Conceptions, Perceptions and Intersections of Equity Gaps in Education
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: closed (30 April 2023) | Viewed by 10698
Special Issue Editors
Interests: educational policy and administration; school improvement and curriculum redesign; professional development for principals and teachers; place-based education and critical studies; female leadership and gender education
Interests: emotions, well-being, and social relations in education; self-regulated learning in school and higher education; formative assessment and feedback; qualitative research methods and mixed methods research
Interests: talent development; learning resources; learning environment; mentoring
Interests: open and distance education; student engagement in online teaching and learning settings; digitalization and internationalization in higher education; systematic review method
Interests: social cognition and communication; gender and diversity; social inequality; person perception; social judgment
Interests: psychology of digital learning; psychology and digital learning of older adults; educational data analysis; social psychology
Interests: English as a Foreign Language (EFL) teaching methods; remedial teaching interventions; rural education
Interests: learning disabilities; special education; inclusive education; emotional behavior disorder; development disabilities
Interests: gender science studies; women in the physical sciences; history and sociology of modern physical sciences
Special Issue Information
Dear Colleagues,
Equity gaps in education refer to disparities between groups such as social class, ethnicity, religion, sexual orientation gender, with respect to educational outcomes that violate notions of equity. They exist:
- between many groups as social class gaps, gender gaps, race gaps, ethnicity gaps, age gaps, sexual orientation gaps;
- at all levels of education, from preschool to tertiary education;
- across all domains and contexts;
- as different types, such as achievement gaps, opportunity gaps, confidence gaps, and excellence gaps.
Closing equity gaps in education is considered one of the key tasks of contemporary pedagogy. However, currently, the research field is diversified and fragmented with only little conceptual unity. There is still a lack of general pedagogical strategies with which to bridge equity gaps. This Special Issue aims to contribute to coherent research on equity gaps through educational sciences. We invite authors to explore equity gaps in education with respect to three broad issues:
- Perception of equity gaps: Since surprisingly little is known about what is perceived as an equity gap by lay people as well as by educators, teachers, and researchers, we are interested first in a basic understanding of equity gaps. More specifically, we are interested in equity gaps from the perspective of all the actors needed to bridge them through education.
- Conceptual issues related to equity gaps: We are interested in theoretical contributions that may guide us beyond the exploration of individual equity gaps. The articles we hope for should improve the ability of the scientific community to analyze and understand specifics and commonalities across equity gaps.
- We encourage researchers to report studies that go beyond exploring individual equity gaps. The intersectionality of equity gaps is of interest in four regards:
a. Intersectionality of groups: multiple degrees of influence on individuals that are members of more than one disadvantaged group;
b. Intersectionality of different types of equity gaps: multiple effects on individuals by different types of equity gaps;
c. Intersectionality of ecological contexts: affectedness of individuals in different ecological contexts such as support gaps at home and at school;
d. Combinations of the aforementioned three intersections.
Prof. Dr. Peiying Chen
Prof. Dr. Michaela Gläser-Zikuda
Prof. Dr. Albert Ziegler
Prof. Dr. Svenja Bedenlier
Prof. Dr. Susanne Bruckmüller
Prof. Dr. Ya-Ling Wang
Prof. Dr. Tsui-Chun Hu
Prof. Dr. Li-Yu Hung
Prof. Dr. Maria Rentetzi
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- equity gap
- inequality
- social justice
- democracy
- minorities
- gender
- race
- ethnicity
- social class
- LGBTQ
