Sociology of Education: An A-to-Z Guide

Ainsworth, James W.; Golson, J. Geoffrey; Brunn-Bevel, Rachelle J.; Byrd, W. Carons

doi:10.4135/9781452276151

Cited by 19 publications

(13 citation statements)

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“…As extended family members who live with their children are generally poorer, less healthy, and less educated. Thus, children who live with extend family members (especially grand-parents) typically have lower academic achievement than those who do not live with extended family members (Ainsworth, 2013). A child's parents might give or lend money to poor relatives, thereby reducing the immediate resources available to the child.…”

Section: Discussionmentioning

confidence: 99%

Development of an Academic Achievement Risk Assessment Scale for Undergraduates: Low, Medium and High Achievers

Jibeen¹,

Khan²

2016

REMIE

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This research has developed The Academic Achievement Risk Assessment Scale [AARS], for identification of the factors which influence performance of undergraduate (448 students); studying at three universities of Lahore, Pakistan. An 18-item scale, with five distinct factors was developed which included lack of motivation, dysfunctional parental practices, parental involvement in drug abuse or antisocial activities, difficulty with peers, and language barrier. The results revealed differences among low, medium and high academic CGPA groups as all five risk factors were significantly related to the low achieving group. The study has implications for teachers, counselors, and policy makers in the field of learning

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Section: Discussionmentioning

confidence: 99%

Development of an Academic Achievement Risk Assessment Scale for Undergraduates: Low, Medium and High Achievers

Jibeen¹,

Khan²

2016

REMIE

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“…Second chance education can be typically defined according to the types of its participants: they are usually young people who were pushed out of the initial education or there were other reasons why they did not finish the school. In the structure of this group we can identify social groups with common status features, which are formed by life experience of social outsiders [2]. In the Slovak society they are represented mainly by Roma population from marginalized com-munities and by another traditional target group of second chance education -prisoners.…”

Section: Second Chance Education Of Adult Romamentioning

confidence: 99%

“…In the Slovak society they are represented mainly by Roma population from marginalized com-munities and by another traditional target group of second chance education -prisoners. Second chance education can be seen as a path for reaching of higher education in neo-liberal atmosphere based on the individual responsibility [2]. An author emphasizes the motivation and responsibility of every human for self-development, which is very important in professional training and in interest-based adult education.…”

Section: Second Chance Education Of Adult Romamentioning

confidence: 99%

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Education of Adult Roma From Marginalized Communities in Slovakia

Lukáč¹,

Lukacova²,

Pirohova³

2018

Development Trends in Pedagogical and Psychological Sciences: The Experience of Countries of Eastern Europe and Prospects of Uk

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Abstract. The subject of this study is the analysis of the current state and of possibilities of the education's development of adult Roma from marginalized communities 4 in the system of formal and informal education. We also include the concept of informal learning, which we, alongside with the necessary changes of formal and informal education, see as the potential space for reaching of the desired changes in the life of marginalized Roma. We look at these mentioned systems critically while we, with the analysis of current educational processes in adult age, point to the limits and lacks, which co-influence the lasting problem of low effectiveness of education of adult Roma from marginalized communities. We are sure that in the education of adult Roma it is necessary to implement the elements of individualization of edu- Marginalized segregated Roma communities are socially excluded Roma communities, whose inhabitants have restricted access to public service, goods and sources and to participation in deciding in a town. They have restricted contact with other inhabitants living outside their community. Their communities are on a lower social-economical level than other parts of town and have different characteristics, e.g. lower quality and overpopulation of the houses, absence of the infrastructure, high unemployment, income and material poverty of the inhabitants, lower level of education and higher amount of lower age categories [38, p. 4]. Segregated Roma communities (geographically separated independent settlements) and separated Roma communities (separated Roma parts, streets or colonies, which are a part of town) belong to the marginalized Roma communities in Slovakia [10, p. 11].© Lukáč Marek, Lukáčová Silvia, Pirohová Ivana 519Education of adult Roma from marginalized communities in Slovakia cation. The main aim of any educational and social interventions within this target group is the learners' critical reflection of the reality and of their own options for change. The basis for our methodology is the methodology of social sciences [9], the critical pedagogy [11] and the theory of cultural capital [4]. Formal adult education is realized in the sub-system of second-chance education. As the absence, resp. low level of education is a strong exclusive factor on labor market, we consider enabling Roma from marginalized communities to complete their education in a school system to be crucial. The level of education is still the strongest stratification factor not only on labor market. From the educational activities in the system of non-formal education point of view, we deal mainly with the problematic effectiveness of non-formal education in connection with barriers of participation in education. We also draw attention to the inadequately created educational activities, which still keep the marginalized Roma passive. In the process of informal learning we think of the potential of its results in favor of the development of individual potential of adult Roma. The background of our ideas about problems i...

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“…Arabic is the language used in many regions and Kurdish is the official language in Kurdistan [1], and overall designing a curcuilm of using technology will help each ethnic group to express their culture globally with using technology; the key is to be a technology-based classroom context where each individual can work and develop ideas. Thus, technology-based classroom can bring together this melting pot in a diverse country such as Iraq with diverse students in the university.…”

Section: Introductionmentioning

confidence: 99%