The International Observatory on Academic Achievement - Documentary search

File number :
CS-ISC-04e

Bibliographic reference :
Benadusi, L. (2001). Equity and Education: A Critical Review of Sociological Research and Thought. In W. Hutmacher, D. Cochrane & N. Bottani (Eds.), In Pursuit of Equity in Education: Using International Indicators to Compare Equity Policies (pp. 25-64). Dordrecht; Boston: Kluwer Academic Publishers.

Abstract :

In this chapter, Benadusi discusses the issue of educational equity through a critical review of the major sociological approaches and their equity indicators. Following this exercise, he develops an explanatory model of educational inequalities.

Review of the Main Sociological Approaches
According to the structural-functionalist approach, the first of four theoretical approaches described, inequalities stem from socially determined factors (social class, gender, ethnicity) and achievement factors (natural abilities and effort made to cultivate these abilities). One equity indicator was based on the relationship between students’ abilities and effort and their academic success. Another indicator was the absence of correlation between assignment factors and academic success.

Next comes the reproduction theory. This approach differs from the previous theory in that inequalities are the results of social constraints (structural and cultural factors). From this perspective, educational systems are viewed as contributing factors in the reproduction of social inequalities, which explains educational inequalities entirely. Then, the absence of relationship between the academic success of students and their affiliation to a social class is an equity indicator.

The cultural relativism approach recognizes that schools are responsible for the inequalities that pervade their premises. This enables action to be taken to offset these inequalities and foster the academic achievement of all students. The author introduces the idea of a discrepancy between socialization and language practices that prevail at home and those that prevail at school, along with the idea of a biased curriculum from which a dominant culture arises. The equity of educational systems stems from an inequality of resources. For instance, the number of working class or ethnic minority students who access these differentiated programs and the absence of hierarchical differentiation in schools both constitute equity indicators.

Lastly, Benadusi presents the individualistic approach where students are viewed as players whose choices are, naturally, influenced by social constraints while not entirely determined by them. Inequalities result from the different emphasis put on the costs, benefits and risks associated with persevering in school by the social group to which students belong, stressing the importance of choice periods along the educational path. This approach also introduces the concept of social capital. Equity indicators are based on the various educational transitions and the assessment of student social capital.

Comparativism in Education
Following this review, Benadusi discusses the main comparative studies conducted on the issue of educational system equity, including the Shavit & Blossfeld study (see file CS-ISC-14). The results of these studies have demonstrated that educational inequalities among social groups, although quite persistent, can be reduced.

Explanatory Model of Equity in Educational Systems
Benadusi believes that equity concepts derived from various identified approaches and the indicators that arise from them must complement one another. To this effect, he draws up an explanatory model of educational system equity – the resources-attitudes-opportunities triangle. Abilities and interpersonal skills are personal resources with which students can reach academic achievement, whereas attitudes refer to those directed at school and students engagement (aspirations, motivations, expectations). These two components are transformed through opportunities offered by schools or educational systems. The role of schools should not be limited to improving student abilities; schools should also influence their aspirations and motivations as well as those of their families. Equity consists of equalizing the quality of educational services, eliminating or reducing existing hierarchical differences within school systems and establishing educational practices in greater harmony with the learning styles and motivations of all groups. Equity also refers to class composition, heterogeneous schools, preschool education and second chance education development, as well as financial support. The more schools compensate for social inequalities by providing opportunities to all, the more equity will be possible; therefore, a larger number of students will have access to academic achievement.

Key Words :
Social Inequalities, Equity, Indicators, Sociological Theories, Structural-functionalist Approach, Reproduction Theory, Cultural Relativism Approach, Individualistic Approach, International Comparisons, Resources, Attitudes, Opportunities, Literature Review