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<p>Past research indicates that equitable distribution of resources to control educational achievements inequalities received limited success. Therefore, there is a need to find alternative solutions. Consequently, this study examines the role of group capabilities&#xa0;in improving children’s educational achievements. The extant literature explains group capabilities as a combination of externally and internally defined collectives. Externally defined collectives consider individual membership of social groups by birth. While internally defined collectives consider individual voluntary membership of the social&#xa0;institutions. Using country-level data, the findings of this research reveal that membership of professional and financial groups has positive effects on educational achievements. However, membership of event groups and marginalized social groups negatively impacts achievements. Furthermore, the study explores the moderating role of externally defined collectives in the relationship between internally defined collectives and educational achievements. The study offers several interesting findings that may guide policymakers. They can consider encouraging membership of professional and finance groups and social harmony to augment educational achievements. Furthermore, policymakers can adopt preventive measures to control the negative effect of events group membership.</p>

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Inequalities in educational achievement: effect of group capabilities

  • 期刊论文

  • 发表日期：

    2025年11月5日

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  • Diptanshu Gaur,
  • Abhay Pant,
  • Dheeraj P. Sharma

摘要

Past research indicates that equitable distribution of resources to control educational achievements inequalities received limited success. Therefore, there is a need to find alternative solutions. Consequently, this study examines the role of group capabilities in improving children’s educational achievements. The extant literature explains group capabilities as a combination of externally and internally defined collectives. Externally defined collectives consider individual membership of social groups by birth. While internally defined collectives consider individual voluntary membership of the social institutions. Using country-level data, the findings of this research reveal that membership of professional and financial groups has positive effects on educational achievements. However, membership of event groups and marginalized social groups negatively impacts achievements. Furthermore, the study explores the moderating role of externally defined collectives in the relationship between internally defined collectives and educational achievements. The study offers several interesting findings that may guide policymakers. They can consider encouraging membership of professional and finance groups and social harmony to augment educational achievements. Furthermore, policymakers can adopt preventive measures to control the negative effect of events group membership.