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There has been a paucity of research on the educational experiences of young Black women in U.S. K-12 education. Although both Black male and female students experience constrained opportunities to learn, the popular and academic conversation has almost unilaterally focused on the plight of Black boys and men. Drawing on critical race theory, this meta-ethnographic literature review synthesizes what is currently known about the advantages an obstacles young Black women encounter within public schooling contexts given their marginalized racial and gender identities. The data were drawn from a careful systematic search of electronic databases, keyjournals, books and the reference lists of key articles, which yielded 37 sources for review. The analysis revealed that school officials positioned young Black women to be undisciplined in their academic habits and unequivocally misaligned with school norms. As such, they were viewed as unapproachable, unteachable, and ultimately fully responsible for the limited academic opportunities they experienced. On the other hand, young Black women spoke of themselves as highly ambitious and driven learners. Theyfelt unfairly handicapped in their pursuit of educational and occupational success at the hands of school officials who misconstrued their identities, and given institutional policies that targeted them and failed to meet their needs. The review discusses implications of these varied perspectives in viewing the school experiences of young Black women and offers future directions for study and practice.

Research in the sociology of education argues that the educational system provides different learning opportunities for students with different socioeconomic backgrounds and that this circumstance makes the educational process an important institutional context for the reproduction of educational inequality. Using combined survey and register data for more than 56,000 students in 825 schools, this article conducts the first empirical test of the argument that instructional strategies which emphasize student responsibility and activity, also referred to as student-centered instruction, increase educational inequality. We analyze whether the impact of student-centered instructional strategies on academic achievement differs for students with different socioeconomic backgrounds. Results suggest that a student-centered instructional strategy has a negative impact on academic achievement in general, and for students with low parental education in particular. Our findings support the argument that the instructional strategy of schools is an important mechanism in generating educational inequality through the stratification of learning opportunities.

As institutions not founded to “serve” Latina/o students, Hispanic Serving Institutions (HSIs) must actively change their curricula and programs to meet the needs of their diverse population, including Latina/o, low income, and first generation students. Using a case study approach, including interviews and focus groups, this study examined culturally relevant practices at one HSI, including the ethnic studies curriculum and student support programs. Specifically, findings highlight how the Chicana/o Studies department and the Educational Opportunity Program have historically served underrepresented students and the ways in which such programs are embedded within the structures of the institution. This study has implications for HSIs and other institutions enrolling and serving diverse populations.

This study examines under-18 marriage in urban Tanzania from an ethnographic perspective. Due to poverty and high unemployment, some girls aspire to early marriage. Two pathways to early marriage are identified: first, poverty and gendered economic disparities motivate girls to begin transactional sexual activity at an early age, leading parents to favour early marriage as a risk-reduction measure. Second, educational opportunities are often closed off to girls before marriage, as a result of which early marriage becomes the only culturally approved pathway that allows girls to present themselves to others as a self-sufficient agent. These pathways are reinforced by cultural and religious concepts surrounding the transition from childhood to adulthood. The study finds that, in urban Tanzania, two important factors associated with early marriage are the prevalence of premarital sex leading to out-of-wedlock pregnancies, and the relatively high cost of secondary schooling, which blocks educational opportunities for girls after the age of 15.

PurposeThis article aims to apply the theoretical framework of Inequality of Educational Opportunities (IEO) to the participation in international mobility programmes such as Erasmus (International Credit Mobility – ICM) of Italian university students. In particular, we aim to verify if the probability of experiencing ICM is associated with the students’ social class of origin, on one side, and with certain geographical dimensions of inequality – namely, macro-area of residence before university enrolment, macro-area of university attended, previous experience of internal mobility – on the other.Design/methodology/approachThe analytical strategy of this article is based on the assumption of the intergenerational transmission of social inequalities as defined by the Origin-Education-Destination (OED) triangle proposed by Blau and Duncan (1967). To answer our research questions and verify our hypotheses, we run a set of logit models using a wide representative dataset of Italian graduates, where the dependent variable is the participation in international mobility programmes during university.FindingsOur analysis clearly shows that participation in international mobility programmes during university is positively associated with the students’ social class of origin. Moreover, the results highlight a significant impact of all the dimensions of geographical inequality considered on the probability of experiencing ICM. Lastly, the disadvantage related to social origin and those associated to geographical dimensions appear to accumulate.Originality/valueDifferently to the traditional approach to ICM, this article introduces an original dimension of IEO by showing that geographical location—both of residence and study—can play a relevant role in shaping students’ opportunities to participate in international mobility programmes.

This study examines the relationship between neighborhood adversity, educational opportunities, and externalizing problems in early adolescents using baseline data from the Adolescent Brain Cognitive Development (ABCD) study. Participants were aged 9 to 10 years (M = 9 years, 11 months), with 52.7 percent male; 60.58 percent racialized as White ( N  = 5577), 16.21% as Black ( N  = 1492), and 23.21% as Hispanic/Latinx ( N  = 2137). Descriptive statistics provided mean-level differences in exposure to neighborhood adversity and access to educational opportunities among the different groups. Regression models assessed the main and interactive effects of adversity and educational opportunities on externalizing problems, controlling for material hardship, parent education, sex, and age. Neighborhood disadvantage contributed to externalizing problems across groups, and there was some evidence that educational opportunities buffered the impact of adversity for all groups, but the interactions differed in their strengths based on other considerations. These findings suggest that educational opportunities and adversity interact differently across racialized groups, highlighting the need for policies that account for these nuanced experiences. Highlights Neighborhood adversities contribute to children’s externalizing problems across racialized groups. The effects of neighborhood educational opportunities on externalizing problems are more nuanced. Educational opportunities need to be studied within the context of children’s experiences and identities. Results underscore the importance of policies aimed at reducing neighborhood adversity.

Equality of opportunity is about leveling the playing field so that circumstances such as gender, ethnicity, place of birth, or family background do not influence a person's life chances. Success in life should depend on people's choices, effort and talents, not to their circumstances at birth. 'Measuring Inequality of Opportunities in Latin America and the Caribbean' introduces new methods for measuring inequality of opportunities and makes an assessment of its evolution in Latin America over a decade. An innovative Human Opportunity Index and other parametric and non-parametric techniques are presented for quantifying inequality based on circumstances exogenous to individual efforts. These methods are applied to gauge inequality of opportunities in access to basic services for children, learning achievement for youth, and income and consumption for adults.

Gain a transformative and practical guide that will help you deepen your understanding of how systemic inequities impact you and your students.In this book, the authors serve as co-conspirators to help educators develop authentic, inclusive approaches.

John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem. The book is organized in four parts: *Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study. *Part II is an analysis of societal and school factors contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline. * Community factors --the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does not mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities. *In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community. Black American Students in an Affluent Suburb: A Study of Academic Disengagement is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology.