ERIC Number: ED598745
Record Type: Non-Journal
Publication Date: 2019
Handbook of Research on Social Inequality and Education
Wisdom, Sherrie, Ed.; Leavitt, Lynda, Ed.; Bice, Cynthia, Ed.
In comparing one public school to another, discussions frequently include talk concerning the socio economics of a school or district, which then leads to talk about the advantages that one socioeconomic setting has over another. Educators tend to agree that low academic achievement frequently associated with a low socioeconomic status is a characteristic difficult to resolve for a population of school children. "The Handbook of Research on Social Inequality and Education" is a critical reference source that provides insights into social influences on school and educational settings. Featuring an array of topics including online learning, social mobility, and teacher preparation, this book is excellent for educational leaders, educational researchers, teachers, academicians, administrators, instructional designers, and teacher preparation programs. Section One of this book entitled The United States, contains the following chapters: (1) African American Students, Racism, and Academic Injustice: Igniting a FUSE (Patrice W. Glenn Jones and Warren C. Hope); (2) Re-Conceptualizing Race in New York City's High School Social Studies Classrooms (Edward Lehner and John R. Ziegler); (3) State-Wide Teacher Walkouts Highlight Equality Gaps (Sherrie L. Wisdom); (4) Barriers to a STEM Career: Math Anxiety and the Adult Female (Luanne M. Amato); (5) Consequences of Inequality and Exclusion on the Culture of Higher Education Institutions (Melodie A. Carr-Winston); (6) Peer Support of Graduate Students of Color Through a Formal Graduate Student Association (Kya Rose Roumimper and Audrey Faye Falk); (7) An Examination of How Legal Status Affects Enrollment and Graduation Rates: Immigrant Students in Colleges and Universities (Florence Nyemba); (8) Education and Rural America: Interconnected Problems (Joseph Albert Cernik); (9) A School Model for Developing Access to Higher Education for African American: Social Capital and School Choice (Sheldon Lewis Eakins); (10) What Are We Missing? (Tina Wagle); (11) Envisioning Change and Extending Library Reach for Impact in Underserved School Communities (Michelle Kowalsky); and (12) The Role of Language Ideologies in the Self-Efficacy of Pre-Service Bilingual Education Teachers (Amanda R. Szwed and Ricardo González-Carriedo). Section Two, Other Countries throughout the World, contains the following chapters: (13) Transformation and Social Justice in South African Higher Education: An Unequal Turf (Sithabile Ntombela and Itumeleng I. Setlhodi); (14) Capabilities-Based Transformative Online Learning Pedagogy for Social Justice (Lydia Sophia Mbati); (15) Perpetuating Social Injustice Through Neglecting the Voices of the Non-Unionized Teachers: An Analysis From the Rawlsian Perspective (Shuti Steph Khumalo); (16) The Impact of Knowledge and Attitude of SGB Members Toward Adoption of Social Justice and Democracy: Challenges, Implications, and Opportunities (Austin Musundire and Rudzani Israel Lumadi); (17) The Role of Culturally Responsive Teacher to Ensure Social Justice in Education (Kasim Karatas and Tuncay Ardiç); (18) An Overview of International Students and Discrimination in Higher Education (Kamil Demirhan); (19) Acculturation Stress and Its Reflections in Terms of Social Inequality (Kasim Karatas and Mustafa Baloglu); (20) Bridging the Gap With QR Codes: QR Codes for Enhancing Cyberculture in Istanbu (Moazzam Naseer and Celalettin Aktas); (21) Parental/Guardian Subsidization of Extra Tuition and the Marginalization of the Poor in Zimbabwe: Social Exclusion in Education Sector in Zimbabwe (David Makwerere and Donwell Dube); (22) Promoting Access and Success for Disadvantaged Students in Indonesian Basic Education: Social Justice in Education (Amirul Mukminin and Akhmad Habibi); (23) Educational Reform (Joseph Ezale Cobbinah and Michael Yamoah); (24) Types of Leadership (Joseph Ezale Cobbinah and Samuel Agyemang); and (25) Parental Involvement Contributes to Family Cultural Capital in J District in Shanghai: Based on Taoyuan Private Primary Migrant School (Keyi Lyu, Cong Lyu, Jiacheng Li, and Ghassan Shughri). Also provided are a section about the contributors and an index.
Descriptors: Equal Education, Social Influences, Racial Discrimination, African American Students, Academic Achievement, High Schools, Social Studies, Race, Urban Schools, Public Schools, Teacher Strikes, Barriers, Mathematics Anxiety, Females, Gender Bias, STEM Education, Higher Education, School Culture, Graduate Students, Minority Group Students, Peer Relationship, Student Organizations, Immigrants, Enrollment, Graduation Rate, College Students, Rural Education, Access to Education, Social Capital, School Choice, Disadvantaged, Social Justice, School Libraries, Disadvantaged Schools, Self Efficacy, Preservice Teachers, Bilingual Education, Ideology, Educational Change, Foreign Countries, Electronic Learning, Transformative Learning, Unions, Boards of Education, Democracy, Culturally Relevant Education, Teacher Role, Foreign Students, Social Discrimination, Acculturation, Technology Uses in Education, Handheld Devices, Telecommunications, Tuition, Elementary Secondary Education, Leadership, Parent Participation, Cultural Capital
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Publication Type: Books; Collected Works - General
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: Teachers; Administrators; Researchers
Authoring Institution: N/A
Identifiers - Location: United States; New York (New York); South Africa; Turkey (Istanbul); Zimbabwe; Indonesia; China (Shanghai)