Getting to the heart of social and educational disadvantage: Exploring the impact of social interactions across the class divide (original) (raw)

Social Disadvantage: Challenge for Educational Science and Educators

Social Pathology & Prevention, 2016

The aim of the theoretical/empirical study is the conceptual development of the concept of social disadvantage. Social disadvantage is a technical term as enshrined in the Act no. 561/2004 of legal code, on preschool, primary, secondary, tertiary technical and other training. According to the study authors, the importance of understanding this issue is currently growing. In practice, however, this term is associated with ambiguous interpretations. The study seeks to further develop and expand the findings of a case study of educational schemes of the towns of Krnov and Sokolov, which was focused just on the issue of education of socially disadvantaged pupils. The study describes the legislative basis of social disadvantage and understanding of this concept by pedagogical-psychological advisory centres and ordinary educators, as was captured by two case studies. In conclusion, based on analytical findings, the authors suggest a division of the concept of social disadvantage in three dimensions and formulate recommendations for practice.

Social Disadvantage: Challenge for Educational Sciences and Educators

Social Pathology and Prevention

The aim of the theoretical/empirical study is the conceptual development of the concept of social disadvantage. Social disadvantage is a technical term as enshrined in the Act no. 561/2004 of legal code, on preschool, primary, secondary, tertiary technical and other training. According to the study authors, the importance of understanding this issue is currently growing. In practice, however, this term is associated with ambiguous interpretations. The study seeks to further develop and expand the findings of a case study of educational schemes of the towns of Krnov and Sokolov, which was focused just on the issue of education of socially disadvantaged pupils. The study describes the legislative basis of social disadvantage and understanding of this concept by pedagogicalpsychological advisory centres and ordinary educators, as was captured by two case studies. In conclusion, based on analytical findings, the authors suggest a division of the concept of social disadvantage in three dimensions and formulate recommendations for practice.

Closing the Social-Class Achievement Gap

Psychological Science, 2014

College students who do not have parents with 4-year degrees (first-generation students) earn lower grades and encounter more obstacles to success than do students who have at least one parent with a 4-year degree (continuing-generation students). In the study reported here, we tested a novel intervention designed to reduce this social-class achievement gap with a randomized controlled trial ( N = 168). Using senior college students’ real-life stories, we conducted a difference-education intervention with incoming students about how their diverse backgrounds can shape what they experience in college. Compared with a standard intervention that provided similar stories of college adjustment without highlighting students’ different backgrounds, the difference-education intervention eliminated the social-class achievement gap by increasing first-generation students’ tendency to seek out college resources (e.g., meeting with professors) and, in turn, improving their end-of-year grade poi...

Why Does School Social Mix Matter? ESRI Research Bulletin 2014/3/4

2014

Policy to address educational inequality in Ireland focuses on providing additional funding to schools with a high proportion of children from disadvantaged backgrounds. A recent study by Selina McCoy, Amanda Quail and Emer Smyth examines whether students in primary schools that serve disadvantaged populations have lower test scores in reading and mathematics than their peers in other schools and, if so, what explains the variation

Schools as agents of social exclusion and inclusion

International Journal of Inclusive Education, 2013

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