Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective.

Educational inequalities remain a major challenge to the social cohesion of modern societies. They affect the younger generations in the society throughout their development and are also becoming more varied and entrenched. Although most inequalities are linked to socio-economic factors such as income, access to material resources, educational attainment, and social class, new emergent types of inequalities are developing rapidly: spatial segregation, residence status (native-born or immigrant) (Barnes, J. (2007). Down our way: The relevance of neighbourhoods for parenting and child development. Chichester: Wiley. ISBN 9780470030721; Lareau, A. (2014). Schools, housing and the reproduction of inequality. In A. Lareau & K. A. Goyette (Eds.), Choosing homes, choosing schools (pp. 169–206). New York: Russell Sage Foundation; Lareau, A. (2015). Cultural knowledge and social inequality. American Sociological Review 2015, 80(1), 1–27. doi:10.117/0003122414565814); and the digital divide (Bynner, J., & Heinz, W. R. (2021). Youth prospects in the digital society: Identities and inequalities in an unravelling Europe. Bristol: Policy Press; Melhuish, E. (2019). House of commons education committee (2019). Tackling disadvantage in the early years. London: HMSO. Tackling disadvantage in the early years (parliament.uk)). The use of in-depth evidence about the nature and variations in experiences of inequalities by individuals, families, communities within and across European countries is an effective way to provide up-to-date insights into evolving inequalities and the social problems that arise. This paper shifts the focus of the debate about the changing nature of inequalities in modern societies by drawing upon qualitative and mixed methods advances in studying socially disadvantaged groups. Their chances to integrate into society through the educational channels are not likely to be fully achieved without significant change in the current social environment and re-organisation of education systems. The paper draws its conclusions based on recent research and analytical reports with a focus on Europe. [ABSTRACT FROM AUTHOR]