In recent years, the debate over educational inequality has become both a prominent area of research and a hot-button issue in the literature of educational sciences. However, the majority of studies on this topic have predicated their results on test scores. It is abundantly clear that the effects of educational inequalities cannot be explained only by evaluating their effects on test scores. The primary research question of this study is to discover how different forms and aspects of educational inequalities manifest themselves during in-class and/or in-school teaching and learning activities. In addition, one of the main purposes of this study is to reveal the impact of educational inequalities on in-class pedagogical processes. To this end, data were collected from a total of 38 teachers working in different regions of Turkey using a variety of qualitative research methods; the data were then examined using the deductive thematic analysis technique. Based on the findings obtained, teachers believe that a lack of cultural, economic, and social capital is the underlying cause of educational inequalities. Undesirable situations that transpire within families, sex-based discrimination, family conflicts, and unfair policies carried out by school administrators are also seen as other factors that produce educational inequalities. It was found that educational inequalities hinder students’ cognitive, affective, and psychomotor skills when compared to their peers and impair their developmental progress. Findings also showed that educational inequalities deeply and negatively affect pedagogical processes and undermine both student–teacher and teacher–parent relationships.
Cite this article as: Atmaca, T. (2021). Reflections of educational inequalities on classroom practices and students’ development areas. HAYEF: Journal of Education, 18(3): 353-384.