Deciphering socioeconomic inequality in science literacy: Evidence from PISA 2015 in Türkiye

Yediyildiz B., Ustun U.

INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, cilt.111, 2024 (SSCI, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 111
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1016/j.ijedudev.2024.103173
  • Dergi Adı: INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, Periodicals Index Online, Business Source Elite, Business Source Premier, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), Index Islamicus, Linguistics & Language Behavior Abstracts, Public Affairs Index
  • Orta Doğu Teknik Üniversitesi Adresli: Hayır

Özet

Educational equity is a fundamental objective in many education systems, yet challenges persist in achieving this goal, as evidenced by international large-scale assessments like PISA. This study critically examines the relationship between socioeconomic status (SES) and science literacy. Our findings indicate that grouping students based on academic achievement amplifies the achievement gap and SES disparities between different types of secondary schools. The academic stratification in secondary schools deepens the issues regarding educational inequality. Furthermore, considering substantial differences between regions regarding the SES-achievement relationship, we propose that future research and policy initiatives focusing on SES should address regional disparities.