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The article is based on a Keynote Lecture at the 2022 Colloquium of the Society for Educational Studies. It analyses the articles published in four leading journals in 2021 and compares these with the same journals 20 years earlier. Key findings include a considerable increase in authorship and multiple authorship and a very strong international dimension to authorship in current UK-based journals. Two-thirds of the papers were empirical, and by far the most common type of research design was qualitative interview studies, often of a very small-scale nature. Aspects of the teaching profession were the most common form of content, and there was also a focus on social class and multi-cultural issues.

Objective: Citing the black family as the locus of responsibility for black disadvantage has a long history in the United States; however, only limited research has examined the place of family upbringing in studies of Americans' beliefs about the causes of racial inequality. Methods: We use data from the 2010, 2012, and 2014 General Social Surveys (GSS) to examine the prevalence and selected correlates of a newly offered (by the GSS) and culturally centered explanation of the black/white socioeconomic status gap focusing on "differences in upbringing." Results: The "upbringing" explanation is the most popular of the five reasons offered by the GSS in all three waves of data available for examination. Three‐quarters of GSS respondents endorse this view, while less than half endorse the next most popular explanation. Upbringing is also the most popular explanation among all three race/ethnic groups we examine, though non‐Hispanic whites endorse this view most strongly. Conclusion: Our results offer important insights for future survey design and investigations of public beliefs about racial inequality. [ABSTRACT FROM AUTHOR]