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1.
《Peabody Journal of Education》2013,88(2):51-54
This article provides a critical look into national trends of the achievement gaps between Whites and Blacks and between Whites and Hispanics over the last 3 decades based on the National Assessment of Educational Progress mathematics assessments. It examines multiple facets of inequity underlying the racial and ethnic achievement gaps from 3 perspectives: equality, adequacy, and reciprocity. Although the Black-White and Hispanic-White mathematics achievement gaps narrowed significantly over the last 3 decades, there was some setback in the national progress during the last decade and the achievement gaps remain substantially large. The study finds that the racial and ethnic achievement gaps are highly inequitable, as it turns out that schools do not measure up to essential conditions of equity: Minority students do not (a) get fairly equal educational opportunities, (b) achieve minimally adequate level of competency, and (c) learn in a racially integrated school. The recent trend of widening racial achievement gaps is also seen as a real setback in equity as there was little systemic improvement in those 3 conditions of equity during the last decade. Implications of the findings for educational policies to enhance broader equity and justice are discussed. 相似文献
2.
This paper analyses the educational attainment of Tajikistani adults born between 1947 and 1989. Adults in the oldest cohorts completed school during the educational expansion of the Soviet period and the youngest cohorts completed their education in the post-Soviet period, which was marked by educational contraction. To date, there is not a clear picture of attainment trends during the Soviet period that provide a perspective for judging educational attainment in the post-Soviet period. Using household survey data collected in 2007 by the World Bank, I conduct a synthetic cohort analysis to estimate the likelihood of completing basic, secondary and higher education for men and women; urban and rural residents and ethnic majority and minority citizens. Findings for particular groups are mixed, but in general the gap in educational attainment between advantaged groups and disadvantaged groups narrows during the Soviet era, but widens in the post-Soviet period. 相似文献
3.
Kamsiah Abdullah 《Asia Pacific Journal of Education》1985,7(1):45-55
Recently there has been an active interest in the topic of Malay education or rather the education of the Malays in Singapore. It must be remembered that any plan or programme on the subject should be approached with a deep sense of understanding of the nature and complexity of the problems; and it is in this area that systematic research in the education of the Malays will make a significant contribution towards educational planning and progress in the education of Malay pupils. The present study which focuses on the affective factors which influence language education hopes to fulfil some of the needs for systematic research in this area. 相似文献
4.
This article focuses on the joint attempt by the Singapore Government and the minority Malay Community during the decade from 1982 to 1992, primarily through the formation of Mendaki (the Council on Education for Muslim Children), to tackle the problem of Malay educational underachievement. It analyzes the complex interplay of social, economic and political factors that led to the formation of Mendaki. The strategies adopted by Mendaki to improve Malay educational achievement will also be examined, along with the problems it encountered, in particular with regard to its legitimacy among the Malay community. A major theme running through the article is that the issue of Malay educational underachievement is closely related to, and cannot be considered in isolation from, wider political, social and economic trends pertaining to the problems of interethnic harmony in a multiethnic society . 相似文献
5.
中国西部少数民族人口受教育状况分析 总被引：1，自引：0，他引：1
西部是少数民族的主要聚居地,民族地区主要集中在西部。要实现各民族的共同繁荣,顺利地推进西部大开发,西部少数民族人口文化素质的提高是关键。本文利用人口普查和人口抽样调查资料,揭示了西部各民族的人口受教育的基本状况,他们和全国的差距,并对各民族在受教育上的差异进行了分类。在此基础上,提出了发展民族教育的一些设想。 相似文献
6.
Kathleen Chia 《Asia Pacific Journal of Education》1995,15(1):48-58
When do children reliably understand that a simple narrative text such as a fable is conveying a point or moral lesson? What role does culture play in influencing understanding? These questions were explored in a cross-sectional sample of 192 children, aged 7, 9 and 11 years drawn from the two largest groups in Singapore, Chinese and Malays. During interviews the child participants were read traditional Aesop's, Chinese and Malay fables and manipulated fables and fable-like stories, and asked to identify and generate the points or morals. The sample and design of the study allowed for comparisons with similar American research. The evidence suggests that, as predicted, cultural background exerts a positive influence on this ability. A number of ethnic differences in response between the Chinese and Malays emerged and possible reasons for these are discussed. 相似文献
7.
Gender differences in academic performance and achievement have been of policy concern for decades—both interest in lower performance by girls in the areas of mathematics and science and, more recently, in boys' underperformance in most other academic areas. Much previous research has focused on gender gaps, while overlooking other factors that may play a role, such as ethnicity. This study looks at the gender differences in cognitive assessments at age five across ethnic groups in a sample of English children from the Millennium Cohort Study. While girls generally perform better than boys, general trends mask some differences across ethnic groups. Results show gender gaps at the mean are largest for black and Pakistani and Bangladeshi children and smallest for white children, they are also larger for the teacher‐rated assessments than for the survey‐administered tests. 相似文献
8.
To test the lexical restructuring hypothesis among bilingual English‐language learners, English phonological awareness (PA), English vocabulary and ethnic language vocabulary (Mandarin Chinese, Malay or Tamil) were assessed among 284 kindergarteners (168 Chinese, 71 Malays and 45 Tamils) in Singapore. A multi‐level regression analysis showed that English vocabulary, in interaction with mother's education, statistically significantly predicted Singaporean children's PA; ethnic language vocabulary did not. Thus, the present study supports the lexical restructuring hypothesis that growth in vocabulary changes how lexical items are stored, leading to the development of PA. Home language practices, as represented by mother's education, may also enhance children's PA after a threshold of English vocabulary is reached. In addition, specific ethnic language (Chinese, Malay or Tamil) was a statistically significant predictor of PA, suggesting that orthographic depth as well as syllabic complexity of a bilingual's other language may influence their development of English PA. 相似文献
9.
This paper examines the politics and practice of education in Malaysia within the context of ethnicity and nation building. Public education in Malaysia—particularly, but not exclusively, at the pre-university level—is promoted as a nation-building tool, seeking to inculcate a sense of Malaysian-ness and patriotism. Simultaneously, however, public education—particularly, but not exclusively, at the university level—is used as a tool for the promotion of ethnic Malay interests. These two objectives are not necessarily contradictory; indeed the assertion that a vital ingredient in the creation of a ‘Malaysian nation’ is the eradication of inter-ethnic economic disparities has been at the heart of the Malaysian regime's discourse on nation building since the ethnic riots of May 1969. Hence, in this view, preferential policies for the economically disadvantaged but numerically dominant Malays are a necessary component of the nation-building project. Nonetheless, there are at least clear tensions between these two functions of education—tensions, which, I shall argue, help explain both the particularly sensitive politics of education in Malaysia, and the discursive stance the Malaysian regime has adopted within the educational field. 相似文献
10.
This paper examines the educational policy implemented by the British for the Malays, the indigenous community of Malaya. Underpinned by the policy of divide and rule, the British implemented a dualistic system of education for the indigenous Malays: one for the Malay peasantry and another for the Malay nobility. The two systems of education served different purposes and needs of the British. The Malay peasantry was provided with a rural-based Malay education which only had limited value in terms of educational mobility. This rural-based education was to serve as a means of social control for the British by entrapping the Malays in the semi-subsistence economy. On the other hand, the British provided the Malay nobility with an elitist English education that was intended to co-opt the ruling Malay traditional elites into their fold. But contrary to the intention of the British, the Malay-educated intelligentsia, in particular those from the Sultan Idris Training College became radical nationalists who adopted an anti-British stand. Such an unintended development was the result of the role played by O.T. Dussek (the college principal), the infusion of nationalistic sentiment from neighboring Indonesia and the threat posed by the Chinese immigrants. However, the radical stand of the Malay-educated intelligentsia was neutralized by the Malay traditional elites who adopted a pro-British stand. It was the Malay traditional elites who eventually led the Malays toward the independence of Malaya. 相似文献
11.
12.
Yasmeen F. Qureshi 《Compare》2014,44(5):710-731
This article focuses specifically on the incorporation of ethnic minority children within the education systems of England, France and Germany. The trends in policy development after World War II in these countries are examined through the prism of three ideal-typical incorporation strategies – integration, assimilation and separation. This is done to test the theories of universalism, parallel development and particularism, which anticipate different trajectories with regard to these strategies. The paper finds evidence for convergence towards integration with regard to provisions for extra support in the host country’s language. This supports the theory of universalism. However, no evidence of convergence towards integration is found in four other policy areas. For instance, country-specific trends emerge on minority religious education and enrolment into mainstream schools, which is consistent with the particularist perspective. As there is little evidence of the three countries drawing closer in terms of all three adopting a strategy of incorporation promoted by transnational agencies, the expectation that national states can borrow in a straightforward fashion from internationally advocated models of ethnic minority incorporation appears unfounded. The paper further finds that local practices are sometimes significantly at odds with national educational policy, suggesting that future research should be directed more at the local level to determine the policies affecting ethnic minority children. 相似文献
13.
14.
黄晓波 《内蒙古师范大学学报(哲学社会科学版)》2008,37(4):63-65
我国的个人收入存在民族差异,少数民族的个人收入与汉族相比存在较大的差距。这一差异的原因应该从个人体制资本和人力资本的民族差异中去寻找。要消除个人收入的民族差异现象,一方面要破除少数民族职业进入的体制、风俗和心理等障碍,支持与鼓励他们进入一些个人收入相对较高的单位类型;另一方面要大力发展少数民族的教育,提高少数民族的文化程度,扩充少数民族的人力资本。 相似文献
15.
We go beyond previous studies of vertical inequality in Ethiopia, by investigating ethnic group-based, or horizontal, educational inequality. Currently, there are no known studies of differential schooling patterns across cultural groups in Ethiopia. The research draws on the Young Lives prospective longitudinal study of 929 children in later childhood. We investigate the extent to which ethnic group differences in schooling participation and progression can be explained by individual differences in socio-economic status. The findings show that poor educational participation and progression remain challenges for certain minority ethnic groups. Household wealth helps to explain the effect of ethnicity on educational outcomes. However, it cannot fully account for the ethnic gap. We conclude that conventional research, which emphasizes addressing individual differences in educational outcomes, or vertical inequalities, may downplay the role of cultural group-based inequalities in children's opportunities to learn. 相似文献
16.
Steve Strand 《British Educational Research Journal》2011,37(2):197-229
This paper reports an analysis of the educational attainment and progress between age 11 and age 14 of over 14,500 students from the nationally representative Longitudinal Study of Young People in England. The mean attainment gap in national tests at age 14 between White British and several ethnic minority groups was large, more than three times the size of the gender gap, but at the same time only about one‐third of the size of the social class gap. Socioeconomic variables could account for the attainment gaps for Black African, Pakistani and Bangladeshi students, but not for Black Caribbean students. Further controls for parental and student attitudes, expectations and behaviours indicated minority ethnic groups were on average more advantaged on these measures than White British students, but this was not reflected proportionately in their levels of attainment. Black Caribbean students were distinctive as the only group making less progress than White British students between age 11 and 14 and this could not be accounted for by any of the measured contextual variables. Possible explanations for the White British–Black Caribbean gap are considered. 相似文献
17.
Inequalities in access to university education are of concern across the world, but many countries in Africa have faced particularly pronounced regional and ethnic inequalities in educational attainment. Have such disparities increased or decreased since the 1960s? Using census data to trace the sub-national origins of university students in seven African countries (Botswana, Ghana, Kenya, Malawi, Tanzania, Uganda and Zambia) over successive birth cohorts shows that regional inequalities in access have taken a u-shaped path. In the first two decades of independence, as higher education expanded from a low base, graduates were growing more regionally and ethnically representative of the national populations. Since the 1980s regional inequalities have increased in most countries, on account of a growing attainment gap between people born in the largest cities and the remaining populations. This growing educational advantage accruing to those born in the main urban metropolises was initially driven by a slowdown in enrolment growth, coupled with high rates of skills-selective urban migration and higher educational performance in the urban regions. This new urban bias is rapidly changing the composition of the region’s educational elites. 相似文献
18.
谈高校汉语授课与新疆民族教育质量的提高 总被引：6，自引：0，他引：6
新疆民汉族高考录取分数线差距的对比，说明新疆民族教育质量比较低的现状，主要原因有基础教育的差距、高校民汉教学中的差距等。新疆高校少数民族教育质量提高与汉语授课之间存在着直接或间接的联系，高校汉语授课是提高新疆民族教育水平的必由之路。 相似文献
19.
This article critically analyses the extent to which the Ethnic Minority Achievement Grant (EMAG) has been successful in meeting its core objective of raising the achievement of minority ethnic groups who are at risk of underachieving. The article provides an historical analysis of the Grant, sets the Grant within the context of the Labour government’s policies relating to minority ethnic groups and social inclusion and reports on the authors’ research into the use made by Local Education Authorities (LEAs) of EMAG based on an analysis of LEA EMAG action plans. It suggests that although there have been some improvements in closing the gaps between minority ethnic achievement and national averages since the introduction of the Grant, these have been largely limited to groups receiving English as an Additional Language (EAL) support, although these groups continue to underachieve. Further the relative achievement of some groups, notably Black Caribbean pupils, has not improved at all since the introduction of the Grant. The article proposes that if the government wishes to more effectively tackle minority ethnic underachievement then it needs to increase the overall amount spent on the Grant, which has been frozen in recent years, and demonstrate more commitment to tackling institutionalized racism within the education system and the national curriculum. Although the government is issuing guidance to schools to address historic weaknesses in the way that the Grant has been deployed, the guidance itself does not go far enough in acknowledging the role of schools and particularly LEAs in tackling underachievement. Nor does the proposed new guidance recognize the importance of including the perspectives of local Black and Asian communities in decisions on how the Grant is deployed. 相似文献
20.
黄明 《集美大学学报(教育科学版》2012,13(3):60-64
新加坡行动党政府在建国过程中面临的首要问题是语言问题以及因语言引起的政治、教育、社会等问题。新加坡的四大民族因接受各自为政的四种语文源流学校教育,对新加坡没有国家认同感。约占新加坡全国人口76％的华族分为“受英文教育者”和“受华文教育者”两大对立阵营,政治上分别认同英国、中国大陆和中国台湾。行动党政府通过确立英语为共同语,在学校实施双语教育,统一课程、考试和学制,以英语统一各民族学校的教学媒介语,最终将四大源流教育合而为一,教育制度改革取得良好效果。 相似文献