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The focus of this article is on gender justice with respect to opportunities (educational) and outcome (earnings). The main research question is whether educational opportunities are positively converted into fairness of income, and for whom and where this is the case. The importance of this study lies in the understanding that the subjective feeling of justice is a significant measure of quality of life, of the individual's subjective feeling of happiness and of the fulfilment of the goals people have reason to value.

The study takes a micro-macro approach, combining macro-level data taken from official statistics and micro-data from the 2018 European Social Survey for 25 European countries; the authors also apply multilevel modelling to the data analysis.

At individual level the authors found gender differences in the associations between education and fairness of educational opportunities. With regard to the scope of fairness, the authors emphasise that fairness of educational opportunities and net pay in European countries is less likely to be felt by someone who has a lower educational level. Higher educational expenditures are positively correlated with fairness of educational opportunities but not with fairness of net pay.

This article contributes to theoretical, empirical and policy-relevant gender justice research on the link between inequalities and justice perceptions. The authors have expanded the theoretical understanding of the concept of gender justice by taking into account the role of a specific gender norm on fairness perceptions. The norm, when asked about in a gender-neutral way, is not associated with fairness of pay, but when posed as a question specifically to women, has a negative relationship with perceptions of fair pay. The empirical contribution consists in the evaluation of individual and country mechanisms from a gender justice perspective. The policy contribution consists in questioning the belief that longer paid maternity leave is beneficial for women. In countries with long paid leave available to mothers, women reported even lower levels of fairness of net pay than men.

Within individual countries, the paths towards increasing educational attainment are not always linear and individuals are not equally affected. Differences between boys’ and girls’ educational attainments are a common expression of this inequality as boys are more often favored for continued schooling. We examine the importance of birth cohort, sibship size, migration, and school accessibility for explaining both the gender gap and its narrowing in secondary schooling in one district in Northeast Thailand between 1984 and 1994. Birth cohort is a significant explanation for the narrowing of the gender gap. Migration, sibship size, and remote village location are important explanations for limited secondary education opportunities, especially for girls.

This study examines the educational aspirations of immigrant students, who are descendants of eight different immigrant communities in Germany. First, the article shows that compared to native German students, the educational aspirations of students with migration origin vary substantially. Challenging previous narratives of immigrant optimism and information deficit, the article suggests that the students of Turkish origin develop a conscious appraisal of obtaining an academic high-school qualification (AHSQ), even if they realize they will not be able to receive one by the end of the high-school. The study also shows that the duration of their stay in Germany plays a significant role in attenuating the high educational aspirations of most immigrant communities. However, Turkish students constitute an exception to this finding as they maintain high idealistic aspirations from first- to third-generation. The return migrant students from the former Soviet Union are the only group who report high educational aspirations, when asked about both their idealistic and realistic aspirations. Finally, the findings indicate that the position of the particular immigrant groups within the German social status hierarchy is a strong determinant of the educational aspirations of immigrant students and their parents.

In Africa, there is a great desire to achieve social and economic development through a full and proper education and utilization of the abundant human resources available. However, great inequalities in access to education exist for different social classes and for different parts of each African Country. Attempts to equalize opportunities include the introduction of free universal primary education, and the building of boarding primary schools for nomadic tribes; the reduction of secondary school fees; and the establishment or expansion of Federal and regional scholarships, bursaries and loan schemes. There are also admission quota schemes in favour of women and disadvantaged regions. Racial, private and church‐owned schools have been abolished or taken over by the government. Plans have been made for the establishment of large numbers and varieites of educational institutions especially in the rural areas and underdeveloped regions of each country.

School counselors and school psychologists are charged with supporting the holistic development of students with disabilities. They often collaborate with educational enterprise to improve educational outcomes and implementation of special education services to support student success and postsecondary transitions. However, historically underserved students, particularly Black girls with disabilities, have unique challenges that impact their overall success and preparedness for postsecondary educational opportunities. As such, the purpose of this chapter is to examine these challenges and provide strategies for school counselors and school psychologists to promote college and career readiness among Black girls with disabilities.

During the past few decades, South Korea has experienced a remarkable educational expansion at its secondary and tertiary levels as well as at the primary level, resulting in extraordinary variation between the educational attainment of recent and older cohorts. Using 1990 data from the Social Inequality Study in Korea, the study examines trends in the influence of social background on educational attainment across three male cohorts born between 1921 and 1970. Although in general the impacts of social origin have changed little at the secondary levels of education, there is a significant reduction in the effect of father’s occupation on the odds of completing middle school for the youngest cohort. From a multinomial model of transitions to each type of tertiary education, it is found that family background has a stronger effect in the transition from high school to four-year university than to junior college. Interestingly, there has been an increase across cohorts in the influence of father’s education on the likelihood of entering a university, while such a pattern is not observed for the transition to junior college.

Starting from the premise that lifelong learning is a significant asset when it comes to enjoying an active ageing process and an important resource for exploring new interests and capacities that were not developed in previous life stages, this contribution explores our findings regarding the participation of older women in higher education in Cantabria, a Northern Atlantic Spanish region. Through analyzing secondary data provided by the main higher education institutions and associations involved with the organization of lifelong learning programmes, it identifies gendered patterns of participation in both the formal and informal educational options. Women's greater involvement in these programmes is analyzed in terms of overcoming a patriarchal traditional culture that in past times had not considered women as active participants in educational spaces. This was particularly clear in the context of the years following the end of the Spanish Civil War and during Franco's dictatorship. Through education, for women, ageing becomes a new life opportunity for self-construction and empowerment as well as for their own decision making in relation to their own life chances. Educational changes implemented in Spain in the last decades have opened up many alternatives to formal education at adult educational centres and university levels. These include informal and semi-formal programmes and educational options opened to people independently of their previous educational backgrounds that provide many opportunities for filling educational gaps to generations of women who could not have consistent access to formal, high-quality training in their youth.

Within today’s information and knowledge society, learners with disabilities and/or special education needs (SEN) are among the groups most likely to encounter barriers to accessing and using ICT, while at the same time the essential purpose of using ICT in education for learners with disabilities and/or SEN is to promote equity in educational opportunities.

This chapter considers two key issues:

• Legislation and policy focussing upon rights and entitlements to ICT as an educational equity issue;

• Access to appropriate ICTs within an accessible and sustainable ICT infrastructure for learners with disabilities and/or SEN.

Legislation and policy focussing upon rights and entitlements to ICT as an educational equity issue;

Access to appropriate ICTs within an accessible and sustainable ICT infrastructure for learners with disabilities and/or SEN.

In the chapter, how international and European level policy impacts upon the use of ICT in inclusive education will be discussed, followed by the presentation of a profile of a fictitious learner with disabilities who uses ICT as a key tool for accessing educational and inclusive learning opportunities. The case study will be used to exemplify the sorts of issues apparent in many different policy and practice situations across Europe.

Based on this discussion, a consideration of the use of ICT in inclusive education as a tool to enable all learners to be empowered in their learning is presented. This discussion leads to the identification of three potential policy levers that should be further exploited in attempts to address the digital divide and ensure all learners benefit from ICT as a tool for accessing inclusive learning opportunities:

1. Public procurement;

2. A widespread programme of training for all stakeholders;

3. School level policies and action plans for ICT.

Public procurement;

A widespread programme of training for all stakeholders;

School level policies and action plans for ICT.

Resources are provided for teachers in various ways and forms, from funding and support resulting from national and regional policy to specific components in an educational system like books and microcomputers. Underlying such a transactional process are models of communication and assumptions about communication. Among these assumptions lie that of assuring that teachers need to know in order to teach effectively, that the provision of structures to inform teachers is a desirable feature of an effective educational system, that the choice of communication media is affected by cost factors which constrain free curricular choice, and that each of the broadcasting media used to enrich the process of teaching has attractive and frustrating features. In using systems like educational broadcasting, interactive video, cable and satellite TV, and videotext, teachers and educationalists can readily see the potential benefits and challenges of each medium, both in terms of their use in teaching and in terms of how and what they tell teachers about availability and cost and appropriateness to particular tasks. In looking at these issues, it is argued that there are many opportunities for enriching teaching but that at the same time there is a risk of abuse (e.g. education as entertainment, ideological manipulation, skills‐based learning instead of conceptual learning, lack of integrated media planning).

Prior research shows that stratification of future adult opportunities influences stratification in the academic performance of students. This perspective is used to generate hypotheses regarding the sources of cross-national gender differences in mathematics performance. These hypotheses are tested using multivariate and multilevel analyses of adult opportunities for women and cross-national differences in mathematics performance by gender. This future opportunity perspective is expanded to take into account the historical incorporation of women in modern nation-states through institutionalized mass schooling emphasizing egalitarian ideals. Results indicate a cross-national shift in the direction of less gender inequality in overall school mathematics performance. However, gender inequality is more evident in the advanced 12th grade mathematics. The results of a more specialized analysis of the advanced 12th grade mathematics are compared with the earlier findings regarding mathematics performance.