How Families' socio-economic inequalities affect schools

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Fecha de publicación
2018Cita recomendada
Mata Romeu, Anna;
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(2018)
.
How Families' socio-economic inequalities affect schools.
The European Proceedings of Social & Behavioural Sciences, 2018, vol. 60, p. 651-659.
https://doi.org/10.15405/epsbs.2019.04.02.81.
Metadatos
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This study aims to reflect on the relationship between families’ socio-economic, cultural and
religious circumstances and their children’s success at school. We seek to enquire as to how certain
conditions of fragility and inequality of some family groups (due to their origin, religious practice, unstable
employment and residential status, and low income) affect families’ participation in schools and their
children’s educational success. We also discuss whether socio-cultural diversity is a relevant factor for
equity and equal opportunities in our society. To do so, we will present some of the results achieved via
three studies carried out by the GRASE (Social and Educational Analysis) research group at the University
of Lleida (Spain) continuously from 2015 until the present. The results show that cultural diversity and the
fragile socio-economic circumstances of some families, despite appearing as being attended to in the
discourses of schools, in their practices analysed, are difficult to materialize; this, together with the frailties
of centres the selves (due to cut-backs in the field of social provisions and education by the public
authorities, overloads in the ratios of public centres, disquiet among teaching staff, etc.) in some cases
involves situations of inequity and risks of educational exclusion.
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The European Proceedings of Social & Behavioural Sciences, 2018, vol. 60, p. 651-659Proyectos de investigación europeos
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