Shifting the Lens: Why Conceptualization Matters in Research on Reducing Inequality

Autor/in	Irons, Jenny
Institution	William T. Grant Foundation
Titel	Shifting the Lens: Why Conceptualization Matters in Research on Reducing Inequality
Quelle	(2019), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Problems; Equal Education; Financial Support; Racial Differences; Ethnicity; Socioeconomic Status; Immigrants; Language Minorities; Disadvantaged; Racism; African American Students; Teacher Student Relationship; Longitudinal Studies; Institutionalized Persons; Correctional Institutions; Court Litigation; Behavior Problems; Faculty Development; Intervention; Disproportionate Representation; Elementary Secondary Education; Poverty; New York (New York) + Suchen Sie Ihr Suchwort? Social problem; Soziales Problem; Finanzielle Förderung; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Immigrant; Immigrantin; Immigranten; Sprachminderheit; Rassismus; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Jugendstrafvollzug; Rechtsstreit; Armut
Abstract	Social science can be instrumental in illuminating responses to persistent social problems like racial or economic inequality. And a powerful starting point for studies that pursue this goal is a nuanced understanding of the problem at hand. That is, with a well-developed conceptualization of the contours, causes, and consequences of a given challenge, researchers are better equipped to explore how the challenge can be addressed. This report begins with a discussion on why the William T. Grant Foundation funds research that aligns with its interest in inequality among youth by race, ethnicity, economic standing, immigrant origin, and language minority status. The second half of report highlights two studies recently funded by the Foundation as examples on how researchers can employ the strategies discussed in the first half to enrich their research. One study examines whether mitigating the effects of material disadvantage may improve criminal justice outcomes for socioeconomically disadvantaged men and women, and another tests whether explicitly attending to racial bias helps teachers improve their behavior toward and expectations of Black youth, thereby reducing racial academic inequality. (ERIC).
Anmerkungen	William T. Grant Foundation. 570 Lexington Ave, New York, NY 10022. Tel: 212-752-0071; Fax: 212-752-1398; e-mail: info@wfgrantfdn.org; Web site: http://wtgrantfoundation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01