Unpacking equity. Educational equity in secondary analyses of international large-scale assessments: A systematic review |
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| Institution: | 1. Karlsruhe University of Education, Germany;2. Vorarlberg University of Education, Austria;3. Faculty of Economics and Social Sciences, University of Tübingen, Germany;1. Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, 430079, China;2. School of Psychology, Central China Normal University, Wuhan, 430079, China;3. Hunan Police Academy, Changsha, 410138, China;1. Department of Management, Monash Business School, Monash University, Australia;2. Institute of Health and Wellbeing, Federation University, Australia;3. Centre for Academic Development, Federation University, Australia;1. Department of Agricultural Leadership, Education, and Communications, Texas A&M University, College Station, TX, USA;2. Department of Educational Psychology, Texas A&M University, College Station, TX, USA;3. Department of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USA |
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| Abstract: | The discourse of educational equity has captured public imagination and become an entrenched policy value. In the attendant struggle to improve educational equity, governments draw inspiration from analyses based on data from highly standardized, international large-scale assessments. As these analyses are used as a lever for policy formulation, it is important to understand how this concept of equity is appropriated. Lacking a synthesis of how equity is conceptualized and operationalized in this body of research, the current paper seeks to fill that gap by presenting a systematic review. Our analysis incorporates an identification of operational patterns and an exploration regarding the linguistic elements for defining equity. We chart the theoretical and methodological diversity among interpretations of equity, as clustered into five major research approaches. In light of these results, benefits and limitations of the concept's complexity are discussed and implications for research are forwarded. |
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| Keywords: | Educational equity Conceptualization Operationalization International large-scale assessments Systematic review |
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