ERIC Number: ED393951
Record Type: RIE
Publication Date: 1996
Reference Count: N/A
Constructing Educational Inequality: An Assessment of Research on School Processes. Social Research and Educational Studies Series: 15.
Foster, Peter; And Others
This book examines much of the large body of research on educational inequality in Britain since the Second World War, focusing on studies concerned with inequalities in the internal organization and functioning of the schools. A social constructionist approach to the study of social problems as a way of providing a reflexive perspective on the sociology of education highlights the fact that much work in the area has been associated with political pressure to eradicate educational inequalities. The analysis begins by considering the qualities a study must have in order for its findings to be considered valid. A look at the research available suggests that there is considerable overinterpretation of data in the areas of disadvantage resulting from inequalities due to social conditions, ethnicity, and gender. Neither is research on the effects of classroom inequalities nor on inequalities in outcomes of education always supported by adequate evidence. Research on educational inequality in Britain has been subject to bias in favor of uncovering inequalities of particular kinds, to serve particular social purposes. To provide effective research on the real issues and problems of education, the methodological ground rules of inquiry must be applied. (Contains 12 figures, 8 tables, and 432 references.) (SLD)
Descriptors: Disadvantaged Youth, Educational Research, Elementary Secondary Education, Equal Education, Ethnicity, Foreign Countries, Political Influences, Public Opinion, Research Methodology, Research Problems, Research Utilization, Sex Differences, Sociology, Validity
The Falmer Press, Taylor & Francis Inc., 1900 Frost Road, Suite 101, Bristol, PA 19007 (paperback: ISBN-0-7507-0389-X; clothbound: ISBN-0-7507-0388).
Publication Type: Books; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers: Great Britain