A narrow focus on cognitive outcomes in evaluating educational inequality may perpetuate or increase inequality¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Critical studies suggest that a focus on cognitive outcomes such as achievement scores may perpetuate or even increase inequality, for example by reinforcing a hierarchy of talents that negatively affects lower-ranked students' self-esteem. → Louise Elffers 2024

Evidence¶

Louise Elffers 2024¶

Louise Elffers, Eddie Denessen and Monique Volman. (2024). Combining perspectives in multidisciplinary research on inequality in education. npj Science of Learning 9:5. https://doi.org/10.1038/s41539-024-00215-z

q1 · i? · theoretical · r2

The article's argumentative review of critical studies in its section on empirical evaluation, attributing the concern to cited critical works (Au; Valencia). The comment reports no data of its own; the claim is the authors' synthesis of critical perspectives.

"However, critical studies suggest that this focus may in fact perpetuate or even increase inequality 25,26. A narrow focus on cognitive outcomes reinforces a hierarchy of talents and skills in which cognitive competences and abstract knowledge are valued more than practical skills and knowledge."

Discussion¶

Related Claims¶

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