Peter A.J. Stevens is Associate Professor in Qualitative Research Methodology in the Department of Sociology at Ghent University, Belgium. He is a member of the research groups CuDOS (Cultural Diversity: Opportunities and Socialization) and CESSMIR (Centre for the Social Study of Migration and Refugees) at Ghent University.A. Gary Dworkin is Professor of Sociology and Director of the Sociology of Education Research Group (SERG) at the University of Houston, USA. He has just finished an eight-year term as President of the Sociology of Education Research Committee (RC04) of the International Sociological Association and now serves on the board as Past President.

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• Chapter 1. Introduction the Handbook (second edition): Comparative sociological perspectives on racial and ethnic inequalities in education; Peter A.J. Stevens and A. Gary Dworkin.- Chapter 2. Argentina: Researching ethnic and educational inequalities in changing policy scenarios: from homogenization to the recognition of diversity; Analía Inés Meo, Silvina Cimolai and Lara Encinas.- Chapter 3. Australia: A multicultural education experiment; Lawrence J. Saha.- Chapter 4. Austria: Equity research between family background, educational systems and language policies; Barbara Herzog-Punzenberger and Philipp Schnell.- Chapter 5. Belgium: Cultural versus class explanations for ethnic inequalities in education in the Flemish and French communities; Lore Van Praag, Marie Verhoeven, Peter A.J Stevens and Mieke Van Houtte.- Chapter 6. Brazil: An overview of research on race, ethnicity and ethnic inequalities in education; Luiz Alberto Oliveira Gonçalves, Natalino Neves da Silva and Nigel Brooke.- Chapter 7. Canada: A review of research on race, ethnicity and inequality in education from 1980 to 2017; Katherine Lyon and Neil Guppy.- Chapter 8. China: Sociological perspectives on ethnicity and education in China: Views from Chinese and English literatures; Hua-Yu Sebastian Cherng, Emily Hannum, Chunping Lu, Peggy Kong and Xiaoran Yu.- Chapter 9. Cyprus: Educational inequalities in a divided country; Spyros Spyrou and Marios Vryonides.- Chapter 10. The Czech Republic: From ethnic discrimination to social inclusion in the education system; Laura Fónadová, Tomáš Katrňák and Natalie Simonová.- Chapter 11. England: Critical perspectives on the role of schools in developing race/ethnic inequalities; Peter A.J Stevens, Ada Mau and Gill Crozier.- Chapter 12. Finland: A learning society with limited understanding of ethnicity in the everyday life at school; Päivi Harinen and M'hammed Sabour.- Chapter 13. France: The increasing recognition of migration and ethnicity as a source ofeducational inequalities; Mathieu Ichou and Agnès van Zanten.- Chapter 14. Germany: Systemic, sociocultural and linguistic perspectives on educational inequality; Ingrid Gogolin, Sarah McMonagle and Tanja Salem.- Chapter 15. Ireland: A shift towards religious equality in schools; Daniel Faas and Rachael Fionda.- Chapter 16. Israel: Gaps in educational outcomes in a changing multi-ethnic society; Nura Resh and Nachum Blass.- Chapter 17. Italy: Four emerging traditions in immigrant education studies; Davide Azzolini, Debora Mantovani and Mariagrazia Santagati.- Chapter 18. Japan: The localization approach and an emerging trend toward the study of poverty within ethnicity and inequality; Kaori H. Okano.- Chapter 19. The Netherlands: From diversity celebration to a colorblind approach; Peter A.J. Stevens, Maurice J. Crul, Marieke W. Slootman, Noel Clycq and Christiane Timmerman.- Chapter 20. Norway: Ethnic (in)equality) in a social-democratic welfare state; Liza Reisel, Are Skeie Hermansen and Marianne Takvam Kindt.- Chapter 21. Russia: Ethnic differentiation in education in a context of debates on cultural diversity, autonomy, cultural homogeneity and centralization; Leokadia Drobizheva, David Konstantinovskiy, Laisan Mukharyamova and Nail Mukharymov.- Chapter 22. The Republic of South Africa: An enduring tale of two unequal systems; Shaheeda Essack and Duncan B. Hindle.- Chapter 23. Sweden: The otherization of the descendants of immigrants; Alireza Behtou, Fredrik Hertzberg, Rickard Jonsson, René León-Rosales and Anders Neergaard.- Chapter 24. Taiwan: An Immigrant Society with expanding educational opportunities; Chun-wen Lin, Ying-jie Jheng, Shan-hua Chen and Jason Chien-chen Chang.- Chapter 25. Turkey: Silencing ethnic inequalities under a carpet of nationalism shifting between secular and religious poles; Gülseli Baysu and Orhan Agirdag.- Chapter 26. The United States of America: Accountability, high-stakes testing, and the demography of educational inequality; A. Gary Dworkin and Pamela Anne Quiroz.- Chapter 27. Cross-nationally comparative research on racial and ethnic skill disparities: questions, findings and pitfalls; Alexander Dicks, Jaap Dronkers and Mark Levels.- Chapter 28. Social Cohesion, Trust, Accountability and Education; A. Gary Dworkin.- Chapter 29. Conclusions: Researching race and ethnic inequalities in education: Key findings and future directions; Peter A.J. Stevens and A. Gary Dworkin.

Peter A.J. Stevens is Associate Professor in Qualitative Research Methodology in the Department of Sociology at Ghent University, Belgium. He is a member of the research groups CuDOS (Cultural Diversity: Opportunities and Socialization) and CESSMIR (Centre for the Social Study of Migration and Refugees) at Ghent University.A. Gary Dworkin is Professor of Sociology and Director of the Sociology of Education Research Group (SERG) at the University of Houston, USA. He has just finished an eight-year term as President of the Sociology of Education Research Committee (RC04) of the International Sociological Association and now serves on the board as Past President.

Select Guide Rating

• Chapter 1. Introduction the Handbook (second edition): Comparative sociological perspectives on racial and ethnic inequalities in education; Peter A.J. Stevens and A. Gary Dworkin.- Chapter 2. Argentina: Researching ethnic and educational inequalities in changing policy scenarios: from homogenization to the recognition of diversity; Analía Inés Meo, Silvina Cimolai and Lara Encinas.- Chapter 3. Australia: A multicultural education experiment; Lawrence J. Saha.- Chapter 4. Austria: Equity research between family background, educational systems and language policies; Barbara Herzog-Punzenberger and Philipp Schnell.- Chapter 5. Belgium: Cultural versus class explanations for ethnic inequalities in education in the Flemish and French communities; Lore Van Praag, Marie Verhoeven, Peter A.J Stevens and Mieke Van Houtte.- Chapter 6. Brazil: An overview of research on race, ethnicity and ethnic inequalities in education; Luiz Alberto Oliveira Gonçalves, Natalino Neves da Silva and Nigel Brooke.- Chapter 7. Canada: A review of research on race, ethnicity and inequality in education from 1980 to 2017; Katherine Lyon and Neil Guppy.- Chapter 8. China: Sociological perspectives on ethnicity and education in China: Views from Chinese and English literatures; Hua-Yu Sebastian Cherng, Emily Hannum, Chunping Lu, Peggy Kong and Xiaoran Yu.- Chapter 9. Cyprus: Educational inequalities in a divided country; Spyros Spyrou and Marios Vryonides.- Chapter 10. The Czech Republic: From ethnic discrimination to social inclusion in the education system; Laura Fónadová, Tomáš Katrňák and Natalie Simonová.- Chapter 11. England: Critical perspectives on the role of schools in developing race/ethnic inequalities; Peter A.J Stevens, Ada Mau and Gill Crozier.- Chapter 12. Finland: A learning society with limited understanding of ethnicity in the everyday life at school; Päivi Harinen and M'hammed Sabour.- Chapter 13. France: The increasing recognition of migration and ethnicity as a source ofeducational inequalities; Mathieu Ichou and Agnès van Zanten.- Chapter 14. Germany: Systemic, sociocultural and linguistic perspectives on educational inequality; Ingrid Gogolin, Sarah McMonagle and Tanja Salem.- Chapter 15. Ireland: A shift towards religious equality in schools; Daniel Faas and Rachael Fionda.- Chapter 16. Israel: Gaps in educational outcomes in a changing multi-ethnic society; Nura Resh and Nachum Blass.- Chapter 17. Italy: Four emerging traditions in immigrant education studies; Davide Azzolini, Debora Mantovani and Mariagrazia Santagati.- Chapter 18. Japan: The localization approach and an emerging trend toward the study of poverty within ethnicity and inequality; Kaori H. Okano.- Chapter 19. The Netherlands: From diversity celebration to a colorblind approach; Peter A.J. Stevens, Maurice J. Crul, Marieke W. Slootman, Noel Clycq and Christiane Timmerman.- Chapter 20. Norway: Ethnic (in)equality) in a social-democratic welfare state; Liza Reisel, Are Skeie Hermansen and Marianne Takvam Kindt.- Chapter 21. Russia: Ethnic differentiation in education in a context of debates on cultural diversity, autonomy, cultural homogeneity and centralization; Leokadia Drobizheva, David Konstantinovskiy, Laisan Mukharyamova and Nail Mukharymov.- Chapter 22. The Republic of South Africa: An enduring tale of two unequal systems; Shaheeda Essack and Duncan B. Hindle.- Chapter 23. Sweden: The otherization of the descendants of immigrants; Alireza Behtou, Fredrik Hertzberg, Rickard Jonsson, René León-Rosales and Anders Neergaard.- Chapter 24. Taiwan: An Immigrant Society with expanding educational opportunities; Chun-wen Lin, Ying-jie Jheng, Shan-hua Chen and Jason Chien-chen Chang.- Chapter 25. Turkey: Silencing ethnic inequalities under a carpet of nationalism shifting between secular and religious poles; Gülseli Baysu and Orhan Agirdag.- Chapter 26. The United States of America: Accountability, high-stakes testing, and the demography of educational inequality; A. Gary Dworkin and Pamela Anne Quiroz.- Chapter 27. Cross-nationally comparative research on racial and ethnic skill disparities: questions, findings and pitfalls; Alexander Dicks, Jaap Dronkers and Mark Levels.- Chapter 28. Social Cohesion, Trust, Accountability and Education; A. Gary Dworkin.- Chapter 29. Conclusions: Researching race and ethnic inequalities in education: Key findings and future directions; Peter A.J. Stevens and A. Gary Dworkin.

Peter A.J. Stevens is Associate Professor in Qualitative Research Methodology in the Department of Sociology at Ghent University, Belgium. He is a member of the research groups CuDOS (Cultural Diversity: Opportunities and Socialization) and CESSMIR (Centre for the Social Study of Migration and Refugees) at Ghent University.A. Gary Dworkin is Professor of Sociology and Director of the Sociology of Education Research Group (SERG) at the University of Houston, USA. He has just finished an eight-year term as President of the Sociology of Education Research Committee (RC04) of the International Sociological Association and now serves on the board as Past President.

Select Guide Rating

• Chapter 1. Introduction the Handbook (second edition): Comparative sociological perspectives on racial and ethnic inequalities in education; Peter A.J. Stevens and A. Gary Dworkin.- Chapter 2. Argentina: Researching ethnic and educational inequalities in changing policy scenarios: from homogenization to the recognition of diversity; Analía Inés Meo, Silvina Cimolai and Lara Encinas.- Chapter 3. Australia: A multicultural education experiment; Lawrence J. Saha.- Chapter 4. Austria: Equity research between family background, educational systems and language policies; Barbara Herzog-Punzenberger and Philipp Schnell.- Chapter 5. Belgium: Cultural versus class explanations for ethnic inequalities in education in the Flemish and French communities; Lore Van Praag, Marie Verhoeven, Peter A.J Stevens and Mieke Van Houtte.- Chapter 6. Brazil: An overview of research on race, ethnicity and ethnic inequalities in education; Luiz Alberto Oliveira Gonçalves, Natalino Neves da Silva and Nigel Brooke.- Chapter 7. Canada: A review of research on race, ethnicity and inequality in education from 1980 to 2017; Katherine Lyon and Neil Guppy.- Chapter 8. China: Sociological perspectives on ethnicity and education in China: Views from Chinese and English literatures; Hua-Yu Sebastian Cherng, Emily Hannum, Chunping Lu, Peggy Kong and Xiaoran Yu.- Chapter 9. Cyprus: Educational inequalities in a divided country; Spyros Spyrou and Marios Vryonides.- Chapter 10. The Czech Republic: From ethnic discrimination to social inclusion in the education system; Laura Fónadová, Tomáš Katrňák and Natalie Simonová.- Chapter 11. England: Critical perspectives on the role of schools in developing race/ethnic inequalities; Peter A.J Stevens, Ada Mau and Gill Crozier.- Chapter 12. Finland: A learning society with limited understanding of ethnicity in the everyday life at school; Päivi Harinen and M'hammed Sabour.- Chapter 13. France: The increasing recognition of migration and ethnicity as a source ofeducational inequalities; Mathieu Ichou and Agnès van Zanten.- Chapter 14. Germany: Systemic, sociocultural and linguistic perspectives on educational inequality; Ingrid Gogolin, Sarah McMonagle and Tanja Salem.- Chapter 15. Ireland: A shift towards religious equality in schools; Daniel Faas and Rachael Fionda.- Chapter 16. Israel: Gaps in educational outcomes in a changing multi-ethnic society; Nura Resh and Nachum Blass.- Chapter 17. Italy: Four emerging traditions in immigrant education studies; Davide Azzolini, Debora Mantovani and Mariagrazia Santagati.- Chapter 18. Japan: The localization approach and an emerging trend toward the study of poverty within ethnicity and inequality; Kaori H. Okano.- Chapter 19. The Netherlands: From diversity celebration to a colorblind approach; Peter A.J. Stevens, Maurice J. Crul, Marieke W. Slootman, Noel Clycq and Christiane Timmerman.- Chapter 20. Norway: Ethnic (in)equality) in a social-democratic welfare state; Liza Reisel, Are Skeie Hermansen and Marianne Takvam Kindt.- Chapter 21. Russia: Ethnic differentiation in education in a context of debates on cultural diversity, autonomy, cultural homogeneity and centralization; Leokadia Drobizheva, David Konstantinovskiy, Laisan Mukharyamova and Nail Mukharymov.- Chapter 22. The Republic of South Africa: An enduring tale of two unequal systems; Shaheeda Essack and Duncan B. Hindle.- Chapter 23. Sweden: The otherization of the descendants of immigrants; Alireza Behtou, Fredrik Hertzberg, Rickard Jonsson, René León-Rosales and Anders Neergaard.- Chapter 24. Taiwan: An Immigrant Society with expanding educational opportunities; Chun-wen Lin, Ying-jie Jheng, Shan-hua Chen and Jason Chien-chen Chang.- Chapter 25. Turkey: Silencing ethnic inequalities under a carpet of nationalism shifting between secular and religious poles; Gülseli Baysu and Orhan Agirdag.- Chapter 26. The United States of America: Accountability, high-stakes testing, and the demography of educational inequality; A. Gary Dworkin and Pamela Anne Quiroz.- Chapter 27. Cross-nationally comparative research on racial and ethnic skill disparities: questions, findings and pitfalls; Alexander Dicks, Jaap Dronkers and Mark Levels.- Chapter 28. Social Cohesion, Trust, Accountability and Education; A. Gary Dworkin.- Chapter 29. Conclusions: Researching race and ethnic inequalities in education: Key findings and future directions; Peter A.J. Stevens and A. Gary Dworkin.