Differentiation in black education

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dc.contributor.authorVan der Berg S.
dc.contributor.authorWood L.
dc.contributor.authorle Roux N.
dc.date.accessioned2011-05-15T16:01:32Z
dc.date.available2011-05-15T16:01:32Z
dc.date.issued2002
dc.description.abstractBased on a graphical and statistical analysis of 1993 survey data, this article shows that educational inequalities among black school-age children were substantial and systematically associated with socio-economic status. Children of more affluent, better educated and metropolitan parents progressed better in schools, thus attaining higher levels of education, and also outperformed others who had progressed as far in terms of cognitive outcomes (measured by literacy and numeracy test scores). Thus, educational inequalities may become enduring, as the ability to benefit from education is usually transmitted across generations (better educated individuals obtain better jobs, and their children are again better educated). The abysmal educational quality of the largest part of the school system therefore has to be improved drastically, to allow poor children to overcome their socio-economic deficits and to benefit from education.
dc.description.versionArticle
dc.identifier.citationDevelopment Southern Africa
dc.identifier.citation19
dc.identifier.citation2
dc.identifier.issn0376835X
dc.identifier.other10.1080/03768350220132495
dc.identifier.urihttp://hdl.handle.net/10019.1/12026
dc.subjectblack population
dc.subjecteducational attainment
dc.subjectracial disparity
dc.subjectsocioeconomic status
dc.subjectSouth Africa
dc.titleDifferentiation in black education
dc.typeArticle
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