The present paper is focused on
studying inequalities existing in the school environment of
contemporary European Bulgaria. The analysis is based on several
thesis and corresponding indicators (Harvey) ,which are used for
measuring educational inequalities:
- Beginning - including the conditions and resources (financial,
physical, personal) of the school.
- Educational process - including, all the processes which take
place in the school: teacher's attitudes and values, level of
interest, methods of teaching, contacts, and assessment.
- Attainments - concerning students' achievements and the fact that
the last is influenced by the family as cultural, economic, and
social capital (Bourdieu).
-Goals - concerning the educational efficiency and depends through
correlation between attainments and starting conditions.
The present frame for operationalization of inequalities is applied
to some types of schools in Bulgarian reality - "elite", "private",
"Roma" schools. Based on previous empirical results and data, on
students' achievements and opinions gathered as well as teachers'
evaluations, the present paper is focused on what degree the
different Bulgarian schools create opportunities for educational
equalities and which educational institutions stimulate unequal
conditions in the "beginning", the "educational process" and at the
"end" of the education cycle. One of the conclusions is that there
are serious differentiations between schools in the following
indicators, that formulate the Bulgarian school as a milieu for the
existence for inequalities.
Key words: Equality of educational opportunities,
operationalization of inequalities, contemporary Bulgarian
schools.