Addressing structural inequality through education access

• Název práce v češtině: Řešení strukturální nerovnosti prostřednictvím přístupu ke vzdělání
• Název v anglickém jazyce: Addressing structural inequality through education access
• Klíčová slova: Vzdělání, spravedlnost, rovnost, Dvougenerace, dvougenerační.
• Klíčová slova anglicky: Education, Equity, Equality, Two-Generation, Two-Gen.
• Akademický rok vypsání: 2018/2019
• Typ práce: diplomová práce
• Jazyk práce: angličtina
• Ústav: Katedra veřejné a sociální politiky (23-KVSP)
• Vedoucí / školitel: Mgr. Ing. Olga Angelovská, Ph.D.
• Řešitel: skrytý - zadáno vedoucím/školitelem
• Datum přihlášení: 03.06.2019
• Datum zadání: 03.06.2019
• Datum a čas obhajoby: 15.09.2020 09:00
• Místo konání obhajoby: Pekařská 16, JPEK212, 212, Malá učebna, 2.patro
• Datum odevzdání elektronické podoby: 30.07.2020
• Datum proběhlé obhajoby: 15.09.2020
• Oponenti: Sokhna Adele Rosalie Ndiaye, Ph.D.

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Předběžná náplň práce

Vzdělávání bylo dlouho považováno za klíč k pozitivní sociální mobilitě, nicméně přibývající důkazy ukázaly, že pro mnoho studentů s nízkými příjmy jde spíše o mýtus než realitu. Rozdíly mezi studenty pocházejícími z různých sociálně-ekonomických podmínek a rasových skupin jsou stále obtížně eliminovatelné, i přes desetiletí úsilí zaměřeného na školní reformy. Tato práce zkoumá z jiné perspektivy důležitost rozvoje spravedlivějšího přidělování finančních prostředků pro veřejné vzdělávací instituce a také obecného souhlasu, že taková politika je nezbytným krokem ke zvýšení rovnoprávnosti ve vzdělávacím systému. Tato práce rozvíjí téma mezigeneračních vztahů a okolností promítají se do akademických přístupů dítěte a v důsledku toho i jeho akademických výstupů. Pomocí zmíněného ukazatele tato práce přidává k souboru znalostí o daném tématu i novou perspektivu diskurzu o rovnoprávnosti ve vzdělávání a akademických výsledcích s ohledem na Dvougenerační intervenci a její protínání se.
K dokončení triangulace jsou použity rozhovory a pozorování vedoucích pracovníků, programových sociálních pracovníků a účastníků úspěšného Dvougeneračního programu. Ty jsou použity jako základní cíle tohoto investigativního výzkumu a dále k rozšíření Dvougenerační intervence, která by mohla vyřešit rozdíly, o což se již dřívejší veřejní činitelé neúspěšně snažili. Zatímco Dvougenerační iniciativa byla realizována za účelem řešení řady složitých sociálních otázek - v mnoha případech s působivým úspěchem - nebyly implementovány v širokém měřítku s konkrétním cílem zlepšit spravedlnost ve vzdělávání a snížit rozdíly v dosažených výsledcích. Toto úsilí přináší přidanou hodnotu tím, že zvažuje možnosti Dvougenerační intervence, zejména v souvislosti se zlepšením rovnosti ve vzdělávání.

Předběžná náplň práce v anglickém jazyce

Education has long been perceived to be the key to positive social mobility, but mounting evidence has shown that for many low-income students this may be more of a myth than reality. The Achievement Gap between students of different socio-economic and racial groups remains persistently difficult to eliminate despite decades of efforts geared at school reforms. Recognizing the importance of developing more equitable funding allocation for public education institutions, as well as the general consensus that such a policy is an essential step toward increasing equity in the education system, this paper looks at addressing the problem through a different lens.
This thesis develops an index of how cross generational relationships and circumstances play into a child’s academic access, and as a result, their academic outcomes. Using this index, this thesis adds to the body of knowledge on the topic and a new perspective to the discourse surrounding equity in education, and educational outcomes by considering how Two-Generation interventions can address these intersections. To complete the triangulation, interviews, and observations with leadership staff, program social workers, and participants of a successful Two-Gen program are used to address the primary goal of this research of investigating if an expanded Two-Gen intervention could bridge the gap that previous public policy initiatives have failed to fill. While Two-Gen initiatives have been implemented to address a variety of challenging social issues – to impressive success in many cases - they have not been implemented on a wide scale with the specific goal of improving equity in education and reducing the achievement gap. This effort adds value by considering the possibilities of a Two-Gen intervention, specifically in the context of improving equity in education.