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Journals
Social Sciences
Special Issues
Equality and Social Inclusion: The Role of Education
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Equality and Social Inclusion: The Role of Education

A special issue of Social Sciences (ISSN 2076-0760).

Deadline for manuscript submissions: closed (15 July 2016) | Viewed by 33367

Special Issue Editors

Dr. Carol Fuller

E-Mail Website
Guest Editor
Institute of Education, University of Reading, 4 Redlands Road, Reading, Berkshire RG6 6AH, UK
Interests: social equality and social inclusion; sociology; gender; identity; aspirations
Dr. Richard Harris

E-Mail Website
Guest Editor
Institute of Education, University of Reading, 4 Redlands Road, Reading, Berkshire RG6 6AH, UK
Interests: diversity; citizenship; theory and practice of teaching; policy and curriculum development; transgender issues

Special Issue Information

Dear Colleagues,

Children from the poorest and least advantaged families still significantly underachieve in education across the world, despite the best efforts of policy makers and educationalists to promote greater parity in terms of educational outcomes. Despite the limited success of a range of policy initiatives and interventions, raising the educational attainment of society’s least advantaged remains a significant priority concern across a range of global contexts, not least because educational attainment links so directly to life course outcomes as well as a nation’s economy overall. For example, across all Organisation for Economic Co-Operation and Development (OECD) countries, employment rates are much higher for those with a further education, than for those without (OECD, 2012). Such persisting inequality therefore remains an area of academic interest and concern. This Special Issue considers the role of education in promoting and facilitating greater social equality and inclusion, as well as exploring the factors and barriers within education that inhibit it. Empirical papers from a range of sociological theoretical perspectives and methodological approaches that consider educational equality and social inclusion are therefore of interest. Specifically, papers that address gender, ethnicity, class and status, sexual orientation, religion, disability or age within education—from kindergarten through to college/university—provides the broad scope and interest of this Special Issue.

Dr. Carol Fuller
Dr. Richard Harris
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Social Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • equality
  • inclusion
  • sociology
  • theory
  • outcomes

Published Papers (4 papers)

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Research

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226 KiB  
Article
Why Take Young Children Outside? A Critical Consideration of the Professed Aims for Outdoor Learning in the Early Years by Teachers from England and Wales
by Helen Bilton and Jane Waters
Soc. Sci. 2017, 6(1), 1; https://doi.org/10.3390/socsci6010001 - 22 Dec 2016
Cited by 9 | Viewed by 15592
Abstract
This comparative study between Wales and England was undertaken to better understand what influences or drives the professed aims for outdoor provision of early years teachers; specifically the extent to which professed aims reflect the research-based literature common to both countries, and/or statutory [...] Read more.
This comparative study between Wales and England was undertaken to better understand what influences or drives the professed aims for outdoor provision of early years teachers; specifically the extent to which professed aims reflect the research-based literature common to both countries, and/or statutory curricular, which differs in each country. The research gathered quantitative and qualitative data through an online survey. Participants were teachers of children aged four to five years working in the respective country’s University partnership schools. Partnership schools are those who work with the University to train teachers. The findings suggest Welsh teachers aim and plan to use their outdoor spaces explicitly for curriculum-related learning more so than their English counterparts who appear not to identify such specific curriculum-related learning outcomes but to emphasise personal/social/dispositional aspects of development for young children when outside. This research indicates how the divergence of education-related policy and curriculum appears to have impacted upon the way practitioners express their aims for outdoor learning in England and Wales. The values underpinning the relative curricular documentation appear to emerge in the intended practice of early years teachers in both countries. The values underpinning the academic discourse related to provision for outdoor activity is much less prominent in the responses to the surveys from English and Welsh teachers. Full article
(This article belongs to the Special Issue Equality and Social Inclusion: The Role of Education)
2044 KiB  
Article
Ascription, Achievement, and Perceived Equity of Educational Regimes: An Empirical Investigation
by Jeroen Lavrijsen and Ides Nicaise
Soc. Sci. 2016, 5(4), 64; https://doi.org/10.3390/socsci5040064 - 14 Oct 2016
Cited by 4 | Viewed by 6854
Abstract
This article considers how countries differ in the opinions that citizens hold about the fairness of the social and educational system. From the literature, we derive a typology of four educational “regimes”, based on differences in educational system, labour market and welfare state [...] Read more.
This article considers how countries differ in the opinions that citizens hold about the fairness of the social and educational system. From the literature, we derive a typology of four educational “regimes”, based on differences in educational system, labour market and welfare state design. We then use data from the ISSP (2009) to investigate how much weight respondents attribute to ascribed characteristics (e.g., being born in a wealthy family) and individual responsibility (e.g., working hard) to explain success in life or at school. We also examine how these judgments relate to the educational background of the respondents. We consider how these patterns correspond to the existing knowledge on social and economic inequality and what this means for the legitimacy of the social system. Full article
(This article belongs to the Special Issue Equality and Social Inclusion: The Role of Education)
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463 KiB  
Article
Misalignment of Career and Educational Aspirations in Middle School: Differences across Race, Ethnicity, and Socioeconomic Status
by Brea L. Perry, Elizabeth Martinez, Edward Morris, Tanja C. Link and Carl Leukefeld
Soc. Sci. 2016, 5(3), 35; https://doi.org/10.3390/socsci5030035 - 28 Jul 2016
Cited by 16 | Viewed by 5817
Abstract
Misalignment of educational and career goals (i.e., educational aspirations expressed are inadequate for attaining one’s desired occupation) is associated with lower educational attainment and a lack of college readiness, and may contribute to persistent educational and employment disparities. Drawing on data from 249 [...] Read more.
Misalignment of educational and career goals (i.e., educational aspirations expressed are inadequate for attaining one’s desired occupation) is associated with lower educational attainment and a lack of college readiness, and may contribute to persistent educational and employment disparities. Drawing on data from 249 sixth graders in low-income schools, this research examines misalignment between educational and career aspirations across racial and ethnic and socioeconomic groups. Findings indicate that students in low-income schools aspire to middle and upper middle class careers, but sometimes lack an understanding of the educational degrees required to achieve their goals. Latinos are significantly more likely than other groups to report misaligned aspirations, as are students in the free and reduced lunch program and those without a college-educated parent. Consequently, early gaps in misaligned career and educational goals for disadvantaged students may set them on a trajectory that perpetuates educational and occupational inequalities in this population. We discuss the programmatic implications of these findings in light of the elevated college and career planning needs of students traditionally underrepresented in higher education. Full article
(This article belongs to the Special Issue Equality and Social Inclusion: The Role of Education)
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Review

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418 KiB  
Review
Left Numb and Unengaged. (Re)Conceptualising Risk: What (Seems to) Work for at-Risk Students
by David Zyngier
Soc. Sci. 2017, 6(1), 32; https://doi.org/10.3390/socsci6010032 - 16 Mar 2017
Cited by 2 | Viewed by 4402
Abstract
This review of current research into ‘at-risk’ programs serves to categorise and characterise existing programs and to evaluate the contribution of these programs to assisting students ‘at-risk’ from marginalised backgrounds. This characterisation questions the (sometimes) implicit assumptions and the consequences of those assumptions [...] Read more.
This review of current research into ‘at-risk’ programs serves to categorise and characterise existing programs and to evaluate the contribution of these programs to assisting students ‘at-risk’ from marginalised backgrounds. This characterisation questions the (sometimes) implicit assumptions and the consequences of those assumptions inherent in and behind these various accounts. Using as a lens the (various and varied) understandings of social justice and the goals of education, three sometimes overlapping and sometimes contesting standpoints are identified in relation to ‘at-risk’ students; they are characterised as instrumentalist or rational technical, social constructivist or individualist, and critical transformative or empowering. I argue that a critical transformative understanding of ‘at-risk’ may deliver improved outcomes for young people by challenging ‘the school context in which the young people are located’. Full article
(This article belongs to the Special Issue Equality and Social Inclusion: The Role of Education)
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