Home About us Contact
|
Home About us Contact | ||
|
|
||
Educational Inequality (educational + inequality)
Selected AbstractsWhat British children are eating and drinking at age 12,18 monthsJOURNAL OF HUMAN NUTRITION & DIETETICS, Issue 2 2000A. De La Hunty Background Health and growth during the first 2 years of life demand adequate nutrition. Proportionate to the toddler's size, the nutrient requirements exceed those of adults by up to six-fold. Objective This study reports the first national survey to assess the diets of British children at 14 months. Methods The data were gathered by postal questionnaire sent to the mothers who had participated in the 1995 National Survey of Infant Feeding. The results were evaluated in respect of the recommendations from COMA for the UK. Results A total of 5069 children of average age 14 months were included. Bread and cereal were consumed frequently. Fifty per cent of the children ate raw fruit, 51% ate cooked vegetables, 34% ate meat and 76% drank cow's milk daily. Consumption of sweetened drinks (such as squashes and carbonated drinks) was common. This study confirmed the influence of social, economic and educational inequalities on dietary practices. [source] Prevalence of educational inequalities in obesity between 1970 and 2003 in FranceOBESITY REVIEWS, Issue 5 2009A. Singh-Manoux Summary This paper examines trends in obesity rates and education-related absolute and relative inequalities in obesity over the last 40 years in France. Data are drawn from the French Decennial Health Surveys of 1970, 1980, 1991 and 2003. The difference in obesity rates between the least- and most-educated, the Slope Index of Inequality, is used to estimate absolute inequalities in obesity. The ratio of the corresponding rates, the Relative Index of Inequality, reveals the relative inequalities in obesity. Obesity rates were similar in men and women, but educational inequalities were greater in women. Obesity rates were similar over the first three surveys but increased for all in the 2003 survey. This increase was accompanied by increases in absolute inequalities in men (P = 0.04) from a Slope Index of Inequality of 4.80% (95% confidence interval [CI] = 2.27, 7.32) to 8.64% (95% CI = 5.97, 11.32) and women (P = 0.004) from 8.90% (95% CI = 6.18, 11.63) to 14.57% (95% CI = 11.83, 17.32). Relative inequalities in obesity remained stable over the 40 years. Recent increase in obesity rates in France is accompanied by increases in absolute education-related inequalities, while relative inequalities have remained stable; this suggests that obesity rates have increased at a much faster rate in the low-education groups. [source] Social Inequality in Education: A Constraint on an American High-Skills FutureCURRICULUM INQUIRY, Issue 4 2007THEODORE LEWIS ABSTRACT Countries everywhere are turning to education in the quest for competitive edge in the global economy. How to attain the high skills needed in new reformed workplaces is a preoccupation that can be observed across developed countries. In this widening discourse of high skills and competitiveness, the U.S. skills production model is being seen as undesirable because it is perceived to be premised upon educational inequality and skills polarization. This article agrees with such characterization of the U.S educational condition. It examines skill tendencies in new reformed workplaces and conceptions of how schools must respond, then interrogates assumptions underpinning college-bound/non-college,bound formulations that would have low socioeconomic status (SES) children pursuing watered-down academic fare, or vocational education, while high SES children are set on college pathways. I contend that curricula approaches that are premised on alternative post-school destinations leave the children of underclasses in the same unfavorable position as their parents, such curricula serving only to reproduce inequality. The article rejects curriculum tracking, and the notion of the non-college bound, and instead argues for the democratization of high status knowledge as the best response to the challenge of a high-skills future. [source] Educational Federalism in Germany: Foundations of Social Inequality in EducationGOVERNANCE, Issue 1 2009MARKUS FREITAG This article applies Fuzzy Set Qualitative Comparative Analysis to examine how sub-national education systems affect the extent of social inequality in education within the German federal states. Variations in educational outcomes between the federal states can be primarily attributed to the strict educational decentralization in Germany. We examine four conditions of regional education systems presumed to be relevant for the extent of social inequality in education: the availability of early childhood education, the development of all-day schools, the onset of tracking to different school types, and the degree of tripartition in secondary education. Altogether, we find systematic relationships between the variation of sub-national education systems and the extent of social inequality in education. The results indicate that well-developed early childhood education is necessary for a low degree of educational inequality. However, educational inequality is not directly related to partisan and socioeconomic determinants. [source] Measuring regional inequality of education in China: widening coast,inland gap or widening rural,urban gap?JOURNAL OF INTERNATIONAL DEVELOPMENT, Issue 2 2008Xiaolei Qian Abstract This article measures education inequality between the coastal and inland provinces and compares it with rural,urban educational inequality in China, using Gini education coefficients and decomposition analysis. The main finding of the article is that disparities in access to education between rural and urban areas rather than between coastal and inland provinces are the major cause of educational inequality in China. Copyright © 2007 John Wiley & Sons, Ltd. [source] | |||||||||||||