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Table of Contents
Intro; Acknowledgments; Table of Contents; List of Tables; 1. Introduction; 1.1 Educational Inequality and the Single-School Study; 1.2 What is Educational Inequality?; 1.3 The Logic of Educational Inequality; 2. Major Dimensions of Educational Inequality in Turkey; 2.1. Overview: The Turkish Education System; 2.2. Major Dimensions of Educational Inequality in Compulsory Education; 2.2.1. Economic Inequality; 2.2.2. Gender Inequality; 2.2.3. Regional Inequality; 2.2.4. Spatial Segregation within Cities; 2.3 Summary; 3. Conceptualizing Educational Inequality: A Relational Approach
3.1 Approaches to Educational Inequality in the Sociology of Education3.2 A Relational Approach to Inequality; 3.2.1 The Relational Approach in Sociology; 3.2.2 Inequality Based on Mechanisms: Charles Tilly; 3.2.3 Inequality Based on Field: Pierre Bourdieu; 3.2.4 Synopsis: Combining the Relational Approaches of Tilly and Bourdieu; 3.3 Relational Characteristics of Educational Inequality; 3.3.1 Relativity; 3.3.2 Cumulativeness; 3.3.3 Being an Organized Practice; 3.3.3.1 School Organization within the Educational Field; 3.3.3.2 School Organization as a Field; 3.4 Summary
4. Methodology and Field Research4.1 The Documentary Method for Studying Educational Inequality; 4.2 Field Research, Data and Narrative Interviews; 4.2.1 The School Environment; 4.2.2 The School; 4.2.3 The Field Research; 4.2.4 The Data, Data Collection Process and Tools; 4.3 Documentary Analysis; 4.3.1 Access to Practical Knowledge; 4.3.2 Documentary Interpretation of Narrative Interviews; 4.4 Typification and Multi-Level Analysis in Educational Inequality Context; 4.4.1. Socio-Genetic Typification of the Students' Experiences of Educational Inequality
4.4.2 Teachers' Organizational Milieu and the Common Logic of Unequal Treatment4.4.3 School Organization and Inequality-Generating Mechanisms; 5. A Typology of CS Student Milieus in the Context of Educational Inequality; 5.1. Short-Term Educational Participation Basic Type; 5.1.1 Experiencing Educational Inequality as a Family-School Incompatibility; 5.1.2 Experiencing Educational Inequality as a Self-School Incompatibility; 5.1.3 Summary: Short-Term Educational Participation Basic Type; 5.2 Long-Term Educational Participation Basic Type
5.2.1 Experiencing Educational Inequality as a Lifestyle Choice5.2.2 Experiencing Educational Inequality as a Right to Be Privileged; 5.2.3 Summary: Long-Term Educational Participation Basic Type; 5.3. Emergence of Socio-Organizational Milieus under Inequality Relations; 5.3.1 The Typology of CS's Socio-Organizational Student Milieus; 5.3.2 Common School Experiences and Orientations of the Students; 5.3.3 Meaning of the School's Socio-Organizational Student Milieus beyond the School; 6. Common Teacher Practices in CS in the Context of Educational Inequality; 6.1 Four Teacher Cases
3.1 Approaches to Educational Inequality in the Sociology of Education3.2 A Relational Approach to Inequality; 3.2.1 The Relational Approach in Sociology; 3.2.2 Inequality Based on Mechanisms: Charles Tilly; 3.2.3 Inequality Based on Field: Pierre Bourdieu; 3.2.4 Synopsis: Combining the Relational Approaches of Tilly and Bourdieu; 3.3 Relational Characteristics of Educational Inequality; 3.3.1 Relativity; 3.3.2 Cumulativeness; 3.3.3 Being an Organized Practice; 3.3.3.1 School Organization within the Educational Field; 3.3.3.2 School Organization as a Field; 3.4 Summary
4. Methodology and Field Research4.1 The Documentary Method for Studying Educational Inequality; 4.2 Field Research, Data and Narrative Interviews; 4.2.1 The School Environment; 4.2.2 The School; 4.2.3 The Field Research; 4.2.4 The Data, Data Collection Process and Tools; 4.3 Documentary Analysis; 4.3.1 Access to Practical Knowledge; 4.3.2 Documentary Interpretation of Narrative Interviews; 4.4 Typification and Multi-Level Analysis in Educational Inequality Context; 4.4.1. Socio-Genetic Typification of the Students' Experiences of Educational Inequality
4.4.2 Teachers' Organizational Milieu and the Common Logic of Unequal Treatment4.4.3 School Organization and Inequality-Generating Mechanisms; 5. A Typology of CS Student Milieus in the Context of Educational Inequality; 5.1. Short-Term Educational Participation Basic Type; 5.1.1 Experiencing Educational Inequality as a Family-School Incompatibility; 5.1.2 Experiencing Educational Inequality as a Self-School Incompatibility; 5.1.3 Summary: Short-Term Educational Participation Basic Type; 5.2 Long-Term Educational Participation Basic Type
5.2.1 Experiencing Educational Inequality as a Lifestyle Choice5.2.2 Experiencing Educational Inequality as a Right to Be Privileged; 5.2.3 Summary: Long-Term Educational Participation Basic Type; 5.3. Emergence of Socio-Organizational Milieus under Inequality Relations; 5.3.1 The Typology of CS's Socio-Organizational Student Milieus; 5.3.2 Common School Experiences and Orientations of the Students; 5.3.3 Meaning of the School's Socio-Organizational Student Milieus beyond the School; 6. Common Teacher Practices in CS in the Context of Educational Inequality; 6.1 Four Teacher Cases