Global stratification in education: Modeling race, class, gender, disability, and geography intersections

The study explores the intersection of social inequalities around race, class, gender, and corresponding social identity markers and their impact on academic achievements in key global regions. The study applied a data mining process to analyze and categorize academic publications to demonstrate that social inequity continues to serve as a key driver of achievement, access, participation, and long-term educational outcomes among students. The findings confirm that socioeconomic status is the best predictor of academic results, in which poverty, limited learning opportunities, and resource disparities result in accumulated deficits in education in Asia, Africa, South America, North America, Europe, and Australia. Race and ethnicity intensify educational obstacles, with Indigenous communities, immigrants, and racial minorities experiencing structural discrimination, lower teacher expectations, and reduced access to quality schooling. Cultural norms and inadequate facilities restricting girls’ educational participation make up the same gap, according to gender inequalities that still exist in regions. The digital divide also intensifies global learning disparities, more heavily impacting rural and low-income areas. The study finds that educational disparities are not produced by isolated elements of the social fabric but by the intersection, or multiple dimensions together or in combinations, of social identities leading to unique or compounded disadvantages. Therefore, the adoption of intersectional, equity-focused policies is necessary to alleviate these inequities, taking into account the complex social realities of learners.