ERIC Number: ED183699
Record Type: RIE
Publication Date: 1979-Nov
Reference Count: 0
Sociological Contributions to Educational Equity Theory.
Boocock, Sarane Spence; Predow, Karen
This report describes the results of a seminar whose purpose was to examine sociological theory as an aid in understanding the sources of equity and inequity in American education, the conditions under which inequalities ircrease and decrease, and the outcomes of policies and strategies designed to enhance educational equity. Educational equity is defined on three levels: equality, justified inequality, and fair process. Classical and contemporary social theories are discussed as well as alternative theoretical perspectives on race and gender equity. Implications for educational policy and practice are set forth. Appendices include bibliographic information, a description of the seminar, and an example of seminar proceedings. (Author/MK)
Publication Type: Reports - Research; Collected Works - Proceedings
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. Educational Equity Group.
Authoring Institution: Rutgers, The State Univ., New Brunswick, NJ.
Identifiers: Rutgers Seminar on Educational Equity; Social Theory
Note: Not available in paper copy due to reproduction quality of original document