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"Educational equalization Australia."
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Contemporary Issues of Equity in Education
Contemporary Issues of Equity in Education argues that equity and social justice must be brought back to the centre of discussions about education. It traces international, system-wide and local effects of policies that increase marketization and competition between students, schools and systems, whilst erasing wider considerations of the socio-cultural contexts that shape educational experiences and outcomes. Leading researchers interrogate the design of educational systems for social justic.
eBook
A 'formidable challenge' : Australia's quest for equity in Indigenous education
Indigenous education in Australia has been the subject of ongoing policy focus and repeated official inquiry as the nation grapples with trying to achieve equity for these students. Perspectives from recent developments in the USA and Canada highlight the similarity of challenges. This article employs a multidisciplinary approach to social theory to examine the underlying causes of the creation of a plateau effect of progress in this area. The article argues that the lack of progress is a reflection of a complex set of underlying factors, many of which are under acknowledged in educational debates. The author suggests that a wide range of social factors affects pragmatic solutions such as improving attendance, curriculum health, support and quality teaching. Arising from this examination is the need for a new governance model for Indigenous education involving both horizontal and vertical policy-making structures. [Author abstract, ed]
Journal Article
Refugee and immigrant students
This book addresses educational equity for immigrants and refugees, highlighting approaches that leverage experiential knowledge, multiple languages, and cultural strengths. It emphasizes hope and potential, offering suggestions for reform across various contexts, from individual teachers to broader systems.
eBook
Socio-economic status, cultural diversity and the aspirations of secondary students in the Western Suburbs of Melbourne, Australia
Using data from a recent survey of Australian secondary students, we find that those from higher socio-economic backgrounds are more likely to aspire to attend university. The same can be said for students who do not speak English at home. We find that students with an ethnic minority background are more likely to perceive higher levels of support from parents. However, we find that all students believe they receive encouragement from their parents to do well at school (rather than discouragement or disinterest), and that there is little difference in the level of importance placed on the views of parents between students from English and non-English speaking background. While interest in university education is strong across all socio-economic groups, particularly for students who do not speak English at home, there is a considerable gap between aspirations and enrolment levels. We suggest that this 'aspirations gap' is larger for students from low socio-economic backgrounds. This analysis also supports growing evidence that the postcode methodology for allocating socio-economic status to individuals is unreliable. (HRK / Abstract übernommen).
Journal Article
The attainability of university degrees and their labour market benefits for young Australians
I used data from the 1995 cohort of the Longitudinal Surveys of Australian Youth to investigate the factors associated with the attainment of Australian university degrees and estimate their domestic labour market benefits. I considered vertical and horizontal stratification in education and examined monetary and non-monetary benefits. The probabilities of attaining a university degree differed significantly by individual and family background. Individual's family backgrounds significantly predicted the prestige of their universities, but not their fields of study. University graduates enjoyed higher income and occupational prestige relative to non-graduates. Among university graduates, income and occupational benefits differed significantly by fields of study but less by the prestige of universities. These findings indicate that vertical stratification in education plays an important role in the intergenerational transmission of social status in Australia. My findings suggest that policies should ensure equal access to higher education for young people from disadvantaged backgrounds. Strategies to reduce inequality in higher education are discussed.(HRK / Abstract übernommen).
Journal Article
Parents influencing secondary students' university aspirations : A multilevel approach using school-SES
Students' university aspirational capacity and expectancies are key factors in predicting future university participation. Aspirations and expectations to attend university are strongly influenced by parent educational socialisation and school culture. This study investigates associations between students' university discussions with parents and their aspirations and expectations for university, and whether this link is particularly salient for students from disadvantaged schools. As well, differences in students' exposure to university are examined. Students (N = 548, 57% female) from Perth's south-west metropolitan region in Western Australia were surveyed. Multilevel analysis revealed that students from low socio-economic status (SES) schools who reported more frequent university discussions with parents had higher aspirations and expectations for university than students from similar SES schools who had fewer university discussions with parents. Furthermore, university discussions with parents predicted higher levels of aspirations for university and this link is stronger for students from lower SES schools. The effect of school-SES for the university expectations model was similar, though of weaker influence. Exposure to university is greater for students in high-SES schools. Therefore, students and parents in low-SES areas may benefit by increasing university exposure to develop knowledge and discussions about university, and support aspirations to grow expectations to attend university. [Author abstract]
Journal Article
Educating Girls
Originally published in 1989. This book addresses a number of issues integral to the education of girls in Australia. Among these are: teacher practices inside and outside the classroom, co-education versus single-sex schooling, curriculum design, students’ self-esteem and long-term aspirations. Intervention programs which tackle these issues – in mathematics, science and sport – are described and evaluated. Throughout, the collection functions as a meeting ground for practice and current research.
Introduction Shirley N. Sampson 1. Girls’ Expectations Millicent E. Poole and David G. Beswick 2. Is ‘Gender-inclusive’ Curriculum the Answer for Girls? Victoria Foster 3. Girls, PE and Sports Henny Oldenhove 4. Tasmanian Schools Co-operate San Fitzgibbon 5. A Rural Girls’ Self-Esteem Project Lyn Martinez, Anne Diamond and Leonie Daws 6. Living Curricula Terry Evans 7. Do Girls Count in Mathematics? Gilah C. Leder 8. The Family Maths Project Jocelyn Vasey 9. A Rescue Operation Mary Barnes 10. In Favour of Compulsory Science Lesley H. Parker and Jenny A. Offer 11. A Science Teachers’ Collective The McClintock Collective 12. Are Boys a Barrier for Girls in Science? Shirley N. Sampson 13. From Single-Sex to Coed Schools Herbert W. Marsh, Lee Owens, Margaret R. Marsh and Ian D. Smith
eBook
Developing conceptual understandings of the capacity to aspire for higher education
This article reviews research and theory relating to aspirations for higher education as a cultural capacity. Understanding the social and cultural dimensions of aspirations for higher education is important as they are increasingly becoming part of social commentary and more recently educational policy, research and practice. In Australia, this is a response to the under-representation in higher education of young people from the lowest SES quartile, which has stagnated at around 16% of total domestic enrolments since the late 1980s. It is therefore timely to examine what is meant when talking about educational aspirations, particularly in a Western Australian context where fewer than 50% of Year 12 students are on a pathway to university. The article synthesises the empirical literature, conceptual understandings and theory relating to aspirations as a capacity in a way that will be useful to others who are engaged in practical initiatives and research targeting educational equity. The authors focus on recent and current developments regarding the capacity to aspire as a conceptual framework, analyse studies that evaluate programs based on the capacity to aspire, and consider what evidence and lessons can be used in current and future equity initiatives. The article draws on the authors' current research about the educational and career aspirations of students from under- represented backgrounds in higher education. [Author abstract, ed]
Journal Article