 ◽  
pp. 93-108
Author(s):  
Annette Levesque ◽  
Doug Reid
Keyword(s):  
Academic Success ◽  
Data Analysis ◽  
Student Success ◽  
Blended Learning ◽  
Foreign Students ◽  
Educational Systems ◽  
Analysis Model ◽  
Learning Program ◽  
Learning Programs ◽  
Quality Technology

This research explored the experiences of foreign students enrolled in the Canada eSchool distance learning program. The study included one secondary school in Nigeria and three in Malaysia that had students enrolled in a program based on a blended learning model. A mixed mode data analysis model including qualitative and quantitative data analysis was undertaken. The purpose of the study was to examine factors that influence student success in blended learning programs accessed by foreign students. Results indicated that students in the study were most successful if they were self-disciplined and had access to a variety of local supports including: an effective learning environment with access to quality technology; assistance in the development of English as a second language; and support in navigating pedagogical transitions between educational systems. In theory, the results of this study point to a connection between the local and Canadian support communities for foreign students enrolled in Canadian blended distance education programs, and their academic success.

scholarly journals Integration in emerging social networks explains academic failure and success

2018 ◽  
Vol 116 (3) ◽  
pp. 792-797 ◽  
Author(s):  
Christoph Stadtfeld ◽  
András Vörös ◽  
Timon Elmer ◽  
Zsófia Boda ◽  
Isabel J. Raabe
Keyword(s):  
Social Networks ◽  
Social Network ◽  
Academic Success ◽  
Network Formation ◽  
Social Ties ◽  
Academic Failure ◽  
Socioeconomic Background ◽  
Positive Interactions ◽  
Strong Impact ◽  
Academic Year

Academic success of students has been explained with a variety of individual and socioeconomic factors. Social networks that informally emerge within student communities can have an additional effect on their achievement. However, this effect of social ties is difficult to measure and quantify, because social networks are multidimensional and dynamically evolving within the educational context. We repeatedly surveyed a cohort of 226 engineering undergraduates between their first day at university and a crucial examination at the end of the academic year. We investigate how social networks emerge between previously unacquainted students and how integration in these networks explains academic success. Our study measures multiple important dimensions of social ties between students: their positive interactions, friendships, and studying relations. By using statistical models for dynamic network data, we are able to investigate the processes of social network formation in the cohort. We find that friendship ties informally evolve into studying relationships over the academic year. This process is crucial, as studying together with others, in turn, has a strong impact on students’ success at the examination. The results are robust to individual differences in socioeconomic background factors and to various indirect measures of cognitive abilities, such as prior academic achievement and being perceived as smart by other students. The findings underline the importance of understanding social network dynamics in educational settings. They call for the creation of university environments promoting the development of positive relationships in pursuit of academic success.

Educational Expectations of Immigrant Students: Does Tracking Matter?

2019 ◽  
Vol 62 (3) ◽  
pp. 366-382
Author(s):  
Volha Chykina
Keyword(s):  
First Generation ◽  
Immigrant Students ◽  
Immigrant Youth ◽  
Educational Expectations ◽  
Educational Systems ◽  
Host Countries ◽  
High Expectations ◽  
First Generation Immigrants ◽  
The Relationship ◽  
High Educational

Immigrants are known to have high expectations to matriculate into college and achieve a college degree. Yet the majority of the studies that examine the educational expectations of immigrant youth focus only on one country. Furthermore, researchers have not yet examined whether the high educational expectations of immigrants are promoted or hampered by the characteristics of educational systems in immigrants’ host countries. This paper examines the relationship between one such feature, tracking, and the educational expectations of immigrant youth in Europe. It shows that cross-nationally, immigrant students have higher educational expectations than nonimmigrant youth. However, for first-generation immigrants, this advantage is not as pronounced in tracked systems as compared with nontracked systems. This suggests that immigrants and nonimmigrants respond differently to the educational contexts that they encounter and that certain features of educational systems can stymie immigrant advancement.

Reflecting on the Education Position Statement of AAIDD and The Arc

Inclusion ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 6-26
Author(s):  
Anthony M. Rodriguez ◽  
Debbie Taub ◽  
LaRon Scott ◽  
Susan R. Copeland ◽  
Kendra Williams-Diehm ◽  
...  
Keyword(s):  
Developmental Disabilities ◽  
School Choice ◽  
Postsecondary Education ◽  
Position Statement ◽  
System Capacity ◽  
Educational Systems ◽  
Intellectual And Developmental Disabilities ◽  
High Expectations ◽  
Research Findings ◽  
The Right

Abstract This article expands on 10 critical actions within the American Association on Intellectual and Developmental Disabilities (AAIDD) and The Arc's 2018 joint position statement on the right of students with intellectual and developmental disabilities (IDD) to have a free and appropriate public education (FAPE): (a) zero reject; (b) nondiscriminatory and comprehensive eligibility evaluations and appropriate assessments; (c) high expectations and FAPE; (d) autonomy, self-determination, and decision-making supports; (e) inclusion and least restrictive environments (LRE); (f) safe and supportive education environments; (g) school choice; (h) family and student participation; (i) lifelong education, transition, and postsecondary education; and (j) system capacity development, funding, oversight, and accountability. Research findings documenting positive outcomes associated with implementing each area of action are described and relevant legal mandates and case law are discussed. Recommendations are made for changes to educational systems and practices that create barriers to the access of FAPE for students with IDD.

scholarly journals The Effectively Maintained Inequality Hypothesis and Socioeconomic Inequalities in the Greek Higher Education Sector

2018 ◽  
Vol 2 (1) ◽  
pp. 23-31 ◽  
Author(s):  
Iakovos Tsiplakides
Keyword(s):  
Higher Education ◽  
Personal Growth ◽  
Educational Opportunity ◽  
Socioeconomic Background ◽  
New Methods ◽  
Research Findings ◽  
Potential Benefits ◽  
Modern Knowledge ◽  
The Difference ◽  
Effectively Maintained Inequality

In this paper we draw on the hypothesis of “Effectively Maintained Inequality” (EMI), which holds that inequalities in higher education concern differentiation as regards the institutions or study programmes which people from different socioeconomic backgrounds choose, rather than the difference between participating and non-participating. It is an important issue, as in modern knowledge and information societies, characterized by new methods of getting, processing and distributing information, higher education is important as a means of equipping people with the knowledge necessary to participate actively in them, for personal growth and national growth. It also impacts positively on social justice, equality of educational opportunity and can boost intergenerational social mobility. These potential benefits, however, are undermined by segregation within higher education. In this paper we present the findings of a research study that examined the breadth of segregation of the higher sector in Greece by socioeconomic background. Research findings indicate a correlation among cultural, social and financial capital and programme or institution, thus conforming the theory of “Effectively Maintained Inequality”.

scholarly journals Institutional Groundings for Transformative Work with Students and in Schools

2017 ◽  
Vol 21 (3) ◽  
pp. 607
Author(s):  
Kevin Michael Foster
Keyword(s):  
Academic Success ◽  
Students Of Color ◽  
Educational Opportunity ◽  
Compulsory Education ◽  
Federal Funding ◽  
The United States ◽  
Training And Development ◽  
Theory Of Practice ◽  
Achievement Outcomes ◽  
Emergent Theory

Despite local, state and federal funding for compulsory education, educational opportunity is not evenly distributed in the United States. A range of challenges disproportionately face students of color and the poor and lead to uneven achievement outcomes. This essay uses the example of a specific universitybased institute to show how partnerships between universities, schools and communities can improve the likelihood of academic success among minority and impoverished populations. It further discusses an emergent theory of practice that can guide universitybased action-researchers who would hope to harness the resources of the academy and build partnerships that affect sustainable improvements in education. The article discusses purposefully constructing a seamless harmony between teaching, research and service among university faculty in order to facilitate research that directly and positively impacts local communities, generates knowledge, and facilitates the training and development of graduate students. It also argues that community-engaged work with underserved student and family populations includes both contextual and structural dimensions, and that careful attention to both may be necessary for achieving structural transformations that ensure that all students will be served well by their schools. 

Social Class and Equal Educational Opportunity

1968 ◽  
Vol 38 (1) ◽  
pp. 77-84 ◽  
Author(s):  
Alan Wilson
Keyword(s):  
Academic Achievement ◽  
Social Class ◽  
Public Education ◽  
Educational Opportunity ◽  
Equal Educational Opportunity ◽  
Student Body ◽  
Theoretical Rationale ◽  
Coleman Report

After reviewing briefly the influence that the ideology of equal educational opportunity has had on the development of public education, the author considers the relationships between the "aggregative characteristics" of schools and the development of individual students attending these schools. In particular, he considers the relevant findings presented in the Coleman Report and in related studies. He discusses several levels at which the Coleman inference with respect to the effect of student body characteristics on academic achievement has been questioned, and uses related studies where possible to eliminate ambiguities. The author concludes by considering the problem of a theoretical rationale adequate to account for the empirical findings of the Coleman study.

Factors Influencing International Student Success in a K-12 Blended Learning Program

2018 ◽  
pp. 1566-1581
Author(s):  
Annette Levesque ◽  
Doug Reid
Keyword(s):  
Academic Success ◽  
Data Analysis ◽  
Student Success ◽  
Blended Learning ◽  
Foreign Students ◽  
Educational Systems ◽  
Analysis Model ◽  
Learning Program ◽  
Learning Programs ◽  
Quality Technology

This research explored the experiences of foreign students enrolled in the Canada eSchool distance learning program. The study included one secondary school in Nigeria and three in Malaysia that had students enrolled in a program based on a blended learning model. A mixed mode data analysis model including qualitative and quantitative data analysis was undertaken. The purpose of the study was to examine factors that influence student success in blended learning programs accessed by foreign students. Results indicated that students in the study were most successful if they were self-disciplined and had access to a variety of local supports including: an effective learning environment with access to quality technology; assistance in the development of English as a second language; and support in navigating pedagogical transitions between educational systems. In theory, the results of this study point to a connection between the local and Canadian support communities for foreign students enrolled in Canadian blended distance education programs, and their academic success.

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