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1
Jackson, Michelle, and Brian Holzman. "A century of educational inequality in the United States." Proceedings of the National Academy of Sciences 117, no. 32 (July 27, 2020): 19108–15. http://dx.doi.org/10.1073/pnas.1907258117.
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The “income inequality hypothesis” holds that rising income inequality affects the distribution of a wide range of social and economic outcomes. Although it is often alleged that rising income inequality will increase the advantages of the well-off in the competition for college, some researchers have provided descriptive evidence at odds with the income inequality hypothesis. In this paper, we track long-term trends in family income inequalities in college enrollment and completion (“collegiate inequalities”) using all available nationally representative datasets for cohorts born between 1908 and 1995. We show that the trends in collegiate inequalities moved in lockstep with the trend in income inequality over the past century. There is one exception to this general finding: For cohorts at risk for serving in the Vietnam War, collegiate inequalities were high, while income inequality was low. During this period, inequality in college enrollment and completion was significantly higher for men than for women, suggesting a bona fide “Vietnam War” effect. Aside from this singular confounding event, a century of evidence establishes a strong association between income and collegiate inequality, providing support for the view that rising income inequality is fundamentally changing the distribution of life chances.
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BLANDEN, JO, and LINDSEY MACMILLAN. "Educational Inequality, Educational Expansion and Intergenerational Mobility." Journal of Social Policy 45, no. 4 (May 4, 2016): 589–614. http://dx.doi.org/10.1017/s004727941600026x.
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AbstractThe distribution of education by social background and the mobility prospects of society are intimately connected. To begin to predict future trends in mobility in the UK we bring together evidence on educational inequality by family background for cohorts from 1958 to 2000 for a range of educational outcomes. There is evidence that educational inequalities have narrowed among recent cohorts as the overall level of educational achievement has increased. This could be promising for mobility provided the labour market returns to these qualifications are maintained. However, stubborn inequalities by background at higher attainment levels imply that narrowing inequalities and expanding equality of opportunity throughout the educational distribution is a difficult task.
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Chiu, Ming Ming. "Family Inequality, School Inequalities, and Mathematics Achievement in 65 Countries: Microeconomic Mechanisms of Rent Seeking and Diminishing Marginal Returns." Teachers College Record: The Voice of Scholarship in Education 117, no. 1 (January 2015): 1–32. http://dx.doi.org/10.1177/016146811511700110.
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Background While many studies show that greater economic inequality widens the achievement gap between rich and poor students, recent studies indicate that countries with greater economic inequality have lower overall student achievement. Purpose This study explores whether family inequalities (family income) or school inequalities (educational materials or teachers with university degrees) reduce overall student achievement through micro-economic mechanisms, such as fewer educational resources (via rent-seeking) or inefficient resource allocation (via diminishing marginal returns). Population/Participants/Subjects The Organisation for Economic Cooperation and Development's Programme for International Student Assessment (OECD-PISA) selected 475,760 representative fifteen-year-olds and their principals from 18,094 schools in 65 countries. Research Design In this secondary analysis, we tested whether family or school inequalities were related to students’ mathematics test scores, and whether fewer educational resources or inefficient resources allocation mediated these relationships. Data Collection and Analysis Each student received a mathematics test. The students and their principals also received a questionnaire. World Bank economic data on each countries were merged with the OECD-PISA data. To analyze this data, we used item response models, Warm indices and multilevel analyses. Findings/Results In countries with greater family inequality (GDP Gini) or school inequalities (of educational materials or teacher quality), students had lower mathematics achievement. The results were similar in all student subsamples (high vs. low SES; high vs. low achievement). As the mediation results for each inequality differed, they suggest that these inequalities operate through different mechanisms. Family inequality and school inequality of teacher quality are linked to fewer teachers with post-secondary education and lower mathematics achievement. Meanwhile, school inequality of educational resources is linked to diminishing marginal returns and lower mathematics achievement. Conclusions/Recommendations Family inequality and school inequalities (educational materials, teacher quality) are distinct inequalities that are all linked to lower mathematics achievement, but not substantially correlated with one another. Thus, each inequality can be addressed separately. As none of the subgroups of students (not even the richest ones) benefit from any of the inequalities, disseminating the results widely can help more laypeople (especially the richest ones) recognize their mutual benefit in reducing these inequalities –or reduce their inclination to support policies that exacerbate these inequalities. As reducing family inequality can be extremely costly and politically controversial, a strategic intervention at the inequality mechanism level (e.g., increasing teacher quality in schools with few high quality teachers) might be improve mathematics achievement more effectively.
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Chiu, Ming Ming. "Family Inequality, School Inequalities, and Mathematics Achievement in 65 Countries: Microeconomic Mechanisms of Rent Seeking and Diminishing Marginal Returns." Teachers College Record: The Voice of Scholarship in Education 117, no. 1 (January 2015): 1–32. http://dx.doi.org/10.1177/016146811511700105.
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Background While many studies show that greater economic inequality widens the achievement gap between rich and poor students, recent studies indicate that countries with greater economic inequality have lower overall student achievement. Purpose This study explores whether family inequalities (family income) or school inequalities (educational materials or teachers with university degrees) reduce overall student achievement through micro-economic mechanisms, such as fewer educational resources (via rent-seeking) or inefficient resource allocation (via diminishing marginal returns). Population/Participants/Subjects The Organisation for Economic Cooperation and Development's Programme for International Student Assessment (OECD-PISA) selected 475,760 representative fifteen-year-olds and their principals from 18,094 schools in 65 countries. Research Design In this secondary analysis, we tested whether family or school inequalities were related to students’ mathematics test scores, and whether fewer educational resources or inefficient resources allocation mediated these relationships. Data Collection and Analysis Each student received a mathematics test. The students and their principals also received a questionnaire. World Bank economic data on each countries were merged with the OECD-PISA data. To analyze this data, we used item response models, Warm indices and multilevel analyses. Findings/Results In countries with greater family inequality (GDP Gini) or school inequalities (of educational materials or teacher quality), students had lower mathematics achievement. The results were similar in all student subsamples (high vs. low SES; high vs. low achievement). As the mediation results for each inequality differed, they suggest that these inequalities operate through different mechanisms. Family inequality and school inequality of teacher quality are linked to fewer teachers with post-secondary education and lower mathematics achievement. Meanwhile, school inequality of educational resources is linked to diminishing marginal returns and lower mathematics achievement. Conclusions/Recommendations Family inequality and school inequalities (educational materials, teacher quality) are distinct inequalities that are all linked to lower mathematics achievement, but not substantially correlated with one another. Thus, each inequality can be addressed separately. As none of the subgroups of students (not even the richest ones) benefit from any of the inequalities, disseminating the results widely can help more laypeople (especially the richest ones) recognize their mutual benefit in reducing these inequalities –or reduce their inclination to support policies that exacerbate these inequalities. As reducing family inequality can be extremely costly and politically controversial, a strategic intervention at the inequality mechanism level (e.g., increasing teacher quality in schools with few high quality teachers) might be improve mathematics achievement more effectively.
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Leivas, Marcela. "La Desigualdad Educativa en Revistas de Sociología de la Educación Españolas, 2008-2018." Anduli, no. 19 (2020): 175–98. http://dx.doi.org/10.12795/anduli.2020.i19.08.
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Härkönen, Juho, and Outi Sirniö. "Educational Transitions and Educational Inequality: A Multiple Pathways Sequential Logit Model Analysis of Finnish Birth Cohorts 1960–1985." European Sociological Review 36, no. 5 (June 29, 2020): 700–719. http://dx.doi.org/10.1093/esr/jcaa019.
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Abstract We developed a multiple pathways sequential logit model for analysing social background inequality in completed education and applied it to analyse educational inequality in Finland (birth cohorts 1960–1985). Our model builds on the sequential logit model for educational transitions, originally presented by Robert D. Mare and later extended by Maarten Buis, which disaggregates inequality in completed education into the weighted sum of inequalities in the transitions leading to it. Although the educational transitions framework is popular among educational stratification researchers, its applications have almost exclusively focused on analysing inequalities in separate educational transitions. Buis presented a unifying model of inequalities in educational transitions and completed education, which gives a substantive interpretation to the weights that link them. We applied this to an educational system in which the same educational outcomes can be reached through multiple pathways. Our analysis of Finnish register data shows that intergenerational educational persistence increased, particularly among women. The main reasons are increased inequality in academic upper-secondary (gymnasium) completion and gymnasium expansion that increased the weight of this transition as well as of the transition to university. We discuss the integration of structural and allocative mechanisms in educational stratification research.
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Kim, jiyoun, and Soon-Yong Pak. "A Study on the Changes in Educational Inequalities amidst the Expansion of Higher Education Opportunities: A Systematic Review of Korean Literature." Institute for Educational Research 35, no. 4 (December 31, 2022): 79–108. http://dx.doi.org/10.35283/erft.2022.35.4.79.
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The purpose of this study is to comprehensively review the patterns and mechanisms of educational inequalities that have changed in the context of expanding and diversifying accessibility to higher education since the 1990s. Undergoing systematic literature review, the researchers selected 38 documents that dealt with the theme on educational inequality, and then proceeded to analyze and integrate the findings. First, educational inequality was found to coexist in two types: vertical inequality and horizontal inequality. The impact of parents' socioeconomic status on children's academic achievement increased, as the educational gap between socioeconomic classes widened. Second, as a factor of deepening educational inequality, the lower the parents' socioeconomic status, the less investment were made in private education, and the formation of social and cultural capital that promotes academic achievement was also low. This study expanded the understanding of educational inequalities in Korea by systematically integrating research on educational inequality, and based on the findings, suggested measures to alleviate educational inequality.
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Billon, Margarita, Jorge Crespo, and Fernando Lera-López. "Educational inequalities." Information Development 34, no. 5 (August 17, 2017): 447–59. http://dx.doi.org/10.1177/0266666917720968.
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This paper examines the impact of Internet use on economic growth and the extent to which educational inequality modulates this impact for a panel data set of 94 countries between 1995 and 2010. We obtain a positive and significant impact of Internet use on economic growth and a negative influence of educational inequality on the Internet’s impact on growth. When we disaggregate by income levels, the results indicate that Internet use is positively associated with economic growth for middle- and high-income countries. Educational inequality influences the impact of Internet use on economic growth only for middle- and low-income countries, although with the opposite sign. For middle-income countries, the impact is negative, while the impact is positive for low-income economies. The research provides evidence for the first time about how inequalities in education may limit the positive economic outcomes and benefits derived from the use of information and communication technologies.
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Polvinen, Anu, Aart-Jan Riekhoff, Satu Nivalainen, and Susan Kuivalainen. "Educational inequalities in employment of Finns aged 60–68 in 2006–2018." PLOS ONE 17, no. 10 (October 17, 2022): e0276003. http://dx.doi.org/10.1371/journal.pone.0276003.
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The aim of this study was to explore the employment of 60–68-year-old men and women by educational level over the period 2006–2018 and the magnitude of educational inequalities in employment. We used individual-level register data from Statistics Finland including all Finns aged 60–68 over a period of 13 years. In addition to calculating employment rates for men and women by educational levels, we estimated the relative index of inequality (RII) and slope index of inequality (SII) to measure the magnitude of relative and absolute educational inequalities in employment. The results show that the employment rates increased in all educational levels over the period 2006–2018. Relative educational inequalities in employment remained stable mainly among the 63–65-year-olds but decreased among the 60–62-year-olds and the 66–68-year-olds. However, absolute educational inequalities in employment increased in all age groups for both men and women.
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Waenerlund, Anna-Karin, Paola A. Mosquera, Per E. Gustafsson, and Miguel San Sebastián. "Trends in educational and income inequalities in cardiovascular morbidity in middle age in Northern Sweden 1993–2010." Scandinavian Journal of Public Health 47, no. 7 (August 16, 2018): 713–21. http://dx.doi.org/10.1177/1403494818790406.
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Aims: Research is scarce regarding studies on income and educational inequality trends in cardiovascular disease in Sweden. The aim of this study was to assess trends in educational and income inequalities in first hospitalizations due to cardiovascular disease (CVD) from 1993 to 2010 among middle-aged women and men in Northern Sweden. Methods: The study comprised repeated cross-sectional register data from year 1993–2010 of all individuals aged 38–62 years enrolled in the Västerbotten Intervention Programme (VIP). Data included highest educational level, total earned income and first-time hospitalization for CVD from national registers. The relative and slope indices of inequality (RII and SII, respectively) were used to estimate educational and income inequalities in CVD for six subsamples for women and men, and interaction analyses were used to estimate trends across time periods. Results: Educational RII and SII were stable in women, while they decreased in men. Income inequalities in CVD developed differently compared with educational inequalities, with RII and SII for both men and women increasing during the study period, the most marked for RII in women rising from 1.52 in the 1990s to 2.62 in the late 2000s. Conclusions: The trend of widening income inequalities over 18 years in the middle-aged in Northern Sweden, in the face of stable or even decreasing educational inequalities, is worrisome from a public health perspective, especially as Swedish authorities monitor socioeconomical inequalities exclusively by education. The results show that certain social inequalities in CVD rise and persist even within a traditionally egalitarian welfare regime.
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Mulyanto, Joko, Dionne S. Kringos, and Anton E. Kunst. "Socioeconomic inequalities in healthcare utilisation in Indonesia: a comprehensive survey-based overview." BMJ Open 9, no. 7 (July 2019): e026164. http://dx.doi.org/10.1136/bmjopen-2018-026164.
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ObjectiveMonitoring inequality in healthcare utilisation is essential to reduce persistent inequalities in health in lower-middle income countries. This study aimed to assess socioeconomic inequalities in the utilisation of primary care, secondary care and preventive care in Indonesia.MethodsA cross-sectional study was conducted using data from the 2014 Indonesia Family Life Survey with a total of 42 083 adult participants. Socioeconomic status (SES) was measured by educational level and income. Healthcare utilisation was measured in: (1) primary care, (2) outpatient in secondary care, (3) inpatient care and (4) cardiovascular-related preventive care. The magnitude of inequalities was measured using the relative index of inequality (RII).ResultsSmall educational inequalities were found for primary care utilisation (RII 1.13, 95% CI 1.01 to 1.26). Larger educational inequalities were found for outpatient secondary care (RII 10.35, 95% CI 8.11 to 13.22) and inpatient care (RII 2.78, 95% CI 2.32 to 3.32). The largest educational inequalities were found for preventive care, particularly regarding blood glucose tests (RII 30.31, 95% CI 26.13 to 35.15) and electrocardiography tests (RII 30.90, 95% CI 24.97 to 38.23). Compared with educational inequalities, income inequalities were larger for primary care (RII 1.68, 95% CI 1.52 to 1.85) and inpatient care (RII 3.11, 95% CI 2.63 to 3.66), but not for outpatient secondary care and preventive care.ConclusionsSocioeconomic inequalities in healthcare utilisation in Indonesia are particularly large in secondary and preventive care. Therefore, it is recommended to prioritise policies focused on improving timely, geographical and financial access to secondary and preventive care for lower SES groups.
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Glickstein, Howard A. "Inequalities in Educational Financing." Teachers College Record: The Voice of Scholarship in Education 96, no. 4 (June 1995): 722–28. http://dx.doi.org/10.1177/016146819509600410.
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There are sharp inequalities in school financing. The disparity is even more profound given the inverse relationship between per-pupil expenditures and actual educational need. Education, moreover, competes with other major entitlement programs for increasingly scarcer funding resources. Equality in educational financing is a worthy goal but it does not confront the basic cause of educational inequality. Fear of school integration perpetuates the existence of a multiplicity of school districts. This substantially increases the burden to fund education and ultimately costs society dearly.
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Dikshit, Dr Vibha Tiwari. "Feminists’ Perspectives on Gender Gap in Education." International Journal For Multidisciplinary Research 04, no. 03 (2022): 24–35. http://dx.doi.org/10.36948/ijfmr.2022.v04i03.004.
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Gender inequality is a universal phenomenon in contemporary society. It is evident in all cultures and forms – social, economic, cultural, and political. The accepted view is that expanding educational access to women will produce an equalizing effect in an unequal gendered society. However, contrary to the established belief, education reproduces many forms of inequality in society, and gender inequality is one. The phenomena of gender inequalities in educational achievement and the gendered character of the educational system have been some of the significant concerns of feminist struggles. The feminists have exposed the hidden agendas of various academic dogmas, policies, and practices. They not only focus on the unequal achievements of girls but also on areas of potential changes in the educational system, which teaches women ‘to lose’ through gendered curriculum and other such practices. The present paper attempts to explore some of the feminist underpinnings of gender inequalities reproduced through the educational system in society. This paper traces some major feminist perspectives about gender inequality in education and examines the feminist pedagogical propositions and their potential for transforming the prevalent deviances in the education system.
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Ito, Kanade, Noriko Cable, Tatsuo Yamamoto, Kayo Suzuki, Katsunori Kondo, Ken Osaka, Georgios Tsakos, Richard G. Watt, and Jun Aida. "Wider Dental Care Coverage Associated with Lower Oral Health Inequalities: A Comparison Study between Japan and England." International Journal of Environmental Research and Public Health 17, no. 15 (July 31, 2020): 5539. http://dx.doi.org/10.3390/ijerph17155539.
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Countries with different oral health care systems may have different levels of oral health related inequalities. We compared the socioeconomic inequalities in oral health among older adults in Japan and England. We used the data for adults aged 65 years or over from Japan (N = 79,707) and England (N = 5115) and estimated absolute inequality (the Slope Index of Inequality, SII) and relative inequality (the Relative Index of Inequality, RII) for edentulism (the condition of having no natural teeth) by educational attainment and income. All analyses were adjusted for sex and age. Overall, 14% of the Japanese subjects and 21% of the English were edentulous. In both Japan and England, lower income and educational attainment were significantly associated with a higher risk of being edentulous. Education-based SII in Japan and England were 9.9% and 26.7%, respectively, and RII were 2.5 and 4.8, respectively. Income-based SII in Japan and England were 9.2% and 14.4%, respectively, and RII were 2.1 and 1.9, respectively. Social inequalities in edentulous individuals exist in both these high-income countries, but Japan, with wider coverage for dental care, had lower levels of inequality than England.
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Wondimu, Abrham, Jurjen van der Schans, Marinus van Hulst, and Maarten J. Postma. "Inequalities in Rotavirus Vaccine Uptake in Ethiopia: A Decomposition Analysis." International Journal of Environmental Research and Public Health 17, no. 8 (April 14, 2020): 2696. http://dx.doi.org/10.3390/ijerph17082696.
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A previous study in Ethiopia reported significant variation in rotavirus vaccine uptake across socioeconomic strata. This study aims to quantify socioeconomic inequality of rotavirus vaccine uptake in Ethiopia and to identify the contributing factors for the inequality. The concentration curve (CC) and the Erreygers Normalized Concentration Index (ECI) were used to assess the socioeconomic related inequality in rotavirus vaccine uptake using data from the 2016 Ethiopian Demographic and Health Survey. Decomposition analysis was conducted to identify the drivers of inequalities. The CC for rotavirus vaccine uptake lay below the line of equality and the ECI was 0.270 (p < 0.001) indicating that uptake of rotavirus vaccine in Ethiopia was significantly concentrated among children from families with better socioeconomic status. The decomposition analysis showed that underlining inequalities in maternal health care services utilization, including antenatal care use (18.4%) and institutional delivery (8.1%), exposure to media (12.8%), and maternal educational level (9.7%) were responsible for the majority of observed inequalities in the uptake of rotavirus vaccine. The findings suggested that there is significant socioeconomic inequality in rotavirus vaccine uptake in Ethiopia. Multi-sectoral actions are required to reduce the inequalities, inclusive increasing maternal health care services, and educational attainments among economically disadvantaged mothers.
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Ayalon, Hanna. "Nonhierarchical Curriculum Differentiation and Inequality in Achievement: A Different Story or More of the Same?" Teachers College Record: The Voice of Scholarship in Education 108, no. 6 (June 2006): 1186–213. http://dx.doi.org/10.1177/016146810610800604.
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Although the ideology behind curriculum differentiation presents it as a strategy for reducing educational inequalities, the research shows that, contrary to expectations, differentiation enhances inequalities. This may be a result of the stratified nature of most forms of curriculum differentiation that have been analyzed in existing research. Previous research has not looked into the implications of nonstratified curriculum differentiation on educational inequalities. This article attempts to fill this void by examining the effect of variations in subject offerings on gender and socioeconomic inequality in course taking and achievement in Israeli secondary education, where students can choose from among advanced courses that yield similar educational opportunities. Multilevel analysis was performed on 18,704 academic track students, distributed among 198 schools, who graduated in 1992. The main findings are as follows: Curricular differentiation is associated with increasing gender and socioeconomic inequality in course taking. When students can choose alternative subjects, boys and socially privileged students increase their concentration in advanced sciences courses. That concentration is accompanied by increasing inequality in achievement. The findings are interpreted, taking into account the constraints that ascriptive characteristics of the students pose on making curricular choices.
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Sperlich, Stefanie, Marie Kristin Klar, Batoul Safieddine, Fabian Tetzlaff, Juliane Tetzlaff, and Siegfried Geyer. "Life stage-specific trends in educational inequalities in health-related quality of life and self-rated health between 2002 and 2016 in Germany: findings from the German Socio-Economic Panel Study (GSOEP)." BMJ Open 11, no. 3 (March 2021): e042017. http://dx.doi.org/10.1136/bmjopen-2020-042017.
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ObjectivesWhile evidence suggests persisting health inequalities, research on whether these trends may vary according to different stages of life has rarely been considered. Against this backdrop, we analysed life stage-specific trends in educational inequalities in health-related quality of life (HRQOL) and poor self-rated health (SRH) for individuals in ‘later working life’ (50–64 years), ‘young seniors’ (65–79 years) and persons of ‘old age’ (80+ years).MethodsWe used survey data from the German Socio-Economic Panel Study comprising the period from 2002 to 2016. The sample consists of 26 074 respondents (160 888 person-years) aged 50 years and older. Health was assessed using the mental and physical component summary scale (MCS/PCS) of the HRQOL questionnaire (12-Item Short Form Health Survey V.2) and the single item SRH. To estimate educational health inequalities, we calculated the regression-based Slope Index of Inequality (SII) and Relative Index of Inequality (RII). Time trends in inequalities were assessed by the inclusion of a two-way interaction term between school education and time.ResultsWith increasing age, educational inequalities in PCS and poor SRH decreased whereas they rose in MCS. Over time, health inequalities decreased in men aged 65–79 years (MCSSII=2.76, 95% CI 0.41 to 5.11; MCSRII=1.05, 95% CI 1.01 to 1.10; PCSSII=2.12, 95% CI −0.27to 4.51; PCSRII=1.05, 95% CI 1.00 to 1.11; poor SRHSII=−0.10, 95% CI −0.19 to 0.01; poor SRHRII=0.73, 95% CI 0.48 to 1.13) and among women of that age for MCS (MCSSII=2.82, 95% CI 0.16 to 5.50; MCSRII=1.06, 95% CI 1.01 to 1.12). In contrast, health inequalities widened in the ‘later working life’ among women (PCSSII=−2.98, 95% CI −4.86 to −1.11; PCSRII=0.94, 95% CI 0.90 to 0.98; poor SRHSII=0.07, 95% CI 0.00 to 0.14) while remained largely stable at old age for both genders.ConclusionsWe found distinctive patterns of health inequality trends depending on gender and life stage. Our findings suggest to adopt a differentiated view on health inequality trends and to pursue research that explores their underlying determinants.
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Kaselienė, Snieguolė, and Ramunė Kalėdienė. "Inequalities in Mortality From Infectious Diseases and Tuberculosis by the Level of Education in Lithuania." Medicina 47, no. 6 (July 5, 2011): 49. http://dx.doi.org/10.3390/medicina47060049.
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The aim of this study was to evaluate changes in inequalities in mortality from infectious diseases and tuberculosis by educational level among men and women in Lithuania. Material and Methods. The data on mortality from infectious diseases in the Lithuanian population aged more than 30 years for the years 1989 and 2001 gathered from the Department of Statistics and censuses were used for the analysis. The relative and slope indices of inequality were calculated. Results. Mortality from infectious diseases and tuberculosis among persons with primary education was higher than that among persons with university education, and these inequalities were found to be increased in 2000–2002 as compare with 1988–1990 due to declining mortality among persons with university education and increasing mortality among less educated persons. Similar tendencies were observed while evaluating the inequalities in mortality from tuberculosis. In 1988– 1990, the relative indices of inequality for mortality from all infectious diseases and tuberculosis among men were 9 and 13, respectively. In 2000–2002, the relative indices of inequality increased significantly to 16.5 and 28.8, respectively. Inequalities in mortality from abovementioned causes for women with different educational levels were lower than those for men. The slope indices of inequality for mortality from infectious diseases among men with different educational levels were considerably higher than among their female counterparts, and in 2000–2002, they were greater compared with 1988–1990. Conclusions. While implementing tuberculosis prevention and control program and planning prevention and control measures, greater attention should be paid to less educated Lithuanian population at highest risk of this disease.
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Sengupta, Susmita, and Sanat Kumar Guchhait. "Inequality in Contemporary India: Does Caste Still Matter?" Journal of Developing Societies 37, no. 1 (March 2021): 57–82. http://dx.doi.org/10.1177/0169796x21998387.
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Are the issues of socioeconomic inequalities related to specific caste biases in Contemporary India? Why are some social groups in the socioeconomic ladder lagging compared to others? How much have the poor people living in rural areas in India achieved their esteemed goals in the present economic arena of development? Is it the limited educational attainment or lack of physical and social capital of the poor households that begets inter-group economic inequality? Or is it a social identity that impedes the well-being of a certain social group? In search of answering these questions, this article explores the role of castes in explaining socioeconomic inequalities in the rural settings of contemporary India. The limited access to basic amenities and the poor educational attainment of the lower castes and the dominance of the upper castes in these regards show the persistence of social group inequalities. Four remote villages of Purulia district, one of the most backward tribal districts of West Bengal were systematically selected for scrutiny to explore socioeconomic inequality within the caste structure. Two are tribal villages with low inequality and the other two are multi-caste-oriented villages with high inequality.
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Szilcz, Máté, Paola A. Mosquera, Miguel San Sebastián, and Per E. Gustafsson. "Time trends in absolute and relative socioeconomic inequalities in leisure time physical inactivity in northern Sweden." Scandinavian Journal of Public Health 46, no. 1 (July 14, 2017): 112–23. http://dx.doi.org/10.1177/1403494817713123.
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Aims: The aim was to investigate the time trends in educational, occupational, and income-related inequalities in leisure time physical inactivity in 2006, 2010, and 2014 in northern Swedish women and men. Methods: This study was based on data obtained from the repeated cross-sectional Health on Equal Terms survey of 2006, 2010, and 2014. The analytical sample consisted of 20,667 (2006), 31,787 (2010), and 21,613 (2014) individuals, aged 16–84. Logistic regressions were used to model the probability of physical inactivity given a set of explanatory variables. Slope index of inequality (SII) and relative index of inequality (RII) were used as summary measures of the social gradient in physical inactivity. The linear trend in inequalities and difference between gender and years were estimated by interaction analyses. Results: The year 2010 displayed the highest physical inactivity inequalities for all socioeconomic position indicators, but educational and occupational inequalities decreased in 2014. However, significant positive linear trends were found in absolute and relative income inequalities. Moreover, women had significantly higher RII of education in physical inactivity in 2014 and significantly higher SII and RII of income in physical inactivity in 2010, than did men in the same years. Conclusions:The recent reduction in educational and occupational inequalities following the high inequalities around the time of the great recession in 2010 suggests that the current policies might be fairly effective. However, to eventually alleviate inequities in physical inactivity, the focus of the researchers and policymakers should be directed toward the widening trends of income inequalities in physical inactivity.
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Amare, Tsegaw, Endalkachew Dellie, and Getasew Amare. "Trends of Inequalities in Early Initiation of Breastfeeding in Ethiopia: Evidence from Ethiopian Demographic and Health Surveys, 2000-2016." BioMed Research International 2022 (February 27, 2022): 1–8. http://dx.doi.org/10.1155/2022/5533668.
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Background. Early initiation of breastfeeding (EIBF) is a costless practice with numerous neonates’ survival benefits. Thus, any disparity results in an unacceptably high neonatal death rate but socioeconomic disparities on EIBF have not been well explored in Ethiopia. Therefore, this study is aimed at assessing the socioeconomic inequalities of EIBF in Ethiopia from 2000 to 2016. Methods. The Ethiopian demographic and health survey data and the World Health Organization’s Health Equity Assessment Toolkit were used to investigate the inequalities in EIBF across the wealth quintile, education, residence, and subnational region. Difference, ratio, slope index inequality (SII), relative index inequality (RII), and population attributable risk (PAR) were used as equity summary measures. Results. In Ethiopia, EIBF practice was 47.4% in 2000, 66.2% in 2005, 51.5% in 2011, and 73.3% in 2016. Wealth-related inequality was observed in the 2000, 2005, and 2011 survey years with SII of -7.1%, -8.8%, and 8.7%, respectively, whereas educational-related inequality was observed in 2005 and 2011 with SII of -11.7% and 6.5%, respectively. However, significant change in wealth-, education-, and residence-related inequalities was detected in 2011. Regional inequality on EIBF was observed in all survey years with a difference of 35.7%, 38.0%, 29.1%, and 48.5% in the 2000, 2005, 2011, and 2016 survey years, respectively. But a significant change in regional inequality was noted in 2016 with a PAR of 17.2%. Conclusions. In Ethiopia, the wealth-, residence-, and educational-related inequalities of EIBF increased significantly between the years 2000 and 2011. However, regional inequality persistently increased from 2000 to 2016. Overall, one-sixth of the national level EIBF was decreased due to regional disparity in 2016. The northern regions of Ethiopia (Tigray, Afar, and Amhara) poorly performed compared to the peer regions. Therefore, interventions targeting them would significantly improve the national level of EIBF.
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Borrell, Carme, Albert Espelt, Maica Rodríguez-Sanz, Bo Burström, Carles Muntaner, M. Isabel Pasarín, Joan Benach, et al. "Analyzing Differences in the Magnitude of Socioeconomic Inequalities in Self-Perceived Health by Countries of Different Political Tradition in Europe." International Journal of Health Services 39, no. 2 (April 2009): 321–41. http://dx.doi.org/10.2190/hs.39.2.f.
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The objectives of this study are to describe, for European countries, variations among political traditions in the magnitude of inequalities in self-perceived health by educational level and to determine whether these variations change when contextual welfare state, labor market, wealth, and income inequality variables are taken into account. In this cross-sectional study, the authors look at the population aged 25 to 64 in 13 European countries. Individual data were obtained from the Health Interview Surveys of each country. Educational-level inequalities in self-perceived health exist in all countries and in all political traditions, among both women and men. When countries are grouped by political tradition, social democratic countries are found to have the lowest educational-level inequalities.
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Andres, Lesley. "Higher Education and the Marriage Market: Educational Attainment, Educational Homogamy, and Inequality." Canadian Journal of Higher Education 52, no. 1 (April 23, 2022): 51–69. http://dx.doi.org/10.47678/cjhe.v52i1.189265.
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The purpose of this article is to examine if educational homogamy patterns are associated intergenerationally, the extent to which today’s couples are homogamous, and how this translates into levels of family income and financial and overall well-being. To examine these relationships, 28 years of longitudinal data from the British Columbia Paths on Life’s Way project are employed. First, changes in marital status, educational completion, and homogamy are examined with the goal of defining these constructs more precisely. Through descriptive statistics, the relationship between educational attainment and related homogamy levels of Paths respondents and their parents is established. Then, the technique of correspondence analysis is used to determine the relationship between assortative mating and the nature and extent of inequality experienced by Paths respondents. Findings reveal that educational homogamy and its intergenerational associations exist and the extent to which it exacerbates inequality in terms of family income levels, contributions to registered investment plans, and physical, mental, and financial well-being in the sample. The findings of this article highlight the value of a post-secondary education in relation to marriage strategies, and the reproduction of inequalities.
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Akom, Antwi. "Eco-Apartheid: Linking Environmental Health to Educational Outcomes." Teachers College Record: The Voice of Scholarship in Education 113, no. 4 (April 2011): 831–59. http://dx.doi.org/10.1177/016146811111300404.
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Background/Context The issue of how to achieve a racially diverse student population has become increasingly challenging since a 2007 U.S. Supreme Court split decision endorsed the importance of creating diverse schools, while simultaneously limiting the assignment to public schools based on an individual student's race or ethnicity. The article examines innovative efforts at achieving racial integration in Berkeley, California, as well as other district efforts in New York City, to curtail the dangers associated with polychlorinated biphenyls (PCBs) in school building materials and develop plans to remediate contaminated school buildings. Purpose/Objective/Research Question/Focus of Study In this article, the author draws on the disciplines of environmental sociology, critical race theory, and social epidemiology to examine the relationship between school desegregation, environmental inequality, structural racialization, and health and educational outcomes. The author proposes a conceptual framework for linking environmental health to educational outcomes that considers the dynamic social processes through which social and environmental inequalities—and associated health and educational disparities—are produced, reproduced, and transformed. Setting Berkeley Unified School District has achieved substantial integration in a city where neighborhoods are polarized by racial-ethnic, socioeconomic status, and environmental inequality. Moreover, the Berkeley integration plan was upheld in 2009 by the state appellate court, a decision that the California Supreme Court allowed to stand. As a result, the Berkeley Unified School District's plan to maintain diversity could serve as a national model for other public schools that are seeking constitutionally sound desegregation programs. Research Design Using empirical evidence from the published literature, as well as the author's own practical experience conducting community-based participatory research in Berkeley, the author applies the eco-apartheid conceptual framework to the city of Berkeley. Conclusions/Recommendations The eco-apartheid framework provides a useful model for theory building in the study of environmental health and educational equity. Moreover, the author recommends that theories of racial and educational inequality in general would benefit from a more serious consideration of the role that environmental inequalities play in structuring the relationship between health and educational inequality. Additionally, the author highlights the ways in which existing research on desegregation remains in need of theoretical strength and methodological rigor with respect to environmental inequality.
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Alencar, Diego Pinheiro, Juheina Lacerda Ribeiro Viana Alencar, and Adenilda Rodrigues da Silva Junqueira. "UNIVERSALIZATION OF THE EDUCATION IN THE BRAZILIAN MUNICIPALITIES." Mercator 19, no. 2020 (December 15, 2020): 1–17. http://dx.doi.org/10.4215/rm2020.e19017.
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The educational inequalities in Brazil may be illustrated by the first Census of 1872, which pointed out that 15.11% of the country's population was composed of slaves. In that year, 50.95% of the population was considered illiterate. The related studies to the Brazilian social issue point to the North and Northeast regions as the most vulnerable in the national territory, a dynamic also reflected in educational opportunities. The population of the Northeast region, for example, presents a primary education completion rate of 27.43% lower in relation to the population living in the Southeast region. The Brazilian social inequality manifests itself in different dimensions, such as the cutting out of gender, ethnicity and region. At the municipal level, the percentage representation of the non-conclusion of the primary education is more evident in sparsely populated municipalities, with a predominantly rural population. In this profile of municipality, Youth and Adult Education is an important mechanism for tackling educational inequalities, especially when articulated with social protection policies. Keywords: Educational opportunities. Income inequality. Youth and Adult Education. Brazilian municipalities.
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Santos, Joana, Irina Kislaya, Liliana Antunes, Ana João Santos, Ana Paula Rodrigues, Mariana Neto, and Carlos Matias Dias. "Diabetes: Socioeconomic Inequalities in the Portuguese Population in 2014." Acta Médica Portuguesa 30, no. 7-8 (August 31, 2017): 561. http://dx.doi.org/10.20344/amp.8235.
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Introduction: Diabetes is a major public health problem and it is related to socioeconomic factors. The aim of this study is to describe socioeconomic inequalities in the distribution of diabetes in the population with 25 years or more, resident in Portugal in 2014.Material and Methods: Data from the Health National Survey 2014 was analysed, n = 16 786. We estimated the prevalence of diabetes in the population and stratified by socioeconomic variables namely educational level and income. The extent of socioeconomic inequalities was assessed using concentration index and the relative index of inequality.Results: Diabetes was found to be concentrated among the people with lower educational levels (concentration index = -0.26) and lower income quintiles (concentration index = -0.14). Relative index of inequality also showed a lower degree of inequality among the most educated (0,20; CI 95% = [0,12; 0,32]) and with higher income (0,59; CI 95% = [0,48; 0,74]).Discussion: Distribution of diabetes is associated with education and income. Previous studies have shown that although income might reflect lifestyle patterns, education reflects better social factors that are important for establishing healthier behaviours. Also, the National Health Service, of universal coverage and free of charge, might have contributed to reduce inequalities in the access to health by those with the lowest income.Conclusion: Supporting ‘Health in All Policies’ might reduce inequalities, namely by improving population educational level and actions that promote health literacy.
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Bloome, Deirdre, Shauna Dyer, and Xiang Zhou. "Educational Inequality, Educational Expansion, and Intergenerational Income Persistence in the United States." American Sociological Review 83, no. 6 (November 14, 2018): 1215–53. http://dx.doi.org/10.1177/0003122418809374.
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The children of high-income parents often become high-income adults, while their low-income peers often become low-income adults. Education plays a central role in this intergenerational income persistence. Because education-based inequalities grew in recent decades, many scholars predicted that intergenerational income persistence would increase. However, previous research suggests that it remained stable across recent cohorts. We address this puzzle. Analyzing National Longitudinal Surveys of Youth data, we find that growing educational inequality by parental income, along with rising economic returns to education, increased intergenerational persistence, as scholars expected. However, two countervailing trends offset this increase. The expansion of higher education reduced persistence, because completing college helps low-income children become high-income adults. Yet, this reduction in persistence was far from enough to offset the increase in persistence associated with growing educational inequality and rising educational returns. Intergenerational persistence would have increased if not for another change: within educational groups, parental income became less predictive of adult income. New methodological tools underlie these findings, tools that quantify, for the first time, education’s full force in intergenerational income persistence. These findings suggest that to reduce intergenerational persistence, educational policies should focus less on how many people complete college and more on who completes college.
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Wachtler, Benjamin, Jens Hoebel, and Thomas Lampert. "Trends in socioeconomic inequalities in self-rated health in Germany: a time-trend analysis of repeated cross-sectional health surveys between 2003 and 2012." BMJ Open 9, no. 9 (September 2019): e030216. http://dx.doi.org/10.1136/bmjopen-2019-030216.
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ObjectivesThis study assessed the extent of educational and income inequalities in self-rated health (SRH) in the German adult population between 2003 and 2012 and how these inequalities changed over time.DesignRepeated cross-sectional health interview surveys conducted in 2003, 2009, 2010 and 2012.Setting and participantsThe study population was the German adult population aged 25–69, living in private households in Germany. In total 54 197 randomly selected participants (2003: 6890; 2009: 16 418; 2010: 17 145; 2012: 13 744) were included.Main outcome measuresSRH was assessed with one single question. Five answer categories were dichotomised into good (‘very good’ and ‘good’) versus poor (‘moderate’, ‘poor’, ‘very poor’) SRH. To estimate the extent of the correlation between absolute and relative inequalities in SRH on the one hand, and income and education on the other; slope indices of inequality (SII) and relative indices of inequality (RII) were estimated using linear probability and log-binomial regression models.ResultsThere were considerable and persisting educational and income inequalities in SRH in every survey year. Absolute educational inequalities were largely stable (2003: SII=0.25, 95% CI 0.21 to 0.30; 2012: 0.29, 95% CI 0.25 to 0.33; p trend=0.359). Similarly, absolute income inequalities were stable (2003: SII=0.22, 95% CI 0.17 to 0.27; 2012: SII=0.26, 95% CI 0.22 to 0.30; p trend=0.168). RII by education (2003: 2.53, 95% CI 2.11 to 3.03; 2012: 2.72, 95% CI 2.36 to 3.13; p trend=0.531) and income (2003: 2.09. 95% CI 1.75 to 2.49; 2012: 2.53, 95% CI 2.19 to 2.92; p trend=0.051) were equally stable over the same period.ConclusionsWe found considerable and persisting absolute and relative socioeconomic inequalities in SRH in the German adult population between 2003 and 2012, with those in lower socioeconomic position reporting poorer SRH. These findings should be a concern for both public health professionals and political decision makers.
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Andrade, F. Bof de, J. L. F. Antunes, F. C. D. Andrade, M. F. F. Lima-Costa, and J. Macinko. "Education-Related Inequalities in Dental Services Use among Older Adults in 23 Countries." Journal of Dental Research 99, no. 12 (July 6, 2020): 1341–47. http://dx.doi.org/10.1177/0022034520935854.
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This study aimed to measure the magnitude of education-related inequalities in the use of dental services among older adults (aged 50 y or older) from a sizable multicountry sample of 23 upper-middle- and high-income countries. This study used cross-sectional data from nationally representative surveys of people aged 50 y and over. Countries included in the Health and Retirement Study surveys were the following: Brazil, China, South Korea, Mexico, United States, Austria, Belgium, Croatia, Czech Republic, Denmark, Estonia, France, Germany, Greece, Italy, Israel, Luxembourg, Poland, Portugal, Slovenia, Spain, Sweden, and Switzerland. The dependent variable was the use of dental services, based on the self-report of having had a dental visit within the previous year, except for the United States and South Korea, which used 2-y recall periods. Educational level was used as the measure of socioeconomic position and was standardized across countries. Multivariate logistic regression modeling was used to evaluate the factors associated with the use of dental services, and the magnitude of education inequalities in the use of dental services was assessed using the slope index of inequality (SII) to measure absolute inequalities and the relative index of inequality for relative inequalities. The pooled prevalence of the use of dental services was 31.7% and ranged from 18.7% in China to 81.2% in Sweden. In the overall sample, the absolute difference in the prevalence of use between the lowest and highest educational groups was 20 percentage points. SII was significant for all countries except Portugal. Relative educational inequalities were significant for all countries and ranged from 3.2 in Poland to 1.2 in Sweden. There were significant education-related inequalities in the use of dental care by older adults in all countries. Monitoring these inequalities is critical to the planning and delivery of dental services.
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Adrogue, Cecilia. "Equality of Educational Opportunities at Public Primary Schools in Argentina." education policy analysis archives 21 (December 16, 2013): 89. http://dx.doi.org/10.14507/epaa.v21n89.2013.
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This paper assesses the degree of equality of educational opportunities across Argentina’s public primary schools. The main finding is that there are inequalities between jurisdictions, but even greater inequalities within them, suggesting the existence of serious problems in the distribution of resources at the sub-national level. Following the recommendations of the specialized literature, estimates of school quality and measures of disparity in educational opportunity were calculated. While school differences were found across provinces, even greater discrepancies were found among public schools located within provinces, which are responsible for the provision of primary education. Most importantly, inequality among public schools is found to be associated with factors that are considered socially unacceptable, such as the student’s socio-economic status even among schools financed by the same governmental unit.
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Backes, Susanne, and Andreas Hadjar. "Educational Trajectories Through Secondary Education in Luxembourg: How Does Permeability Affect Educational Inequalities?" Swiss Journal of Educational Research 39, no. 3 (November 22, 2017): 437–60. http://dx.doi.org/10.24452/sjer.39.3.5040.
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The link between stratification and educational inequality in empirical research is well documented. Some countries – particularly those that do not follow the model of comprehensive schools – discuss the possibility of increasing permeability between school tracks to reduce inequalities. This paper focuses on the occurrence of permeability in the stratified school system of Luxembourg and examines what this permeability entails for certain risk groups, specifically students from lower social background, male students and migrants. Educational pathways were classified (cluster analysis) on the basis of an administrative panel data set (n=5301); mechanisms behind educational decisions were analysed as a second step by estimating logistic regressions (Boudon, 1974). The findings show that reorientations in Luxembourg are often determined by the students’ social group, and that permeability – as blurred educational boundaries – mainly reproduces disparities in track placement.
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Bremm, Nina, and Kathrin Racherbäumer. "Intersectionality and social space: Educational justice in deprived schools." Improving Schools 21, no. 1 (December 24, 2017): 5–18. http://dx.doi.org/10.1177/1365480217749005.
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Drawing upon a broad concept of inclusion, the first section of this article is dedicated to a critical discussion of the principle of ‘equal opportunities’, which currently dominates the social justice discourse in Germany. Specifically, this section examines how far this principle, which focuses on the role of the individual in socially unequal educational outcomes, could itself contain elements which reinforce inequality. It examines two versions, ‘talent-based’ and ‘attainment-based’. In the second section, this article discusses, from an intersectional perspective, how cumulative disadvantages in segregated social environments can increase inequalities in the educational participation and attainment of school pupils. The third section points to areas for action that have a real potential to address inequalities in the German school system. It draws on observations and findings which are grounded in the theory of justice and that emerge from cases of ‘overperforming schools in segregated environments’.
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Kim, Minhye, Young-Ho Khang, Hee-Yeon Kang, and Hwa-Kyung Lim. "Educational Inequalities in Self-Rated Health in Europe and South Korea." International Journal of Environmental Research and Public Health 17, no. 12 (June 23, 2020): 4504. http://dx.doi.org/10.3390/ijerph17124504.
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While numerous comparative works on the magnitude of health inequalities in Europe have been conducted, there is a paucity of research that encompasses non-European nations such as Asian countries. This study was conducted to compare Europe and Korea in terms of educational health inequalities, with poor self-rated health (SRH) as the outcome variable. The European Union Statistics on Income and Living Conditions and the Korea National Health and Nutrition Examination Survey in 2017 were used (31 countries). Adult men and women aged 20+ years were included (207,245 men and 238,007 women). The age-standardized, sex-specific prevalence of poor SRH by educational level was computed. The slope index of inequality (SII) and relative index of inequality (RII) were calculated. The prevalence of poor SRH was higher in Korea than in other countries for both low/middle- and highly educated individuals. Among highly educated Koreans, the proportion of less healthy women was higher than that of less healthy men. Korea’s SII was the highest for men (15.7%) and the ninth-highest for women (10.4%). In contrast, Korea’s RII was the third-lowest for men (3.27), and the lowest among women (1.98). This high-SII–low-RII mix seems to have been generated by the high level of baseline poor SRH.
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Ataç, Ela. "Modeling Educational Inequalities: Class, Academic Achievement, and Regional Differences in Turkey." Education and Urban Society 51, no. 5 (December 14, 2017): 659–92. http://dx.doi.org/10.1177/0013124517747036.
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As it has been realized that education is a key to a long-term economic growth and to reducing social and economic disadvantages, educational inequality and its reflections in the geography have become some of the major issues in many countries. Turkey is in many ways a good example to analyze the relations between class, education, and regional inequalities where education is strongly a class-related issue and there has also been a strong dimension of “geography” as far as the educational provision and performance are considered. The purpose of the article is to contribute to two debates on the relation of education and inequality in Turkey. One is a specific and practical way of understanding about the effect of socioeconomic backgrounds of the students on their educational achievement. The other is an understanding on causal relations based on socioeconomic variables and geographical variations and how these lead to or indeed are partly caused by regional inequalities in Turkey. Using the datasets of PISA (Program for International Student Assessment) database, the datasets of National University Entrance Examination and Census, the article finds that for Turkish students where (the region and the place of residence) and with whom (socioeconomic qualifications of parents) they live are the powerful indicators of academic achievement.
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Rotariu, Traian. "Considerations on the Role of the School in Social Mobility." Studia Universitatis Babes-Bolyai Sociologia 66, no. 2 (December 1, 2021): 9–34. http://dx.doi.org/10.2478/subbs-2021-0006.
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Abstract The role of the school in the process of status attainment for individuals with different social origins should be analysed both from the perspective of social mobility flows (absolute rates of mobility) and inequality of social chances (relative rates and odds ratios). Inspired by Raymond Boudon’s earlier studies in the 1970s, the author scrutinises the complex relationships between expanding access to higher levels of education, social mobility trajectories, and inequality of chances of status achievement in the context of persistent inequalities in contemporary capitalist societies. He concludes that at the societal level, an increase of the dependency of achieved social status on educational qualification will lead to greater immobility if the inequality of educational chances remains constant. At the level of individuals, the same process will lead to greater probability of upward mobility in the case of people with higher levels of educational qualification, and greater probability of downward mobility for those with lower educational qualification.
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Buchmann, Claudia. "Gender Inequalities in the Transition to College." Teachers College Record: The Voice of Scholarship in Education 111, no. 10 (October 2009): 2320–46. http://dx.doi.org/10.1177/016146810911101002.
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Background In terms of high school graduation, college entry, and persistence to earning a college degree, young women now consistently outperform their male peers. Yet most research on gender inequalities in education continues to focus on aspects of education where women trail men, such as women's underrepresentation at top-tier institutions and in science and engineering programs. The paucity of research on the realms where women outpace men, namely college enrollment and completion, constitutes a major gap in the literature. Purpose This article provides an overview of gender inequality in the transition to college and in college experiences by examining the ways that women are advantaged in higher education and the arenas where they still trail men. It also discusses theoretical perspectives useful in assessing the causes of gender inequality and then suggests how future research could advance our understanding of the complex nature of gender inequality in higher education. Research Design The identification and critical review of research and theories that have been used or that could prove useful in assessing and explaining the complex patterns of gender inequalities in the transition to college and in higher education more generally. Conclusions/Recommendations Fruitful pathways for future research to advance understanding of the complex nature of gender inequalities in higher education include examining gender inequalities early in the educational life course, attending to gender differences within vulnerable segments of the population who may be particularly at risk for not attending higher education, and investigating how the structure and practices of schooling relate to gender differences in educational outcomes.
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Emmerich, Marcus, and Ulrike Hormel. "Unequal Inclusion: The Production of Social Differences in Education Systems." Social Inclusion 9, no. 3 (September 16, 2021): 301–12. http://dx.doi.org/10.17645/si.v9i3.4322.
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The article raises the question of whether and how education systems produce social differences internally rather than reproducing pre‐existing “external” inequalities. Linking Niklas Luhmann’s theory of inclusion/exclusion with Charles Tilly’s theory of categorical inequalities, and based on empirical data from various qualitative studies, the article identifies an “observation regime” epistemically constituting the social classification of students and legitimising organisational closure mechanisms in the school system. As an alternative to the “reproduction paradigm,” a research approach guided by differentiation theory is proposed that takes into account that educational inequality operationally arises on the “inside” of the educational system and is caused by unequal inclusion processes.
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Hughey, Matthew W. "Educational Inequality." Humanity & Society 39, no. 4 (September 6, 2015): 476–78. http://dx.doi.org/10.1177/0160597615604924.
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Azuma, Yoshiaki, and Herschel I. Grossman. "Educational Inequality." Labour 17, no. 3 (September 2003): 317–35. http://dx.doi.org/10.1111/1467-9914.00242.
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Rodríguez López, Santiago, Sonia E. Colantonio, and Dora E. Celton. "SOCIOECONOMIC INEQUALITIES IN SELF-REPORTED HEALTH AND PHYSICAL FUNCTIONING IN ARGENTINA: FINDINGS FROM THE NATIONAL SURVEY ON QUALITY OF LIFE OF OLDER ADULTS 2012 (ENCaViAM)." Journal of Biosocial Science 49, no. 5 (November 9, 2016): 597–610. http://dx.doi.org/10.1017/s0021932016000651.
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SummaryThis study aimed to evaluate educational and income inequalities in self-reported health (SRH), and physical functioning (limitations in Activities of Daily Living (ADL)/Instrumental Activities of Daily Living (IADL)), among 60-year-old and older adults in Argentina. Using cross-sectional data from the Argentinian National Survey on Quality of Life of Older Adults 2012 (Encuesta Nacional sobre Calidad de Vida de Adultos Mayores, ENCaViAM), gender-specific socioeconomic inequalities in SRH and ADL and IADL limitations were studied in relation to educational level and householdper capitaincome. The Relative Index of Inequality (RII) – an index of the relative size of socioeconomic inequalities in health – was used. Socioeconomic inequalities in the studied health indicators were found – except for limitations in ADL among women – favouring socially advantaged groups. The results remained largely significant after full adjustment, suggesting that educational and income inequalities, mainly in SRH and IADL, were robust and somehow independent of age, marital status, physical activity, the use of several medications, depression and the occurrence of falls. The findings add to the existing knowledge on the relative size of the socioeconomic inequalities in subjective health indicators among Argentinian older adults, which are to the detriment of lower socioeconomic groups. The results could be used to inform planning interventions aimed at decreasing socioeconomic inequalities in health, to the benefit of socially disadvantaged adults.
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Mackenbach, Johan P., José Rubio Valverde, Matthias Bopp, Henrik Brønnum-Hansen, Giuseppe Costa, Patrick Deboosere, Ramune Kalediene, et al. "Progress against inequalities in mortality: register-based study of 15 European countries between 1990 and 2015." European Journal of Epidemiology 34, no. 12 (November 15, 2019): 1131–42. http://dx.doi.org/10.1007/s10654-019-00580-9.
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AbstractSocioeconomic inequalities in mortality are a challenge for public health around the world, but appear to be resistant to policy-making. We aimed to identify European countries which have been more successful than others in narrowing inequalities in mortality, and the factors associated with narrowing inequalities. We collected and harmonised mortality data by educational level in 15 European countries over the last 25 years, and quantified changes in inequalities in mortality using a range of measures capturing different perspectives on inequality (e.g., ‘relative’ and ‘absolute’ inequalities, inequalities in ‘attainment’ and ‘shortfall’). We determined which causes of death contributed to narrowing of inequalities, and conducted country- and period-fixed effects analyses to assess which country-level factors were associated with narrowing of inequalities in mortality. Mortality among the low educated has declined rapidly in all European countries, and a narrowing of absolute, but not relative inequalities was seen in many countries. Best performers were Austria, Italy (Turin) and Switzerland among men, and Spain (Barcelona), England and Wales, and Austria among women. Ischemic heart disease, smoking-related causes (men) and amenable causes often contributed to narrowing inequalities. Trends in income inequality, level of democracy and smoking were associated with widening inequalities, but rising health care expenditure was associated with narrowing inequalities. Trends in inequalities in mortality have not been as unfavourable as often claimed. Our results suggest that health care expansion has counteracted the inequalities widening effect of other influences.
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Veisani, Yousef, Shahab Rezaeian, Fathola Mohamadian, and Ali Delpisheh. "Inequalities in common mental disorders between advantaged and disadvantaged groups: an Oaxaca – Blinder decomposition analysis on socio-economic factors." International Journal of Human Rights in Healthcare 13, no. 4 (June 27, 2020): 325–32. http://dx.doi.org/10.1108/ijhrh-12-2019-0089.
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Purpose This paper aims to evaluate the socio-economic factors of inequalities in common mental disorders (MDs) between advantaged and disadvantaged groups and also to determine the main contributors of inequality. Design/methodology/approach This cross-sectional study was conducted in 2016–2017. The authors included 763 persons by stratified cluster sampling; clusters were cities, geographical area and households. Blinder-Oaxaca decomposition technique was used to estimate of main inequalities determinant between advantaged and disadvantaged groups. Findings Overall prevalence of MDs was 22.6 and 35.6% in the advantage and disadvantaged groups, respectively. The concentration index was −0.013 [95% Confidence Interval (95% CI): −0.022, −0.004]; therefore, MDs were more concentrated in the deprived group. The risk of MDs in deprived group and females was 81 and 60% higher than advantaged group (OR: 1.81; 95% CI: 1.28, 2.57) and males (OR: 1.60; 95% CI: 1.21, 2.24), respectively. Educational status [−0.06 (95% CI: −0.10, −0.01)] was the highest level of contribution in inequality in gaps between groups. Originality/value The socio-demographic inequality in MDs among adult population was more explained by lower educational level, married persons and unemployment variables.
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Sreeramareddy, Chandrashekhar T., Sam Harper, and Linda Ernstsen. "Educational and wealth inequalities in tobacco use among men and women in 54 low-income and middle-income countries." Tobacco Control 27, no. 1 (November 24, 2016): 26–34. http://dx.doi.org/10.1136/tobaccocontrol-2016-053266.
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BackgroundSocioeconomic differentials of tobacco smoking in high-income countries are well described. However, studies to support health policies and place monitoring systems to tackle socioeconomic inequalities in smoking and smokeless tobacco use common in low-and-middle-income countries (LMICs) are seldom reported. We aimed to describe, sex-wise, educational and wealth-related inequalities in tobacco use in LMICs.MethodsWe analysed Demographic and Health Survey data on tobacco use collected from large nationally representative samples of men and women in 54 LMICs. We estimated the weighted prevalence of any current tobacco use (including smokeless tobacco) in each country for 4 educational groups and 4 wealth groups. We calculated absolute and relative measures of inequality, that is, the slope index of inequality (SII) and relative index of inequality (RII), which take into account the distribution of prevalence across all education and wealth groups and account for population size. We also calculated the aggregate SII and RII for low-income (LIC), lower-middle-income (lMIC) and upper-middle-income (uMIC) countries as per World Bank classification.FindingsMale tobacco use was highest in Bangladesh (70.3%) and lowest in Sao Tome (7.4%), whereas female tobacco use was highest in Madagascar (21%) and lowest in Tajikistan (0.22%). Among men, educational inequalities varied widely between countries, but aggregate RII and SII showed an inverse trend by country wealth groups. RII was 3.61 (95% CI 2.83 to 4.61) in LICs, 1.99 (95% CI 1.66 to 2.38) in lMIC and 1.82 (95% CI 1.24 to 2.67) in uMIC. Wealth inequalities among men varied less between countries, but RII and SII showed an inverse pattern where RII was 2.43 (95% CI 2.05 to 2.88) in LICs, 1.84 (95% CI 1.54 to 2.21) in lMICs and 1.67 (95% CI 1.15 to 2.42) in uMICs. For educational inequalities among women, the RII varied much more than SII varied between the countries, and the aggregate RII was 14.49 (95% CI 8.87 to 23.68) in LICs, 3.05 (95% CI 1.44 to 6.47) in lMIC and 1.58 (95% CI 0.33 to 7.56) in uMIC. Wealth inequalities among women showed a pattern similar to that of men: the RII was 5.88 (95% CI 3.91 to 8.85) in LICs, 1.76 (95% CI 0.80 to 3.85) in lMIC and 0.39 (95% CI 0.09 to 1.64) in uMIC. In contrast to men, among women, the SII was pro-rich (higher smoking among the more advantaged) in 13 of the 52 countries (7 of 23 lMIC and 5 of 7 uMIC).InterpretationOur results confirm that socioeconomic inequalities tobacco use exist in LMIC, varied widely between the countries and were much wider in the lowest income countries. These findings are important for better understanding and tackling of socioeconomic inequalities in health in LMIC.
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Jackson, Michelle, Tatiana Khavenson, and Tatiana Chirkina. "Raising the Stakes: Inequality and Testing in the Russian Education System." Social Forces 98, no. 4 (October 15, 2019): 1613–35. http://dx.doi.org/10.1093/sf/soz113.
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Abstract Sociologists have argued that high-stakes tests open the door to high levels of educational inequality at transition points: in a high-stakes testing regime, parents and students are able to focus all energy and resources on test preparation, thus enhancing pre-existing inequalities in academic performance. But arguments about a special role for high-stakes tests are often prosecuted without explicit comparisons to other types of tests and assessments, usually because information on other tests is not available. In this article, we analyze a unique dataset on a contemporary cohort of Russian students, for whom we have PISA and TIMSS scores, low-stakes test scores, and high-stakes test scores. We compare the role each test plays in mediating socioeconomic background inequalities at the important transitions in the Russian educational system: the transition to upper secondary education and the transition to university. We find evidence in favor of a special role for the high-stakes test at the transition to university, but we also find evidence that gives cause to question the standard assumption that high-stakes tests should be a primary focus for those concerned about inequality of educational opportunity.
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Lin, Mei-ling. "Educational Upward Mobility. Practices of Social Changes--Research on Social Mobility and Educational Inequality." International Journal of Social Science Studies 8, no. 3 (March 26, 2020): 25. http://dx.doi.org/10.11114/ijsss.v8i3.4789.
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Social class is defined by the possession of all forms of economic capital, cultural capital and social capital which together shape the kinds of experience and lifestyles. This process is dubbed symbolic violence by Pierre Bourdieu. Education is crucially linked to assets such as income, occupational position and social prestige. Educational upward mobility requires more than individual effort and intelligence, and sometimes different ingredients, such as specific social conditions. The different dimensions of inequality—income, poverty, social exclusion, education and social mobility—are interconnected. The paper has been inspired by Bourdieu’s work on symbolic domination and capitals, and lifestyles. The author identifies a persistence of inequalities among the students due to social reproduction mechanisms: family background and parents’ social situation have a substantial influence on the life chances. The empirical data of this study come from a survey in 2019. The paper ends with a summary of findings and conclusions.
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Alba, Richard. "Schools & the Diversity Transition." Daedalus 142, no. 3 (July 2013): 155–69. http://dx.doi.org/10.1162/daed_a_00225.
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In the next quarter century, North American and Western European societies will face a profound transformation of their working-age populations as a result of immigration, combined with the aging of native majorities. These changes will intensify the challenges of integrating the children of lowstatus immigrants. Abundant evidence reveals that most educational systems, including that in the United States, are failing to meet these challenges; and sociological theories underscore these systems' role in reproducing inequality. However, the history of assimilation in the United States shows that native-/immigrant-origin inequalities need not be enduring. An examination of variations across time and space suggests educational policy changes and innovations that can ameliorate inequalities.
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Choi, Eunji, Ha Na Cho, Da Hea Seo, Boyoung Park, Sohee Park, Juhee Cho, Sue Kim, Yeong-Ran Park, Kui Son Choi, and Yumie Rhee. "Socioeconomic inequalities in obesity among Korean women aged 19-79 years: the 2016 Korean Study of Women’s Health-Related Issues." Epidemiology and Health 41 (February 13, 2019): e2019005. http://dx.doi.org/10.4178/epih.e2019005.
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OBJECTIVES: While the prevalence of obesity in Asian women has remained stagnant, studies of socioeconomic inequalities in obesity among Asian women are scarce. This study aimed to examine the recent prevalence of obesity in Korean women aged between 19 years and 79 years and to analyze socioeconomic inequalities in obesity.METHODS: Data were derived from the 2016 Korean Study of Women’s Health-Related Issues. The chi-square test and logistic regression analysis were used to analyze the associations between socioeconomic factors and obesity using Asian standard body mass index (BMI) categories: low (<18.5 kg/m2 ), normal (18.5-22.9 kg/m2 ), overweight (23.0-24.9 kg/m2 ), and obese (≥25.0 kg/ m2 ). As inequality-specific indicators, the slope index of inequality (SII) and relative index of inequality (RII) were calculated, with adjustment for age and self-reported health status.RESULTS: Korean women were classified into the following BMI categories: underweight (5.3%), normal weight (59.1%), overweight (21.2%), and obese (14.4%). The SII and RII revealed substantial inequalities in obesity in favor of more urbanized women (SII, 4.5; RII, 1.4) and against of women who were highly educated (SII, -16.7; RII, 0.3). Subgroup analysis revealed inequalities in obesity according to household income among younger women and according to urbanization among women aged 65-79 years.CONCLUSIONS: Clear educational inequalities in obesity existed in Korean women. Reverse inequalities in urbanization were also apparent in older women. Developing strategies to address the multiple observed inequalities in obesity among Korean women may prove essential for effectively reducing the burden of this disease.
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Kyridis, Argyris, Christos Tourtouras, and Theodoros Thanos. "“... As Long as Power Relations Exist ... Yes, There are Inequalities…” Social and Educational Inequalities in Greece According to the Views of Female and Male Students of Tertiary Education Institutions." Journal of Educational and Social Research 7, no. 1 (January 26, 2017): 35–48. http://dx.doi.org/10.5901/jesr.2017.v7n1p35.
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Abstract The issue of social and more specifically educational inequalities in Greek society and education seems to concern the Greek society less and less nowadays. Scientific research and the contemporary sociological theory have focused on specific areas of interest of the phenomenon, neglecting the issue in its macro sociological dimension, without, of course, this meaning that the frames and fields of analysis that have emerged are of minor importance. The main question that concerns this research is, if social and educational inequalities are recognized today by the Greek social body and on which fields they focus. Do social and educational inequalities exist in Greece? Are they recognizable and how are they manifested? Our research was carried out with two research tools: a questionnaire which includes two attitude scales (social and educational inequalities) (N=800) and another one which contains a single question, which concerns the expression of opinion about whether the sample considers that there are inequalities in the Greek education system, and the justification of its views (N=800). The questionnaires were answered by female and male students of Greek Universities and Technological Educational Institutes. We chose the university student status in the sample, in order to record attitudes and opinions of young people who are considered “favored” by the education system. The analysis showed that the sample considers that, indeed, there are inequalities in Greek society as well as in Greek education and it is able to recognize a significant range of indications of the phenomenon. It seems that the experienced inequality prevailed against the “favorable” treatment which the system “reserved” in this specific sample.
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Valdés, Manuel Tomás. "The Evolution of Educational Expectations in Spain (2003-2018): An Analysis of Social Inequality Using PISA." International Journal of Sociology of Education 10, no. 1 (February 25, 2021): 82–113. http://dx.doi.org/10.17583/rise.2020.6413.
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This paper examines the educational expectations of the Spanish student body at the end of compulsory education. Using the 2003 and 2018 waves of PISA, I report a remarkable increase in the educational ambition of the Spanish student body. Two aspects are worth noting. Firstly, virtually all 15-years-old students expect to enroll in Upper Secondary Education by 2018. Secondly, Higher Vocational Education has become a very appealing alternative at tertiary level. Furthermore, significant inequalities have been documented in the configuration of educational expectations. However, inequality has been reduced in the expectations of enrolment in Upper Secondary and Tertiary Education due to the higher educational ambition among socioeconomically disadvantaged students. In turn, inequality has increased in the horizontal expectation of enrolment in the academic track in both levels because a larger share of socioeconomically disadvantaged students preferred the vocational track in 2018 (diversion thesis). Using counterfactual analysis, I have observed that this increase in horizontal inequality would have been larger had it not been for the change in the social structure between 2003 and 2018
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Breen, R., R. Luijkx, W. Muller, and R. Pollak. "Long-term Trends in Educational Inequality in Europe: Class Inequalities and Gender Differences." European Sociological Review 26, no. 1 (February 18, 2009): 31–48. http://dx.doi.org/10.1093/esr/jcp001.
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