Ethnic inequality in education

Author(s):  
Yangbin Chen
1979 ◽  
Vol 85 (3) ◽  
pp. 576-590 ◽  
Author(s):  
Ephraim Yuchtman-Yaar ◽  
Moshe Semyonov

Author(s):  
Julien Teitler ◽  
Bethany Marie Wood ◽  
Weiwen Zeng ◽  
Melissa L Martinson ◽  
Rayven Plaza ◽  
...  

2021 ◽  
pp. 000203972110235
Author(s):  
Emily Dunlop

Education policy can embed ethnic inequalities in a country. Education in Burundi, with its historically exclusive political institutions and education, represents an important case for understanding these interactions. In this article, I interview twelve Burundians about how they experienced and perceived ethnicity and politics in their schooling from 1966 to 1993. I argue that education contributed to tangible and perceived social hierarchies based on ethnic inequalities. I show that this exclusion reflected both overt and covert policy goals, through proxies used to identify ethnicity in schools and through the exclusive nature of national exams at the time, which promoted members of the Tutsi minority at the expense of the majority Hutus. This study has implications for understanding how perceptions of inequality in education manifest as grievances against the state. It sheds light on the importance of understanding covert education policy as a potential mechanism for generating exclusion and contributing to conflict.


2017 ◽  
Vol 62 (10) ◽  
pp. 2232-2274 ◽  
Author(s):  
Shivaji Mukherjee

What are the long-term effects of colonial institutions on insurgency? My article shows the historical origins of insurgency by addressing the puzzle of why the persistent Maoist insurgency, considered to be India’s biggest internal security threat, affects some districts along the central eastern corridor of India but not others. Combining archival and interview data from fieldwork in Maoist zones with an original district-level quantitative data set, I demonstrate that different types of British colonial indirect rule set up the structural conditions of ethnic inequality and state weakness that facilitate emergence of Maoist control. I address the issue of selection bias, by developing a new instrument for the British choice of indirect rule through princely states, based on the exogenous effect of wars in Europe on British decisions in India. This article reconceptualizes colonial indirect rule and also presents new data on rebel control and precolonial rebellions.


1991 ◽  
Vol 27 ◽  
pp. 348
Author(s):  
Christopher McAll ◽  
Peter S. Li

2021 ◽  
pp. 1-33
Author(s):  
Nils-Christian Bormann ◽  
Yannick I. Pengl ◽  
Lars-Erik Cederman ◽  
Nils B. Weidmann

Abstract Recent research has shown that inequality between ethnic groups is strongly driven by politics, where powerful groups and elites channel the state's resources toward their constituencies. Most of the existing literature assumes that these politically induced inequalities are static and rarely change over time. We challenge this claim and argue that economic globalization and domestic institutions interact in shaping inequality between groups. In weakly institutionalized states, gains from trade primarily accrue to political insiders and their co-ethnics. By contrast, politically excluded groups gain ground where a capable and meritocratic state apparatus governs trade liberalization. Using nighttime luminosity data from 1992 to 2012 and a global sample of ethnic groups, we show that the gap between politically marginalized groups and their included counterparts has narrowed over time while economic globalization progressed at a steady pace. Our quantitative analysis and four qualitative case narratives show, however, that increasing trade openness is associated with economic gains accruing to excluded groups in only institutionally strong states, as predicted by our theoretical argument. In contrast, the economic gap between ethnopolitical insiders and outsiders remains constant or even widens in weakly institutionalized countries.


2015 ◽  
Vol 117 (13) ◽  
pp. 189-202
Author(s):  
Melanie Bertrand ◽  
Arlene J. Ford

This chapter explores the influence of a youth participatory action research (YPAR) group, viewing the group's efforts as challenges to manifestations of racial inequality in education, such as the inequitable distribution of educational resources. The authors examine how individuals in positions of relative power—teachers, school administrators, and public officials— respond to the group's advocacy efforts. The analysis illustrates the complexity of the group's influence: Some individuals report that the Council sparks meaningful changes, while others have negative reactions. Overall, the chapter sheds light on the ways that YPAR can encourage change in education by incorporating the voices of Black and Latina/o youth into educational policy and practice. “What really stuck with me was this idea of traditional versus organic forms of leadership… and that it's my responsibility to help my students develop as leaders.” – Ms. Bauman1


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