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EMANCIPATE

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Understanding and fighting inequity in education: breaking the cycle between soc...

Understanding and fighting inequity in education: breaking the cycle between socioeconomic disadvantage, low confidence, and resignation. Equity in education is a central and long-standing concern of countries around the world. Despite significant amounts of public resources invested over several decades towards disadvantaged children, the relationship between educa... ver más

28/02/2027

DAUPHINE

1M€

Presupuesto del proyecto: 1M€

Líder del proyecto

UNIVERSITE PARIS DAUPHINE No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Fecha límite participación Sin fecha límite de participación.

Financiación concedida El organismo HORIZON EUROPE notifico la concesión del proyecto el día 2022-02-11

ERC-2021-STG: ERC STARTING GRANTS Scope:Objectives

I+D

Cerrada hace 3 años

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Información adicional privada

No hay información privada compartida para este proyecto. Habla con el coordinador.

1 Participantes

DAUPHINE

1.46M€ | Lider

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Duración del proyecto: 60 meses Fecha Inicio: 2022-02-11
Fecha Fin: 2027-02-28

Líder del proyecto

UNIVERSITE PARIS DAUPHINE No se ha especificado una descripción o un objeto social para esta compañía.

TRL 4-5

Presupuesto del proyecto 1M€

Fecha límite de participación Sin fecha límite de participación.

Descripción del proyecto Equity in education is a central and long-standing concern of countries around the world. Despite significant amounts of public resources invested over several decades towards disadvantaged children, the relationship between education outcomes and personal circumstances remains persistently strong in most countries. The objectives of my project EMANCIPATE is to make progress in our understanding of why there is such persistent social inequity in education. I will explore a new channel: perceptions and beliefs resulting from social stereotypes and leading to low confidence, lack of hope, and discouragement. I argue that how students perceive their capacity and the likelihood that they will succeed is an important driver of their motivation and effort, which might be just as important for academic performance as external factors such as class size or teacher salaries. Self-perceptions and anticipations may thus be one way social disadvantage perpetuates itself. The key questions that I will address are whether socioeconomic status creates low confidence, lack of hope, and resignation, whether this affects downstream educational attainment, labour market outcomes, and individual welfare, and how this negative feedback loop can be broken. EMANCIPATE will advance this research in three steps. First, I will use international assessment tools on nationally representative samples of adolescents to test the accuracy of their self-perceptions and anticipations, and the existence and scope of the resignation mindset. Second, I will use two interventions aimed at reducing the resignation mindset to examine its long-term impacts on educational attainment, labour market outcomes, and individual welfare. Third, I will develop and test two interventions targeting the main actors of the education system: the teachers and the parents, to foster students’ self-confidence, hope, and motivation, and ultimately reduce the achievement gap between disadvantaged and advantaged students.

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