Discrimination and inequality

School outcomes of children raised by same-sex parents: evidence from administrative panel data (2020). American Sociological Review (United States, Q1)
Although widely used in policy debates, the literature on the outcomes of children raised by same-sex parents relies primarily on small, selective samples or samples based on cross-sectional survey data. This has led to a lack of statistical power and an inability to distinguish children born to same-sex parents from children of separated parents. We address these issues using unique longitudinal administrative data from the Netherlands, which was the first country to legalize same-sex marriage. These data include 2,971 children with same-sex parents (2,786 lesbian couples and 185 gay male couples) and more than one million children with different-sex parents who were followed from birth. The results indicate that children raised by same-sex parents from birth perform better than children raised by different-sex parents in both primary and secondary education. Our results are robust to the use of fixed cousin effects and exact matching to improve covariate balance and reduce model dependence. Other analyses using a new bound estimator suggest that unobserved characteristic selection would need to be more than three times higher than observed characteristic selection to reduce positive estimates to zero.

Racialized borders against Haitian migrants in Chile: two case studies (2023). International Journal of Education for Social Justice (Spain, Q1)
Racism is a form of systematic abuse of power by a dominant group against diverse minorities through discursive and material practices (Van Dijk, 2021). This article analyzes racializing discourses, particularly toward the Haitian immigrant population in Chile, in (a) mass media outlets such as Radio Bíobío, Chilevisión, and the newspaper La Tercera, and (b) government policy, articulated in the executive order “Humanitarian Plan for Orderly Return” (PHRO). After outlining the historical background of recent Haitian migration, the authors implement a Critical Discourse Analysis (CDA) on two powerful cases of racializing discourses reflected in the coverage of (a) the case of a Haitian woman, Joane Florvil, who died after being unjustly detained on charges of abandoning her baby in 2017, and (b) the PHOR, issued in 2018, which racially targeted Haitians for “voluntary deportation.” Headlines, coverage of articles on institutional agents and minority subjects, and government documents were considered. Informed by postcolonial thinking, the authors analyze current expressions of racialized boundaries in Chilean media, focusing particularly on the disciplining and regulation of migrants based on the idea of order.

Principles of indigenous pedagogy and education as a basis for implementing bilingual intercultural education (2023). International Journal of Education for Social Justice (Spain, Q1)
The article discusses the principles of indigenous pedagogy and education for implementing intercultural bilingual education as a link between school knowledge and Mapuche knowledge in the case of La Araucanía, Chile. The methodology is a theoretical review of normative, scientific, and scientific dissemination literature at the national and international levels. Content analysis is used to reveal abstract content nuclei, both explicit and implicit, with the aim of understanding the practices that limit and/or enable the incorporation of the principles of indigenous pedagogy and education in school education. The main results show that in colonized territories there is a base of indigenous knowledge and wisdom that would allow for the mainstreaming of indigenous pedagogy and education in school education, in order to offer an intercultural education that favors the revitalization of the sociocultural identity of indigenous and non-indigenous children, making visible the existence of epistemological pluralism in indigenous territories. We conclude that it is urgent to incorporate the principles of indigenous pedagogy and education into school education.

Impact of resilience on the lives of young people who migrate alone (2023). Migrations (Spain, Q1)
The objective of this study is to understand the profile of young people who have migrated alone to Melilla (Spain) from African countries and to identify and analyze the behaviors or elements that favor their resilience. The study is framed within the positivist paradigm, using a questionnaire as a data collection tool. The sample consisted of 148 minors (from shelters and the streets) chosen by probability sampling. The results show that the participants have moderately high scores in terms of their level of resilience, with the most resilient being those who live on the streets, are not enrolled in school, or perceive themselves as having a partner in the future, and the least resilient were those in the “Fuerte Purísima” shelter, who are enrolled in training courses and workshops (hairdressing, bricklaying, hospitality, language immersion, etc.) or who perceive themselves as single in 10 years' time.

Do intercultural education and attitudes promote student well-being and social outcomes? An analysis of PISA (2024) participating countries. Learning and Instruction (United Kingdom, Q1)
BACKGROUND: Recent research indicates an increase in classroom diversity and a decline in students' psychosocial outcomes, particularly among those from diverse backgrounds. These trends call for a concerted effort by schools to maintain social cohesion and ensure the well-being of all students. OBJECTIVES: We examine the associations between teachers' intercultural education practices and intercultural attitudes and students' psychosocial outcomes (eudaimonia, life satisfaction, positive affect, school belonging, and victimization). SAMPLE: We use data from the 2018 Programme for International Student Assessment (PISA) (N = 451,846 students, 58 countries). METHODS: We used a series of multilevel linear regressions (L1 = students, L2 = schools, L3 = countries) to examine the associations between intercultural factors and students' psychosocial outcomes. RESULTS: Students' reported intercultural education practices positively predicted their eudaimonia, life satisfaction, positive affect, and school belonging. Teachers' intercultural attitudes as reported by students positively predicted student belonging and negatively predicted their frequency of victimization. Predictors reported by the principal and teacher showed insignificant effects. Results were very similar across student immigrant status and generalized across all countries examined. CONCLUSIONS: Our findings emphasize students' subjective experiences of intercultural factors at school, which may benefit students' psychosocial outcomes, regardless of their cultural background.

History of reference texts in the construction of 21st-century feminist discourse as a strategy against its devaluation in the media (2023). History and Social Communication (Spain, Q1)
The Fourth Wave of feminism emerged in the 21st century as a mass, intersectional, intergenerational, cyberactive movement with difficulties in establishing its own agenda. It arose from a political theory constructed in the late 20th century, when feminist theory was challenged internally by an alliance between a sector of feminism and postmodern ideas. The result is a profound, complex, and nuanced discourse that nevertheless appears in media narratives devoid of content. This article proposes the transfer of feminist knowledge in response to the translation of feminist theory by the media and social networks into frivolity, “culture war,” and even hate speech.

Preparing former wards of the state for adult life. A systematic review (2023). International Journal of Education for Social Justice (Spain, Q1)
The deterioration of economic and employment opportunities among young people, as well as the difficulty in defining the skills and competencies necessary to transition into adulthood, are factors that hinder young people's achievement of autonomy today. This particularly affects those whose life trajectories place them in a position of vulnerability, such as young people who have left care. This study presents a systematic review aimed at determining whether socio-educational elements and interventions carried out in the preparation of young people in and out of care facilitate their transition to adulthood. A qualitative methodology was adopted for the systematic identification, analysis, and synthesis of relevant content in scientific publications edited in Spanish and English over the last five years. The results show that this group faces greater difficulties in their transition to adulthood and that this is a multidimensional phenomenon influenced by various factors. It is concluded that insufficient mastery of the dimensions considered essential for a satisfactory transition to adulthood implies inadequate preparation during childhood and adolescence in residential care. The studies analyzed call for the need to extend protection

Unaccompanied foreign minors and young people who have left care. A systematic study of the period 2012 to 2022 (2023). International Journal of Education for Social Justice (Spain, Q1)
Unaccompanied foreign minors and young people who have left care are minors who migrate without adult accompaniment and irregularly to Europe, where they are taken in by residential facilities in the receiving countries. For more than a decade, they have been the subject of news stories that can lead to rejection by society. Images are often published showing problems of coexistence, possibly stemming from the difficulties they encounter in being included in society. Despite having been the focus of media attention on many occasions, there is a great deal of ignorance about them among the population, which often leads to situations of exclusion, as they are criminalized and stigmatized, making it difficult for them to meet basic needs such as employment and housing. The aim of this study is to conduct a systematic review of the literature published between 2012 and 2022 on studies addressing the integration of migrant children and young people in the Web of Science, Scopus, Dialnet, and Proquest databases, in order to ascertain their situation in Spain and what is being done to promote their inclusion. The findings confirm the scarcity of studies aimed at improving the social inclusion of migrant adolescents and youth. Possible lines of research are discussed to improve socio-educational intervention and, thereby, quality of life by achieving opportunities for inclusion.

What attachment scholars can learn from research on the resilience of Black families (2023). Child Development Perspectives (UK, Q1)
Within a sociohistorical context of physical and emotional threats related to racism, Black families in the United States have developed sources of resilience to promote children's safety and positive development. However, research on Black family resilience has rarely been integrated into one of the most influential theories of child development: attachment theory. In this article, we propose specific ways in which attachment scholars can learn from research on Black family resilience to enrich models of parent-child relationships, focusing on three sources of resilience: culturally specific parental protections (e.g., “The Talk,” bias preparation), extended care networks (e.g., natural mentors, surrogate relatives, spiritual community), and ethnic-racial identity development (e.g., messages of racial pride to protect against social denigration). We argue that incorporating insights from research on the resilience of Black children and families in the face of racism-related threats across generations can substantially improve current understandings of caregiving, attachment, and positive child development in context.

Racial preferences in schools: evidence from an experiment with white, black, Latino, and Asian parents and students (2021). International Journal of Psychological Research (United States, Q3)
Most US students attend racially segregated schools. To understand this pattern, I use a survey experiment with families in New York City who actively choose schools and investigate whether they express racialized school preferences. I find that school racial composition heterogeneously affects the willingness of white, Black, Latino, and Asian parents and students to attend the school. Regardless of characteristics potentially correlated with race, white and Asian families preferred white schools over Black and Latino schools, Latino families preferred Latino schools over Black schools, and Black families preferred Black schools over white schools. Importantly, the results demonstrate that racial composition has greater effects on the preferences of white and Latino parents compared to white and Latino students and smaller effects on black parents compared to black students. To ensure that the results are not an artifact of the experimental conditions, I validate the findings using administrative data on actual school choices of New York City families in 2013. Both analyses establish that families express heterogeneous racialized school preferences.

School attendance and academic performance: understanding variation across family socioeconomic (2023). International Journal of Psychological Research (United States, Q3)
Studies consistently show the detrimental effect of school absences on student performance. However, due to the accumulation of multiple risks, school absenteeism may be more detrimental to the performance of students from lower socioeconomic backgrounds (NSE). Using a sample of upper secondary school students from the Scottish Longitudinal Study (n = 3135), we investigated whether the association between absences (overall, illness, and truancy) and performance on high-stakes exams varied according to family SES dimensions (parental education, class, free school meal enrollment, and accommodation). Findings regarding absences and truancy overall did not show statistically significant differences between SES groups. However, absences due to illness were more detrimental to the performance of students with lower socioeconomic status than those with higher socioeconomic status. Differences were found between the most and least disadvantaged groups in all dimensions of SES except parental education.

Contributions of community psychology to strengthening social justice, democracy, well-being, and sustainable development (2021). Psicoperspectivas (Chile, Q3)

The July 15, 2021 edition (Vol. 20, No. 2) of Psicoperspectivas brings together a sample of the transformations that invite us to review the relationship between community actions developed from psychology and other related disciplines, and how we are defining change. We delve into the work produced mainly in Chile and Brazil, which has emerged from current challenges. Covering phenomena such as community dynamics in neighborhoods, social support and collective health for homeless people, building health from community dynamics, the sense of community among adolescents, women's resistance to violence, the politicization of community spaces such as soccer fans, and organization in the face of environmental problems, the researchers develop innovative and rigorous methodological procedures and share results that challenge what is known and go beyond it.

Drug cartels and sexual slavery in Mexico of Central American migrant women (2023). Estudios Fronterizos (Mexico, Q1)
This research, based on qualitative interviews conducted between 2014 and 2022 with 36 Central American migrant women captured by drug cartels while transiting through Mexico, aims to examine the different tactics used by these criminal organizations to recruit, exploit, and subject victims to sexual slavery. It concludes that these criminal groups have developed four different tactics aimed at subjugating the bodies and minds of their slaves until they achieve total submission: kidnapping, deception, recruitment in the country of origin, and extortion. In these organizations, the roles of victim and perpetrator are interchangeable, and enslaved women are not always passive victims; some rescue themselves using both cunning and brute force.

Curriculum for Social Justice (2023). International Journal of Education for Social Justice (Spain, Q1)
Around the world, education systems have been held captive by hegemonic global agendas (Ball, 2001; Dale, 2004) driven by international bodies and agencies, such as the OECD, the International Monetary Fund, and the World Bank, which determine local policies. These agendas are associated with the Global Education Reform Movement (GERM) (Fuller and Stevenson, 2019; Sahlberg, 2016), which promotes prescribed core curricula and a culture of standardized “testing” assessment (Broadfoot and Black, 2004; Marinho et al., 2019; Stobart, 2008), which have greatly contributed to accentuating inequalities and injustices in the face of student heterogeneity and diversity. However, in opposition to this liberal movement, a critical education movement has been reaffirmed, based on principles of democracy, curricular justice, equity, and recognition (Apple and Beane, 2000; Dubet, 2008; Fraser, 2008; Sampaio and Leite, 2018; Torres, 2013). This discourse has come to occupy a prominent place in the commitments made by international organizations, specifically those derived from the 2030 Agenda and the Sustainable Development Goals (UN, 2015), which, among others, choose as a principle in SDG 4 the goal of “Ensuring inclusive, equitable, and quality education and promoting lifelong learning opportunities for all,” based on the right of all to equitable and universal access to education. These commitments have been reflected at the local level (Ball, 2001) in the development of school curricula that promote greater curricular justice (Torres, 2013). Considering that the curriculum is not neutral in the way it is organized or implemented, it is argued that it is important for education systems, schools, and teachers to develop counter-hegemonic and fair curriculum development processes that allow, in a contextualized manner, for the diversity of students and their real interests to be addressed and their learning rhythms to be respected. Continuing in this direction will mean moving towards a curricular practice that promotes greater education for social justice (Connell, 1999; Fernandes et al., 2013; Fraser, 2008; Murillo and Hidalgo, 2015; Torres, 2013). This stems from educational leaders who work in schools for a culturally critical, sensitive, and responsible pedagogy (Reyes et al., 2021) who are concerned with improving their school context using the curriculum as a key tool for education for social justice and the fight against injustices (Miller et al., 2019) and teachers who work for social justice (Moreno-Medina, 2023).

Intensive motherhood and the unequal burden of school search (2021). International Journal of Psychological Research (United States, Q3)
Expanded school choice policies have weakened the traditional link between residence and school assignment. These policies have created new school options and new labor for families to manage and divide. Drawing on interviews with 90 mothers and 12 fathers of elementary-school-aged children, I demonstrate that mothers from different classes, racial, and ethnic backgrounds absorb the work of school decision-making. Working-class mothers emphasize self-sacrifice and seek schools that keep their children safe. Middle-class mothers intensively research school information and seek specialized school environments. Working-class and middle-class Black and Latina mothers engage in ongoing work to monitor the racial climate within schools and protect their children from experiences of marginalization. Parents in couples and single parents who are primary caregivers invest less time and energy in school searching. These findings identify an important source of gender inequality stemming from modern education policies and suggest new directions for research on school choice.

Hidden gender curriculum from the teacher's perspective: textbooks (2023). International Journal of Education for Social Justice (Spain, Q1)

The education laws passed in recent years in Spain have significantly improved aspects related to gender equality. However, some research related to sexism in school materials has shown the persistence of certain gender stereotypes in education. This research aims to study the persistence of gender stereotypes in textbooks through an iconographic analysis, language analysis, and analysis of the hidden curriculum underlying the textbooks. To this end, a qualitative methodology was used, employing content analysis of 40 group reports produced by 120 students on the Primary Education Degree course at the University of Zaragoza, who analyzed a total of 32 textbooks. In addition, these data were contrasted with the students' responses on the importance of teaching in correcting gender stereotypes and prejudices that may be present in schools. The results show that, despite improvements in school textbooks, there is still an imbalance in the representation of males and females in images and in the language associated with them.

The Chilean curriculum: historical configuration of walls of exclusion (2023). International Journal of Education for Social Justice (Spain, Q1)
In Chile, educational policies over the last 50 years have been shaped as a hegemonic space for interventionism by national groups and pro-neoliberal international organizations. Under the promise of greater efficiency and quality in the education system, school communities have been aligned through constant control. Due to its strategic nature, the school curriculum, in its design, implementation, and evaluation, has been a key element in this latter task. This article aims to reveal the networks, links, and milestones of this trajectory from a reflective and historical-critical perspective with the objective of identifying the contradictions in the design of what has been classified as a neoliberal laboratory-device in Latin America. To this end, a methodological procedure of socio-historical reconstruction is adopted, based on the latest documents generated around the phenomenon of Chilean education, allowing us to focus on the devices of control and assurance of an intentional continuum in the period observed that transcends political choice. The results and analysis of the consequences of this process reveal that the curriculum functions as the central element of intervention and axis of understanding of the implementation of a social system that ends up shaping an education system that has become an engine of segregation, an issue that is also visible in the perpetuation of socially and educationally marginalized groups.