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Findings align with earlier results, showing uneven educational outcomes by socioeconomic, gender, and regional lines, and underscoring policy needs to reduce their effects on young Canadians’ academic results and life chances.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nJason D. Edgerton, Tracey Peter, & Lance W. Roberts University of Manitoba  \nThis study reassessed the extent to which socio-economic background, gender, and region endure as sources of educational inequality in Canada. The analysis utilized the 28,000 student Canadian sample from the data set of the OECD’s 2003 Programme for International Student Assessment (PISA) . Results, consistent with previous findings, highlight the uneven distribution of educational achievement in Canada along socioeconomic, gender, and regional lines, and point to the continued necessity of policy to mitigate the impact of gender, class, and regional inequalities on the educational outcomes and life chances of young Canadians.  \nKey words: social inequality, educational outcomes, educational aspirations, SES, cultural capital, PISA  \nDans cet article, les auteurs se demandent dans quelle mesure le statut socioéconomique, le sexe et la région demeurent des sources d’inégalité en matière d’éducation au Canada. L’analyse repose sur l’échantillon des 28 000 élèves canadiens tiré del’ensemble de données du Programme international pour le suivi des acquis des élèves (PISA) de 2003 de l’OCDE. Les résultats, conformes aux conclusions antérieures, mettent en évidence la répartition inégale de la réussite scolaire au Canada selonle statut socioéconomique, le sexe et la région et indiquent la nécessité d’atténuer l’impact du sexe, de la classe sociale et des inégalités régionales sur les résultatsscolaires et les chances d’épanouissement des jeunes canadiens.  \nMots clés : inégalité sociale, résultats scolaires, aspirations quant aux études, statut socioéconomique, capital culturel, PISA  \n_____________________________  \nCANADIAN JOURNAL OF EDUCATION 31, 4 (2008): 861-888  \nA fundamental concern within sociology of education research is the extent to which formal education both fosters socio-economic opportunity and also reproduces social inequality (Wotherspoon, 2004) . The notion of education as the great equalizer has a prominent place in the ideology of modern liberal democratic states such as Canada and the United States. This popular belief in meritocracy is also paralleled by more formal conceptualizations informing the social policy-making process. Prominent among these is human capital theory (McBride, 2000; Woodhall, 1997), which holds that investment in education brings both individual returns (such as increased social mobility) and societal returns (such as economic growth, decreased inequality, and enhanced social cohesion) . Evidence of the return to individuals from education has generally been more forthcoming; in particular, the correlation between education and income is well-established (e.g., Krueger & Lindahl, 2001; Sweetman, 2002) . However, consistent evidence of social returns such as rising prosperity and lower inequality has been much more problematic to measure (Levin & Kelley, 1997). Exemplary of the elusive social returns from education is the United States, the richest country in the world, with one of the most educated populaces, but which also happens to exhibit one of the greatest degrees of social inequality among advanced Western nations (United Nations Development Programme [UNDP], 2003) .  \nAlthough Canada compares favourably with other advanced Western nations in terms of educational equality (e.g., Marks, 2005; UNICEF Innocenti Research Centre [UNICEF], 2002),1 the distribution of educational achievement in Canada has historically been subject to structural asymmetries related to socio-economic background, gender, and geography.2 Given the spate of social trends that have in recent times significantly reshaped the Canadian social landscape (Roberts, Clifton, Ferguson, Kampen, & Langlois, 2005), it is important to reassess the extent to which these traditional dimensions of educational inequality continue to endure. The pre","cbCain2gMO3BYmnX","https://ap.wps.com/l/cbCain2gMO3BYmnX","pdf",213659,28,"English","# Introduction\n## Education as Opportunity vs Reproduction of Inequality\n# Data and Method\n## OECD PISA 2003 Student Sample\n## Outcome Measures and Predictors\n# Three Key Dimensions of Educational Inequality in Canada\n## The Socio-Economic Gradient","[{\"question\":\"What factors does the study examine as sources of educational inequality in Canada?\",\"answer\":\"It examines socio-economic background, gender, and region (province/geography) as continuing sources of educational inequality.\"},{\"question\":\"Which dataset and assessment are used for the analysis?\",\"answer\":\"The study uses the 28,000-student Canadian sample from the OECD’s 2003 Programme for International Student Assessment (PISA).\"},{\"question\":\"How are educational achievement differences interpreted in the study’s results?\",\"answer\":\"Results emphasize uneven educational achievement distributions across socioeconomic, gender, and regional lines, supporting the need for policies that mitigate the impact of these inequalities.\"}]","Back to the Basics - Socio-Economic, Gender, and Regional Disparities in Canada’s Educational System - Policy and Education Inequality Study | PDF",1792084826,71]