Emerging inequality in Kenyan secondary schools: Dilemmas of educational expansion and quality improvement
Emerging inequality in Kenyan secondary schools: Dilemmas of educational expansion and quality improvement
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肯尼亚中学中新出现的不平等：教育扩张和质量提高的困境
DOI：
10.1007/s11125-022-09627-4
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Ogawa Miku
中科院分区：
文献类型：
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作者：
Makita K;Takiguchi S;Naruse H;Shimada K;Morioka S;Fujisawa TX;Shimoji K;Tomoda A.;Ogawa Miku
本文通过对肯尼亚西部三所中学的案例比较研究，考察了肯尼亚中学正在出现的不平等现象。通过为期四年的实地调查、参与者观察和半结构化或非结构化访谈收集了定性数据，以了解学校、家庭和社区之间的互动如何影响教育质量的提高。这项研究表明，教育不平等源于经济背景和学业成绩。虽然建立新学校允许学生选择附近更好的学校，但日益激烈的学校竞争导致学校等级制度因负担能力和学业成就等因素而限制统一入学。这表明，计划外的新学校的建立限制了弱势学生继续接受教育。扩大教育机会和提高教育质量是教育的重要方面；然而，有必要关注这一进程的受益者，因为经济不平等可能转化为教育不平等。
This article examines the emerging unfair inequality in Kenyan secondary schools through comparative case studies of three secondary schools in western Kenya. Qualitative data were collected through fieldwork over a four-year period, with participant observation and semi- or non-structured interviews, to understand how interactions among schools, households, and communities impact the improvement of educational quality. This study demonstrates that educational inequality stems from economic background and academic performance. While establishing new schools allowed students to choose better schools in their vicinity, increasing school competition resulted in a school hierarchy restricting uniform access due to factors of affordability and academic achievement. This suggests that the unplanned establishment of new schools constrains vulnerable students from continuing their education. Expanding educational opportunities and improving quality are important facets of education; however, it is necessary to pay attention to the beneficiaries of this process, as economic inequality may translate into educational inequality.