Academic achievement gaps and teacher and parent opinions on areas of intervention

The problem addressed in this research is academic achievement gaps based on socio-cultural characteristics. In line with this problem, the aim of the research is to determine the mechanisms that create academic achievement gaps with respect to economic, social, and cultural limitations, as well as intervention opportunities to transform these mechanisms. In this study, academic achievement gaps are examined through interactions that generate hierarchical inequalities in the field. From this perspective, academic achievement gaps are explored within the context of the unequal relationship between parents who have limited (disadvantaged) economic, social, and cultural capital, and prominent implementations in education. In this regard, opportunity structures are discussed based on intervention areas that transform this unequal relationship. The research was conducted as a case study within the framework of qualitative research. In this context, focus group discussions were held with teachers from three schools in Ankara with diverse social, economic, and cultural characteristics, and in-depth interviews were conducted with parents. 18 teachers from branches where questions are asked in the high school entrance exam and 26 parents participated in the study. As a result of this research, the categories of "if it is anchored inside, he/she will be successful", "conscious family", and "failure industry" were identified as practices that create academic achievement gaps based on limited social background. In addition, "natural flow", "success investment", and "solution pool" categories were defined as predispositions using the same method in the practices. In this context, opportunity structures were determined as transforming areas of intervention with respect to "extending the definition of success", "increasing success experience", and "expanding relation areas" of limited social members. The research results suggest that field analysis research in the field of education in the context of scientific studies should be conducted. In practice, it is recommended to develop equality policies in the context of educational planning.