Gap between Expectations and Experiences of Equity in Public Schools: A Pupils’ Perspective

Abstract

The study investigated into the lens of pupils from public sector that
what constitutes fair and equitable schools in Pakistan. Also the study
explored pupils’ expectations from school, how the schools can be
transformed into equitable schools in which all students are treated
equally and fairly. The study used quantitative approach with multistage
sampling in two districts of Punjab, Pakistan. Questionnaire had been
conducted on 434 pupils aged between 14-15 years of 9th and 10th class.
The return rate of the questionnaire was 85%. Results of descriptive
statistical analysis show that pupils receive equitable as well as
inequitable treatment with respect to punishment, rewards and marks
awarded by teachers in public schools. Results further show that wider
the inequitable experiences of pupils in schools, greater are the equity
expectations from schools. Also the pupils with various backgrounds
differ significantly from each other in terms of inequitable experiences in
schools. It is concluded that equitable public school would be the one in
which all students are treated in an equitable manner irrespective of
differences.