Ayalon, Hanna, Nonhierarchical Curriculum Differentiation and Inequality in Achievement: A Different Story or More of the Same? Teachers College Record, 108(June, 2006), 1186-1213.

Reports a study in Israel of student achievement inequality (by gender, soico-economic level, ability) when comparing students in subject differentiated curricula; concludes this type of diffentiation does not reduce educational inequalities; suggests policy implications

Ayalon, Hanna, Math as a Gatekeeper: Ethnic and Gender Inequality in Course Taking of the Sciences in Isreal, American Journal of Education, 104(November, 1995), 34-56.

Reports an empirical study of the effects of ethnic and gender differences on course taking in science and the resulting inequalities

Diversification, Expansion and Inequality in Israeli Higher Education

During the 1980s and 1990s the Israeli system of higher education went through a radical transformation. The number of degree-granting institutions increased from about 10 to over 80 and the number of undergraduate students increased from about 50 to over 120 thousand. Until the late 80s, over 90 percent of undergraduate students attended one of six research universities. The expansion was achieved primarily through the establishment of less selective, non-research colleges that specialized in undergraduate education. Several types of colleges were established including regional public colleges, teacher-training colleges, and colleges that were extensions of foreign institutions of higher education. However, the enrollments were largest in private colleges offering degrees in the professions, especially Law, Accounting and Management, where tuition fees are about double those common in public institutions

Associations between everyday ICT usage and (self-)ageism: A systematic literature review

Background and Objectives Both rapid technological changes and (self-)ageism are pervasive challenges of the 21st century, potentially affecting older adults’ everyday functioning, health, and well-being. This systematic literature review aimed to synthesize scholarly evidence to determine the associations between everyday information and communication technology (EICT) usage and (self-)ageism as well as potential moderators. Research Design and Methods A systematic search was performed in 8 academic databases, covering the time frame from January 1995 to January 2021. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a total of 15 articles met the inclusion criteria and were involved in the analysis. The standardized National Heart, Lung, and Blood Institute’s quality assessment tools were used for risk bias. Results Several studies demonstrated significant associations between EICT usage and stereotype embodiment (n = 8), stereotype threat (n = 2), and age discrimination (n = 3). Age (group), gender, and motivation were examined as potential moderators. Discussion and Implications This review provides initial evidence on the associations between (self-)ageism and EICT usage. It highlights the importance of positive subjective aging perceptions for active EICT usage in older adults, but also emphasizes the detrimental consequences of ageism in EICT learning settings and technology design on older persons’ willingness and ability to use EICT. Further ecologically valid and methodologically sound research is needed to better understand both the nature and direction of the association between EICT usage and (self-)ageism

Associations between everyday ICT usage and (self-)ageism:A systematic literature review

Background and Objectives Both rapid technological changes and (self-)ageism are pervasive challenges of the 21st century, potentially affecting older adults’ everyday functioning, health, and well-being. This systematic literature review aimed to synthesize scholarly evidence to determine the associations between everyday information and communication technology (EICT) usage and (self-)ageism as well as potential moderators. Research Design and Methods A systematic search was performed in 8 academic databases, covering the time frame from January 1995 to January 2021. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a total of 15 articles met the inclusion criteria and were involved in the analysis. The standardized National Heart, Lung, and Blood Institute’s quality assessment tools were used for risk bias. Results Several studies demonstrated significant associations between EICT usage and stereotype embodiment (n = 8), stereotype threat (n = 2), and age discrimination (n = 3). Age (group), gender, and motivation were examined as potential moderators. Discussion and Implications This review provides initial evidence on the associations between (self-)ageism and EICT usage. It highlights the importance of positive subjective aging perceptions for active EICT usage in older adults, but also emphasizes the detrimental consequences of ageism in EICT learning settings and technology design on older persons’ willingness and ability to use EICT. Further ecologically valid and methodologically sound research is needed to better understand both the nature and direction of the association between EICT usage and (self-)ageism