Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Publications Book Chapter Faculty Publications- Book Chapter Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Ghosh, Oindrilla; Kumar, Binod Title A name given to the resource Investigating Funding Inequities, Resource Allocation, and Institutional Biases Impacting Marginalized K- 12 Students Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2026 Source A related resource from which the described resource is derived Bridging Socioeconomic, Gender, and Disability Gaps in K-12 Education;pp.1-28 Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.4018/979-8-3373-4511-6.ch001" target="_blank" rel="noreferrer noopener">https://doi.org/10.4018/979-8-3373-4511-6.ch001</a> <br /><br /><a href="https://www.scopus.com/pages/publications/105038336134?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/105038336134?origin=resultslist</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Ghosh O., Christ University, India; Kumar B., Radha Govind University, India Description An account of the resource Investigating funding inequities in K- 12 education reveals how resource allocation and institutional biases disproportionately affect marginalized students. Many schools serving low- income and minority populations often receive significantly fewer financial resources than their wealthier counterparts. This stark disparity not only imcts the quality of education but also limits access to essential programs and support services. Additionally, institutional biases, both implicit and explicit, can further exacerbate these inequities, influencing decisions related to student discipline, curricular offerings, and support services. It is crucial to analyze how these systemic issues perpetuate cycles of disadvantage, affecting student achievement and overall well- being. Efforts focused on reforming funding formulas, enhancing community engagement, and promoting equitable practices within schools must be foundational to ensuring all students have the opportunity to thrive academically.. 2026 by IGI Global Scientific Publishing. All rights reserved. Publisher An entity responsible for making the resource available IGI Global Relation A related resource ISBN: 979-833734513-0; 979-833734511-6; Language A language of the resource English Type The nature or genre of the resource Book chapter Rights Information about rights held in and over the resource Restricted Access; Hardcopy may be available in the library Format The file format, physical medium, or dimensions of the resource online