Examining the opportunity gap using qualitative meta‐analysis: An equity‐based framework for closing the gap

The purpose of this qualitative meta‐analysis (QMA) is to provide a concise and comprehensive picture of findings across qualitative studies to answer this question: What factors contribute to systematically closing the opportunity gap for all students, and particularly for students labelled linguistically and culturally diverse? The ultimate goal was to collect and interpret what is already known and use the results to build a conceptual framework that can suggest a practical pathway to closing opportunity gaps. The QMA required forming search criteria with inclusion/exclusion parameters, appraising relevance and quality, and conducting configurative synthesis and aggregation, with a resulting thematic matrix of results. We transformed this matrix into an equity‐based conceptual framework with two main meta‐categories (equity‐based conceptualisation and a systemic multidimensional approach) and five other major factors that must be addressed to reduce opportunity gaps (teaching practices/pedagogy, systemic gatekeeping, representation of all learners, family/community/informal learning, and leadership). The resulting framework uses a critical theory lens that is consistent with critical perspectives used in opportunity gap research and can be applied to educational systems to move forward in addressing opportunity gaps. This multi‐factor framework, including the two meta‐categories and five major factors, is intended to be applied across educational systems by considering each factor as a component to address within each context. Context and implications Rationale for this study: There is an urgent need to understand and address opportunity gaps. We are aware of no other current comprehensive qualitative review that addresses this topic. Why the new findings matter : These findings provide a seven‐factor framework that summarises what is known and can be applied to systematically address opportunity gaps in educational systems. Implications for researchers, teacher educators, and Pre‐K–12 school systems : Researchers can use this conceptual framework to consider how to approach opportunity gaps from a multidimensional critical perspective and thereby impact educational policy. Teacher educators can use this framework to: (1) engage teacher candidates in critical reflective inquiry regarding systemic inequities in their future practice, and (2) engage in programme evaluation and revise curricula to bring attention to all areas identified within the framework. Pre‐K–12 school systems can use a self‐reflective application of the conceptual framework to consider their current practices in addressing opportunity gaps and plan for systemic change.