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1
Stahl, Juliane F., Pia S. Schober, and C. Katharina Spiess. "Parental socio-economic status and childcare quality: Early inequalities in educational opportunity?" Early Childhood Research Quarterly 44 (2018): 304–17. http://dx.doi.org/10.1016/j.ecresq.2017.10.011.
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Ghosh, Saikat. "Inequalities in Demand and Access to Early Childhood Education in India." International Journal of Early Childhood 51, no. 2 (July 4, 2019): 145–61. http://dx.doi.org/10.1007/s13158-019-00241-8.
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Miller, Ray. "EARLY CHILDHOOD HEALTH AND SCHOOLING ATTAINMENT GAPS WITHIN AND ACROSS COUNTRIES." Macroeconomic Dynamics 24, no. 4 (November 14, 2018): 807–59. http://dx.doi.org/10.1017/s1365100518000500.
Повний текст джерелаАнотація:
This paper develops a theory of human capital to investigate the role of early childhood health in explaining the large and persistent schooling gaps observed within and across countries. Quantitative analysis using the theory and data from 98 countries shows that early health inequalities within developingcountries strongly amplify later schooling gaps— counterfactually eliminating inequalities reduces schooling Ginis by an average of 18% in developing economies but has only mild effects in richer countries. Moreover, early health inequalities are found to be an important source of schooling variation across countries— universally equating early health to the average US level reduces the cross-country standard deviation of average schooling attainment by over 40%. Additional policy experiments reveal that the gains from early health interventions tend to be amplified by later educational investments in developing economies, while those targeting school-aged children may be limited if early health conditions are ignored.
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Condron, Dennis J. "Stratification and Educational Sorting: Explaining Ascriptive Inequalities in Early Childhood Reading Group Placement." Social Problems 54, no. 1 (February 2007): 139–60. http://dx.doi.org/10.1525/sp.2007.54.1.139.
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Kulhánová, Ivana, Gwenn Menvielle, Rasmus Hoffmann, Terje A. Eikemo, Margarete C. Kulik, Marlen Toch-Marquardt, Patrick Deboosere, et al. "The role of three lifestyle risk factors in reducing educational differences in ischaemic heart disease mortality in Europe." European Journal of Public Health 27, no. 2 (August 12, 2016): 203–10. http://dx.doi.org/10.1093/eurpub/ckw104.
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Abstract Background: Ischaemic heart disease (IHD) is one of the leading causes of death worldwide with a higher risk of dying among people with a lower socioeconomic status. We investigated the potential for reducing educational differences in IHD mortality in 21 European populations based on two counterfactual scenarios—the upward levelling scenario and the more realistic best practice country scenario. Methods: We used a method based on the population attributable fraction to estimate the impact of a modified educational distribution of smoking, overweight/obesity, and physical inactivity on educational inequalities in IHD mortality among people aged 30–79. Risk factor prevalence was collected around the year 2000 and mortality data covered the early 2000s. Results: The potential reduction of educational inequalities in IHD mortality differed by country, sex, risk factor and scenario. Smoking was the most important risk factor among men in Nordic and eastern European populations, whereas overweight and obesity was the most important risk factor among women in the South of Europe. The effect of physical inactivity on the reduction of inequalities in IHD mortality was smaller compared with smoking and overweight/obesity. Although the reduction in inequalities in IHD mortality may seem modest, substantial reduction in IHD mortality among the least educated can be achieved under the scenarios investigated. Conclusion: Population wide strategies to reduce the prevalence of risk factors such as smoking, and overweight/obesity targeted at the lower socioeconomic groups are likely to substantially contribute to the reduction of IHD mortality and inequalities in IHD mortality in Europe.
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Haskins, Anna R. "Paternal Incarceration and Children’s Schooling Contexts: Intersecting Inequalities of Educational Opportunity." ANNALS of the American Academy of Political and Social Science 674, no. 1 (October 25, 2017): 134–62. http://dx.doi.org/10.1177/0002716217732011.
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Research on the collateral consequences of mass imprisonment has focused on the interactions that families and communities have with the criminal justice system. Less attention is paid to interactions that children of the incarcerated have with another important social institution: schools. This article describes the types of schools that children with incarcerated fathers attend. Using newly available data on children’s early elementary environments from a longitudinal birth-cohort sample of urban families, the analyses show that children of the incarcerated are more often in disadvantaged schools and in schools with climates worse than the schools of same-age peers with no histories of paternal incarceration. I offer a first exploratory step toward understanding the interplay among three of America’s most powerful social institutions—families, schools, and the criminal justice system—and the ways that they interact to structure the educational trajectories of what scholars are calling “children of the prison boom.”
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Di Girolamo, Chiara, Wilma J. Nusselder, Matthias Bopp, Henrik Brønnum-Hansen, Giuseppe Costa, Katalin Kovács, Mall Leinsalu, et al. "Progress in reducing inequalities in cardiovascular disease mortality in Europe." Heart 106, no. 1 (August 22, 2019): 40–49. http://dx.doi.org/10.1136/heartjnl-2019-315129.
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ObjectiveTo assess whether recent declines in cardiovascular mortality have benefited all socioeconomic groups equally and whether these declines have narrowed or widened inequalities in cardiovascular mortality in Europe.MethodsIn this prospective registry-based study, we determined changes in cardiovascular mortality between the 1990s and the early 2010s in 12 European populations by gender, educational level and occupational class. In order to quantify changes in the magnitude of differences in mortality, we calculated both ratio measures of relative inequalities and difference measures of absolute inequalities.ResultsCardiovascular mortality has declined rapidly among lower and higher socioeconomic groups. Relative declines (%) were faster among higher socioeconomic groups; absolute declines (deaths per 100 000 person-years) were almost uniformly larger among lower socioeconomic groups. Therefore, although relative inequalities increased over time, absolute inequalities often declined substantially on all measures used. Similar trends were seen for ischaemic heart disease and cerebrovascular disease mortality separately. Best performer was England and Wales, which combined large declines in cardiovascular mortality with large reductions in absolute inequalities and stability in relative inequalities in both genders. In the early 2010s, inequalities in cardiovascular mortality were smallest in Southern Europe, of intermediate magnitude in Northern and Western Europe and largest in Central-Eastern European and Baltic countries.ConclusionsLower socioeconomic groups have experienced remarkable declines in cardiovascular mortality rates over the last 25 years, and trends in inequalities can be qualified as favourable overall. Nevertheless, further reducing inequalities remains an important challenge for European health systems and policies.
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Aksoy, Naciye, and Ebru Eren Deniz. "Early childhood education in neoliberal, religiously conservative times in Turkey." Policy Futures in Education 16, no. 1 (October 25, 2017): 108–23. http://dx.doi.org/10.1177/1478210317736435.
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This article provides an analysis and discussion of the impacts of neoliberal, religiously conservative educational policies on early childhood education (ECE) in Turkey. After an introduction, the article is presented in four sections. The first section provides an overview of neoliberal, religiously conservative policies in the Turkish educational system since the 1980s. The second section presents a brief history of ECE. The third section reports on the impact of neoliberal, religiously conservative education policies on ECE, especially focusing on the last decade. The fourth section concludes with a discussion of the way in which ECE in Turkey is being approached as an economic and ideological education institution troubled by inequalities, rather than as one with a firm basis of equal rights in education.
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Kim, Janice H., Mesele Araya, Belay Hagos Hailu, Pauline M. Rose, and Tassew Woldehanna. "The Implications of COVID-19 for Early Childhood Education in Ethiopia: Perspectives from Parents and Caregivers." Early Childhood Education Journal 49, no. 5 (May 31, 2021): 855–67. http://dx.doi.org/10.1007/s10643-021-01214-0.
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AbstractRecent research on the effects of COVID-19 on school closures has mainly focused on primary and secondary education, with extremely limited attention to early childhood education (ECE). To address this gap, we identify the extent to which parents and caregivers with pre-primary school-aged children were engaged in their children’s learning during school closures in Ethiopia. Our focus on Ethiopia is of particular relevance given that ECE provision has expanded dramatically in recent years, aimed at ensuring children are prepared for primary school. Using data collected through a phone survey with 480 parents and caregivers, the results revealed that learning disruption due to COVID-19 school closures is likely to be substantial and will probably widen existing inequalities further. Many poorer households and those where parents or caregivers are not literate, are less likely to have child-oriented learning resources, and home learning activities between parents and children in these households are limited. The study highlights that greater attention needs to be paid to mitigate the threats of COVID-19 on Ethiopia’s recent gains in ECE, to prevent the pandemic from further reinforcing inequalities between children from advantaged and disadvantaged households.
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Gross, Christiane, and Andreas Hadjar. "Institutional characteristics of education systems and inequalities—Introduction I." International Journal of Comparative Sociology 61, no. 6 (December 2020): 381–88. http://dx.doi.org/10.1177/0020715220988040.
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This is the introduction into the first of multiple themed issues of International Journal of Comparative Sociology (IJCS) that are dedicated to the role of education systems as institutional settings on the reproduction of inequalities. While Introduction I presents the research program, outlines a conceptual background and discusses methodological challenges in the study of how education systems shape inequalities, introductions to the successive themed issues will deal with the current state-of-research and finally with research desiderata in terms of an outlook. The contributions will be presented at the end of each introduction. The contributions of this themed issue focus on the role of country characteristics during early childhood and the role of shadow education on educational inequalities.
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Lavrijsen, Jeroen, and Ides Nicaise. "Social Inequalities in Early School Leaving: The Role of Educational Institutions and the Socioeconomic Context." European Education 47, no. 4 (October 2, 2015): 295–310. http://dx.doi.org/10.1080/10564934.2015.1098265.
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Homuth, Christoph, Elisabeth Liebau, and Gisela Will. "The role of socioeconomic, cultural, and structural factors in daycare attendance among refugee children." Journal for Educational Research Online 2021, no. 1 (March 30, 2021): 16–77. http://dx.doi.org/10.31244/jero.2021.01.02.
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Previous research has found that ethnic educational inequalities arise even before children enroll in primary school. It has been shown that especially for migrants, early participation in education has a positive impact on later educational outcomes, with the acquisition of the host-country language being one of the main mechanisms driving this effect. With the influx of over one million refugees into Germany in recent years, the integration of migrant children, especially refugee children, into the educational system is more salient in educational politics than ever. The first empirical findings on early and preschool education among refugees have shown that while a considerable share of refugee children attend a daycare center, they do so at lower rates than native and other migrant children. This paper aims to examine whether inequalities in the early education of refugee children can be explained by diff erent socioeconomic and migration-related factors known to be associated with inequality in daycare attendance and to explore whether additional refugee-specific factors aff ect the likelihood of enrollment in preschool education. With data from the IAB-BAMF-SOEP Survey of Refugees in Germany and the study Refugees in the German Educational System (ReGES), we show that conventional explanatory variables do affect refugee children’s attendance of daycare centers. In addition to children’s age, the employment status of the mother, and the length of stay in Germany are particularly important. However, we see regional differences in participation in preschool education that cannot be explained by the municipal childcare supply.
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Nuzzaci, Antonella. "Socio-cultural disadvantages and cumulative deficits: which education can fight inequalities?" Religación. Revista de Ciencias Sociales y Humanidades 5, no. 26 (December 22, 2020): 172–86. http://dx.doi.org/10.46652/rgn.v5i26.721.
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This article focuses on identifying the root causes of educational problems before starting “educational treatment” It starts from the premise that prevention is better than cure since it avoids further damage and is a way to prevent the problem from getting worse. Prevention understood as early action, which takes advantage of adequate planning and programming processes, keeps us away from the dangers of school failure, and guarantees us “cultural health”. Through a contrasted and comparative methodology, it was possible to analyze and interpret the sources that inform a review of the literature, with the objective of understanding how students should be helped at an early stage if they do not have the necessary conditions to face their path of acquisition. The aim is to prevent teachers from “returning” responsibilities once the damage is done, by compensating and treating the “deficit” and creating favorable conditions before starting the new segment of education. The article addresses these problems by trying to focus attention on the cumulative capacity of the “difficulty” to consolidate and grow, making subsequent compensatory interventions more problematic in their effects.
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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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Normand, Romuald. "The New European Political Arithmetic of Inequalities in Education: A History of the Present." Social Inclusion 9, no. 3 (September 16, 2021): 361–71. http://dx.doi.org/10.17645/si.v9i3.4339.
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The article describes the emergence and development of positive epistemology and quantification tools in the dynamics of inequalities in education. It contributes to a history of the present at a time when datafication and experimentalism are reappearing in educational policies to justify the reduction of inequalities across international surveys and randomised controlled trials. This socio‐history of metrics also sheds light on transformations about relationships historically established between the welfare state and education that have shaped the representation of inequalities and social programs in education. The use of large‐scale surveys and controlled experiments in social and educational policies developed in the 1920s and 30s, even if their methods and techniques have become more sophisticated due to statistical progress. However, statistical reasoning is today no less persuasive in justifying the measurement of student skills and various forms of state intervention for “at‐risk” children and youth. With the rise of international organisations, notably the European Commission, demographic issues related to school population and the reduction of inequalities have shifted. It is less a question of selecting the most talented or gifted among working‐class students than of investing in human capital from early childhood to improve the education systems’ performance and competitiveness for the lifelong learning economy and European social investment strategy. This article attempts to illustrate this new arithmetic of inequalities in education at the European level.
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Elenbaas, Laura, Michael T. Rizzo, and Melanie Killen. "A Developmental-Science Perspective on Social Inequality." Current Directions in Psychological Science 29, no. 6 (November 18, 2020): 610–16. http://dx.doi.org/10.1177/0963721420964147.
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Many people believe in equality of opportunity but overlook and minimize the structural factors that shape social inequalities in the United States and around the world, such as systematic exclusion (e.g., educational, occupational) based on group membership (e.g., gender, race, socioeconomic status). As a result, social inequalities persist and place marginalized social groups at elevated risk for negative emotional, learning, and health outcomes. Where do the beliefs and behaviors that underlie social inequalities originate? Recent evidence from developmental science indicates that an awareness of social inequalities begins in childhood and that children seek to explain the underlying causes of the disparities that they observe and experience. Moreover, children and adolescents show early capacities for understanding and rectifying inequalities when regulating access to resources in peer contexts. Drawing on a social reasoning developmental framework, we synthesize what is currently known about children’s and adolescents’ awareness, beliefs, and behavior concerning social inequalities and highlight promising avenues by which developmental science can help reduce harmful assumptions and foster a more just society.
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KRISTENSEN, PETTER, HANS M. GRAVSETH, and TOR BJERKEDAL. "EDUCATIONAL ATTAINMENT OF NORWEGIAN MEN: INFLUENCE OF PARENTAL AND EARLY INDIVIDUAL CHARACTERISTICS." Journal of Biosocial Science 41, no. 6 (August 25, 2009): 799–814. http://dx.doi.org/10.1017/s0021932009990228.
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SummaryThe life course perspective in social inequalities in health research has resulted in an increased interest in status attainment processes. Adult status is commonly measured as occupational class, income level or educational attainment, and the latter was applied in this study. The study objective was to estimate the relative contribution of parental and early individual characteristics on educational attainment. The study population comprised all males born in Norway in 1967–1971, and alive at age 28 years (n=160,914). Data on social and biological variables were compiled from birth onwards in several national registers. Information on educational attainment at age 28 years was derived from Statistics Norway. Mean years of education was 12.62 years (SD 2.24). Educational attainment was strongly associated with general ability score at age 18 years and parental educational attainment. Parental income had more limited influence; all other early factors had only marginal effect. Path analysis results suggest that the direct effect of general ability was of the same size as the combined direct and indirect effect of parental education and income. The results suggest that status attainment in this young male population is mainly dependent on general ability and parental education level.
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Tuñón, Ianina, and Carolina Emilia Martínez. "Inequalities in Early Childhood Education and Care in Argentina and the United Kingdom (2010-2020)." Foro de Educación 19, no. 2 (December 28, 2021): 141–62. http://dx.doi.org/10.14516/fde.882.
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Although there is a global agenda which tends to promote early childhood education and investment in early childhood, regulations and institutions are disparate between countries, and that does not seem to be tied to social welfare levels, exclusively. After studying existing evidence on educational inequalities in Argentina and the United Kingdom, in this article we present a comparative analysis of the education system’s key components, i.e., legislation, public investment, coverage levels, professionalization, and characteristics of programs aimed at children, in relation with the per capita household income. The main findings are that schooling rates are higher in the UK than in Argentina, and social inequalities are somewhat lower. However, in both cases children who are not enrolled are concentrated in the most vulnerable households. In the UK, there is a more homogeneous and professionalized system, with official assessment and supervision, international quality standards, and notable progress in literacy, but the eligibility criteria for childcare funding does not prioritize the right of the child. Instead, it is based on parents’ labor inclusion. On the other hand, Argentina is characterized by regulatory advances and free education. However, there is insufficient supply, and informal systems are widespread among vulnerable populations, which lack guidance and supervision, and virtually provide welfare aid rather than educational services.
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Dungey, Claire, and Neil Stephens. "Learning about dentistry: enacting problems at the Wellcome Collection exhibition ‘Teeth’." Journal of Science Communication 17, no. 03 (September 19, 2018): R03. http://dx.doi.org/10.22323/2.17030603.
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We review how the Wellcome Collection exhibition ‘Teeth’ enacts meanings from an educational anthropology and Science and Technology Studies perspective. The exhibition tells the history of dental science. It starts with accounts of the painful procedures and social inequalities of early oral healthcare. As it moves towards the present day it shows improved scientific knowledge, tools and public health promotion, and closes with current sophisticated technologies and practices. However it underrepresents contemporary social inequalities. We conclude that science communication exhibition curators should strive to represent the problems of today as well as those of the past.
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Warren, John Robert, Chandra Muller, Robert A. Hummer, Eric Grodsky, and Melissa Humphries. "Which Aspects of Education Matter for Early Adult Mortality? Evidence from the High School and Beyond Cohort." Socius: Sociological Research for a Dynamic World 6 (January 2020): 237802312091808. http://dx.doi.org/10.1177/2378023120918082.
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What dimensions of education matter for people’s chances of surviving young adulthood? Do cognitive skills, noncognitive skills, course-taking patterns, and school social contexts matter for young adult mortality, even net of educational attainment? The authors analyze data from High School and Beyond, a nationally representative cohort of about 25,000 high school students first interviewed in 1980. Many dimensions of education are associated with young adult mortality, and high school students’ math course taking retains its association with mortality net of educational attainment. This work draws on theories and measures from sociological and educational research and enriches public health, economic, and demographic research on educational gradients in mortality that has relied almost exclusively on ideas of human capital accumulation and measures of degree attainment. The findings also call on social and education researchers to engage together in research on the lifelong consequences of educational processes, school structures, and inequalities in opportunities to learn.
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Kambutu, John, Samara Madrid Akpovo, Lydiah Nganga, Sapna Thapa, and Agnes Muthoni Mwangi. "Privatization of early childhood education (ECE): Implications for social justice in Nepal and Kenya." Policy Futures in Education 18, no. 6 (May 14, 2020): 700–724. http://dx.doi.org/10.1177/1478210320922111.
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This ethnographic study examined the (un)intended 1 consequences of increased privatization of Early Childhood Education (ECE) in Nepal and Kenya. Qualitative data showed overreliance on high-stakes standardized tests increased competition for ‘good grades or examination scores’, thus (un)intentionally creating ideal conditions for proliferation of for-profit private schools that predominantly taught culturally decontextualized education at all levels of schooling. Private schools in both countries served high-income families and children, while low-income families and children did not have access to ECE or attended government and not-for-profit programmes. Rather than bridging the gap between low and high-income families, these educational spaces influenced existing social divisions and inequalities. Therefore, this study concluded that private schools in Nepal and Kenya function like businesses, which (un)intentionally promoted educational injustice 2 against children from low-income families. Consequently, authors recommend enactment of new educational policies and practices that promote culturally contextualized curricula in ECE programmes.
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Vasileiadis, Konstantinos N., Evdoxia D. Kompiadou, Konstantinos A. Tsioumis, and Konstantinos Petrogiannis. "A Multicultural Citizenship Education Program Through a Virtual Learning Environment Platform: A Greek Study Under the EU ISOTIS Project." International Journal of Learning and Development 10, no. 1 (February 5, 2020): 52. http://dx.doi.org/10.5296/ijld.v10i1.16041.
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The article presents the activities taken place to design and implement activities that meet the criteria, aims and goals of ISOTIS project that aims to contribute to effective policy and practice development at different system levels in order to effectively combat early arising and persisting educational inequalities. We focus on the procedures and theoretical framework that the Greek team, as partner of ISOTIS project adopted to support diverse families both linguistically and culturally, to create effective and inclusive curricula and moreover to develop educational policy to combat educational inequalities. In this paper we introduce the criteria for selecting the sites according to the demographic and their pedagogical characteristics, the teacher’s experience, the children’s needs and the main issues, challenges and arguments for the co-design phase and the main principles and shared ideas according to ISOTIS criteria. This paper highlights positive family/parent-teacher interactions through ICT technologies, fostering to improve and promote inclusiveness and belongingness. Our theoretical framework lays in critical multicultural citizenship education and democratic governance in schools.
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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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Castillo, Felipe Aravena, and Marta Quiroga Lobos. "Early child care education: Evidence from the new law in Chile." Journal of Pedagogy 8, no. 1 (August 28, 2017): 121–35. http://dx.doi.org/10.1515/jped-2017-0006.
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AbstractIn the last decade, Chile has focused on early childhood education and care (ECEC) as a key opportunity to increase student-learning outcomes and decrease socio-economic inequalities. The creation of Chile’s Under-Secretariat of ECEC in 2015 highlights the relevance of this educational stage. The purpose of this study is to analyse the new law (no. 20.835) on ECEC from the perspective of policy formulation. This study employs a discourse analysis that is based on a conceptual frame analysis of two concepts: relationships and roles. The findings indicate that the creation of the Superintendence of Education is an attempt at introducing accountability processes to ensure the quality of early childhood education. This is sustained by neoliberal policies, standardization and external influences. This study contributes to understandings of the relationship between stakeholders and school organizations and the degree of coherence and impact. Furthermore, the aim is to contribute to the international discussion surrounding educational policies beyond country-specific contexts.
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Lorant, Vincent, Dharmi Kapadia, and Julian Perelman. "Socioeconomic disparities in suicide: Causation or confounding?" PLOS ONE 16, no. 1 (January 4, 2021): e0243895. http://dx.doi.org/10.1371/journal.pone.0243895.
Повний текст джерелаАнотація:
Background Despite an overall reduction in suicide, educational disparities in suicide have not decreased over the last decade. The mechanisms behind educational disparities in suicide, however, remain unclear: low educational status may increase the risk of suicide (“causation”) or low educational status and suicide may share confounders. This paper assesses whether educational disparities in suicide (EDS) are more likely to be due to causation. Method The DEMETRIQ study collected and harmonized register-based data on mortality follow-up from forty population censuses from twelve European populations. More than 102,000 suicides were registered over 392 million person-years. Three analyses were carried out. First, we applied an instrumental variable approach that exploits changes in the legislation on compulsory educational age to instrument educational status. Second, we analyzed EDS by age under the hypothesis that increasing EDS over the life cycle supports causation. Finally, we compared EDS in men and women under the assumption that greater EDS in women would support causation. Findings The instrumental variable analysis showed no evidence for causation between higher education and suicide, for men or women. The life-cycle analysis showed that the decrease of educational inequalities in suicide between the baseline 1991 period and the 2001 follow-up period was more pronounced and statistically significant in the first three younger age groups. The gender analysis indicated that EDS were systematic and greater in men than in women: the rate ratio of suicide for men with low level of education (RR = 2.51; 95%CI:2.44–2.58) was higher than the rate ratio in women (RR = 1.32; 95CI%:1.26–1.38). Interpretation Overall, there was little support for the causation hypothesis, suggesting that the association between education and suicide is confounded. Educational inequalities in suicide should be addressed in early life by early targeting of groups who struggle to complete their education and display higher risk of mental disorder or of mental health vulnerabilities.
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Listl, S. "Inequalities in Dental Attendance throughout the Life-course." Journal of Dental Research 91, no. 7_suppl (June 14, 2012): S91—S97. http://dx.doi.org/10.1177/0022034512447953.
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The purpose of this study was to identify socio-economic inequalities in regular dental attendance throughout the life-course. The analyses relied on data from SHARE (waves 1 to 3 of the Survey of Health, Ageing, and Retirement in Europe), which includes retrospective information on life-course dental attendance of 26,525 persons currently aged 50 years or greater from 13 European countries (Austria, Poland, Spain, Italy, the Netherlands, Belgium, Greece, the Czech Republic, France, Denmark, Switzerland, Germany, and Sweden). Inequalities in dental attendance were assessed by means of Concentration Indices. Socio-economic disparities in regular dental attendance were identified as early as childhood. Moreover, higher educational attainment resulted in increased probabilities of regular dental attendance throughout subsequent life-years in all nations. In most countries, inequality levels remained relatively inelastic throughout the life-course. These findings suggest that a considerable proportion of inequalities in dental care use is already established at childhood and persists throughout the life-course.
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Baumgartner, Kabria. "“Full and Impartial Justice”: Robert Morris and the Equal School Rights Movement in Massachusetts." New England Quarterly 95, no. 2 (June 1, 2022): 155–91. http://dx.doi.org/10.1162/tneq_a_00940.
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Abstract In early nineteenth-century Boston, African American children and youth faced severe educational inequalities and inequities in the city's racially segregated public school system. In response, Robert Morris and other African American youth organized for change. This article traces their organizing efforts, from establishing a literary society to petitioning the Massachusetts state legislature. Their collective work resulted in the overthrow of racially segregated public schools in Boston in 1855.
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Tomaszewska-Pękała, Hanna, Paulina Marchlik, and Anna Wrona. "Reversing the trajectory of school disengagement? Lessons from the analysis of Warsaw youth’s educational trajectories." European Educational Research Journal 19, no. 5 (August 19, 2019): 445–62. http://dx.doi.org/10.1177/1474904119868866.
Повний текст джерелаАнотація:
The theoretical framework of the paper combines the notions of school disengagement and educational trajectories. Our current research has demonstrated that several trajectories of school disengagement can be distinguished: unanticipated crisis, parabola, downward spiral, boomerang, resilient route, shading out. The text focuses on two trajectory types – the parabola, when youngsters facing increasing school disengagement are provided with substantial support and their trajectory changes its direction, and the downward spiral, which despite the support leads to further school disengagement and school leaving. Analysing the educational biographies of students from secondary schools in Warsaw, we focus on their perceptions of the support provided by different formal and informal sources. Investigating the protective factors and successful interventions might thus be useful in fostering the educational success of youth at risk. An analysis of the trajectories might be treated as guidance as to how to offset the negative impact of social and educational inequalities and hence to reverse the negative direction in one’s educational trajectory. The text is based on qualitative analysis of data obtained within an international research project: individual semi-structured interviews with Polish students at risk of early school leaving and youngsters who left school early.
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Ellis, Jason. "“Inequalities of Children in Original Endowment”: How Intelligence Testing Transformed Early Special Education in a North American City School System." History of Education Quarterly 53, no. 4 (November 2013): 401–29. http://dx.doi.org/10.1111/hoeq.12035.
Повний текст джерелаАнотація:
“There are few if any more significant events in modern educational history than the developments which have recently taken place in methods of mental measurement,” Lewis Terman wrote in 1923 about the intelligence testing movement he did so much to pioneer in American schools throughout the 1920s. Indeed educational historians, particularly Paul Chapman, have shown that the rise of intelligence testing provoked large and relatively swift changes in public education, enabling school systems to sort and stream their students by ability on an unprecedented scale. “By 1930,” Chapman writes, “both intelligence testing and ability grouping had become central features of the educational system.” Less often talked about are the effects of intelligence testing and the concept of intelligence quotient (IQ) on early special education classes, and on the pupils who attended them. In fact, Terman recognized the significance of IQ testing to special education as well. In 1919, he wrote that IQ tests would help to turn the existing logic of learning problems on its head by proving that “the retardation problem is exactly the reverse of what it is popularly supposed to be.”
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Mustafa, Artan. "Early Childhood Education and Care in Kosovo: A Targeted Educational Approach Producing and Maintaining Social and Gender Inequalities." Revija za socijalnu politiku 27, no. 3 (December 16, 2021): 367–90. http://dx.doi.org/10.3935/rsp.v28i3.1808.
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This article examines participation in Early Childhood Education and Care (ECEC) in Kosovo based on a recent survey and administrative data. Kosovo’s ECEC policy aims to provide education and care for children aged 0 to 6 through an approach consisting of highly targeted public services for more vulnerable social groups, while expecting the rest to rely on the market or the family. It also provides a universal, public (2.5 hours a day) school preparatory programme for children aged 5-6 years. Availability of ECEC services has been rising, but remains well below the levels of the countries in the region. New services are increasingly coming through a market-based provision which leaves large social groups such as low-income families, rural families, parents with lower educational status and other socio-economically disadvantaged parents worse off. Since ECEC is considered highly relevant for children’s personal development and success in school, as well as for female participation in the labour market, the findings suggest that the current policy contributes towards cementing and furthering social and gender inequalities in the long run. In the absence of more comprehensive public services and other supportive family policy measures, Kosovo maintains a strong implicit familialistic policy with a weak potential to contribute to women’s employment. Key words: Kosovo, ECEC, defamilialisation, familialism, privatisation.
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Hoebel, Jens, Benjamin Kuntz, Lars E. Kroll, Jonas D. Finger, Johannes Zeiher, Cornelia Lange, and Thomas Lampert. "Trends in Absolute and Relative Educational Inequalities in Adult Smoking Since the Early 2000s: The Case of Germany." Nicotine & Tobacco Research 20, no. 3 (April 18, 2017): 295–302. http://dx.doi.org/10.1093/ntr/ntx087.
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Marquillier, Thomas, Thomas Trentesaux, Adeline Pierache, Caroline Delfosse, Pierre Lombrail, and Sylvie Azogui-Levy. "Which determinants should be considered to reduce social inequalities in paediatric dental care access? A cross-sectional study in France." PLOS ONE 16, no. 8 (August 4, 2021): e0255360. http://dx.doi.org/10.1371/journal.pone.0255360.
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Better access to dental care through systemic and educational strategies is needed to lessen the burden of disease due to severe early caries. Our study aims to describe family characteristics associated with severe early caries: parental knowledge, attitudes, practices in oral health and socio-demographic factors. For this cross-sectional study, 102 parents of children aged under 6 years with severe early caries and attending paediatric dentistry service in France completed a questionnaire during face-to-face interviews. Caries were diagnosed clinically by calibrated investigators, using the American Academy of Paediatric Dentistry criteria, and dental status was recorded using the decayed, missing, and filled teeth index. The majority of children were from underprivileged backgrounds and had poor oral health status, with a median dmft index of 10. Parents highlighted the difficulty of finding suitable dental care in private practices. Parents appeared to have good oral health knowledge and engaged in adapted behaviours but showed a low sense of self-efficacy. They perceived the severity of early caries as important but the susceptibility of their child as moderate. The study affirmed the importance of improving the accessibility of paediatric dental care and developing educational strategies to enhance the knowledge, skills, and oral health practices of families.
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Fernandes, F. S., A. K. Portella, M. A. Barbieri, H. Bettiol, A. A. M. Silva, M. Agranonik, P. P. Silveira, and M. Z. Goldani. "Risk factors for sedentary behavior in young adults: similarities in the inequalities." Journal of Developmental Origins of Health and Disease 1, no. 4 (May 17, 2010): 255–61. http://dx.doi.org/10.1017/s204017441000019x.
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Physical activity is a known protective factor, with benefits for both metabolic and psychological aspects of health. Our objective was to verify early and late determinants of physical activity in young adults. A total of 2063 individuals from a birth cohort in Ribeirão Preto, Brazil, were studied at the age of 23–25 years. Poisson regression was performed using three models: (1) early model considering birth weight, gestational age, maternal income, schooling and smoking; (2) late model considering individual’s gender, schooling, smoking and body mass index; and (3) combined (early + late) model. Physical activity was evaluated using the International Physical Activity Questionnaire, stratifying the individuals into active or sedentary. The general rate of sedentary behavior in the sample was 49.6%. In the early model, low birth weight (relative risk (RR) = 1.186, confidence interval (95%CI) 1.005–1.399) was a risk factor for sedentary activity. Female gender (RR = 1.379, 95%CI = 1.259–1.511) and poor schooling (RR = 1.126, 95%CI = 1.007–1.259) were associated with sedentary behavior in the late model. In the combined model, only female gender and participant’s schooling remained significant. An interaction between birth weight and individual’s schooling was found, in which sedentary behavior was more prevalent in individuals born with low birth weight only if they had higher educational levels. Variables of early development and social insertion in later life interact to determine an individual’s disposition to practice physical activities. This study may support the theoretical model ‘Similarities in the inequalities’, in which opposed perinatal backgrounds have the same impact over a health outcome in adulthood when facing unequal social achievement during the life-course.
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Huillery, Elise. "History Matters: The Long-Term Impact of Colonial Public Investments in French West Africa." American Economic Journal: Applied Economics 1, no. 2 (March 1, 2009): 176–215. http://dx.doi.org/10.1257/app.1.2.176.
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To what extent do colonial public investments continue to influence current regional inequalities in French-speaking West Africa? Using a new database and the spatial discontinuities of colonial investment policy, this paper gives evidence that early colonial investments had large and persistent effects on current outcomes. The nature of investments also matters. Current educational outcomes have been more specifically determined by colonial investments in education rather than health and infrastructures, and vice versa. I show that a major channel for this historical dependency is a strong persistence of investments; regions that got more at the early colonial times continued to get more. (JEL H41, H54, N37, N47, 016)
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Aguiar, Cecília, Carla S. Silva, Rita Guerra, Ricardo B. Rodrigues, Luísa A. Ribeiro, Giulia Pastori, and Paul Leseman. "Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: a critical overview." European Early Childhood Education Research Journal 28, no. 1 (December 26, 2019): 58–76. http://dx.doi.org/10.1080/1350293x.2020.1707363.
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Buttaro, Anthony, and Sophia Catsambis. "Ability Grouping in the Early Grades: Long-Term Consequences for Educational Equity in the United States." Teachers College Record: The Voice of Scholarship in Education 121, no. 2 (February 2019): 1–50. http://dx.doi.org/10.1177/016146811912100204.
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Background Ability grouping has resurged in U.S. schools despite long-standing debates over its consequences for educational equity. Proponents argue that it is the best response to variation in academic skills because it allows teachers to customize the content and pace of instruction to students’ diverse needs. Critics answer that this practice places students in divergent educational paths that reproduce educational and social inequalities. Despite the contested nature of ability grouping, research has yet to produce reliable longitudinal evidence to evaluate critics’ claims. Objective We examine the degree to which exposure to within-class grouping for reading instruction from kindergarten to third grade is predictive of students’ reading test scores and English coursework in the middle grades. Research Design We use multilevel achievement growth models predicting average reading achievement from kindergarten to eighth grade as a function of years of exposure in low, average, or high ability groups in kindergarten through third grade and control variables relevant to each grade. We evaluate the achievement differences between students who are grouped in these ability groups for one or more years and those who were never ability grouped. We use multinomial logistic regression models to estimate the degree to which number of years in each ability group in K–3 grades predicts placements in eighth-grade English classes (below grade or honors, as opposed to regular English classes). Data We use data from the Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS–K), a national panel study of the 1998 U.S. kindergarten cohort sponsored by National Center for Education Statistics, U.S. Department of Education. Our sample consists of 7,800 students with data for fall of kindergarten, and spring of kindergarten and first, third, fifth, and eighth grades. Findings Compared with similar students who were ungrouped in the early grades, those in high-ability reading groups have higher test scores, whereas those in low-ability groups have lower test scores in every grade from kindergarten to the eighth grade. In addition, compared with their ungrouped counterparts, students in low-ability groups in the early grades are more likely to enroll in eighth grade English classes that are below grade level, whereas those in high-ability groups in these grades are more likely to enroll in honors eighth-grade English classes. Achievement gaps between previously grouped and ungrouped students increase with every additional year of exposure to ability grouping. Conclusions Students’ ability group placements in the early grades evolve into divergent educational paths that grow further apart with multiple years of grouping. These findings provide the first longitudinal evidence linking ability grouping to the reproduction of educational inequalities.
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Taylor-Robinson, David C., Anna Pearce, Margaret Whitehead, Rosalind Smyth, and Catherine Law. "Social inequalities in wheezing in children: findings from the UK Millennium Cohort Study." European Respiratory Journal 47, no. 3 (December 17, 2015): 818–28. http://dx.doi.org/10.1183/13993003.01117-2015.
Повний текст джерелаАнотація:
Wheezing in childhood is socially patterned, but it is unclear what factors explain the social differences.Regression analysis of the UK Millennium Cohort Study, based on 11 141 singleton children who participated at ages 9 months and 3, 5 and 7 years. Relative risk ratios (RRR) for early and persistent/relapsing wheeze were estimated using multinomial regression, according to measures of socioeconomic circumstances. Maternal, antenatal and early-life characteristics were assessed as potential mediators.Children of mothers with no educational qualifications were more likely to have both wheeze types, compared to children of mothers with degree-level qualifications (RRR 1.53, 95% CI 1.26–1.86 for early wheeze; 1.32 95% CI 1.04–1.67 for persistent/relapsing wheeze). Controlling for maternal age, smoking during pregnancy and breastfeeding removed the elevated risk of wheezing. Male sex, maternal age, body mass index, atopy, smoking during pregnancy, preterm birth, breastfeeding, exposure to other children and furry pets were independently associated with wheezing, but the pattern of association varied between wheezing types.In this representative UK cohort, adjustment for maternal smoking during pregnancy and breastfeeding removed the socioeconomic inequalities in common wheezing phenotypes. Policies to reduce the social gradient in these risk factors may reduce inequalities in wheezing and asthma.
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Robinson, Kerry. "Doing Anti-Homophobia and Anti-Heterosexism in Early Childhood Education: Moving beyond the Immobilising Impacts of ‘Risks’, ‘fears’ and ‘silences’. Can We Afford Not To?" Contemporary Issues in Early Childhood 6, no. 2 (June 2005): 175–88. http://dx.doi.org/10.2304/ciec.2005.6.2.7.
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This article explores the notion of ‘risk’ and the consequences of both ‘taking risks' or ‘not taking risks' in doing anti-homophobia (or anti-heterosexist) education within broader anti-bias and social justice agendas in early childhood education. Informed primarily by the author's collaborative research and experience as a teacher educator in cultural diversity and social justice issues over the past decade, this discussion focuses on the discursive and material barriers that reinforce negative readings of taking risks, within personal, institutional and societal contexts, in relation to doing anti-homophobia education with children as part of early childhood education curricula. The article explores ‘risk’ as a social construction, operating as a powerful means of societal control in order to maintain the status quo and dominant power relations that underpin societal inequalities, especially those related to the rigid binary heterosexual us/homosexual them. The question of whether early childhood educators can afford to ‘risk’ not doing anti-homophobia education as part of their anti-bias or social justice agendas becomes the pertinent issue explored in this article.
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Borges, Rovênia, and Almerindo Afonso. "Why subaltern language? Yes, we speak Portuguese! For a critique of the coloniality of language in international student mobility." Comunicação e Sociedade 34 (December 17, 2018): 73–86. http://dx.doi.org/10.17231/comsoc.34(2018).2936.
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The ability to communicate in English is often associated with the condition of social class, gender and other factors of cultural identity. In this early 21st century, it has become one of the main constraints to participate in study and research programs in universities with top academic rankings. However, in many countries with too many educational inequalities, namely in Portugal and Brazil, the hegemony of the English language is a worrying factor for the internationalisation policies aimed at the high qualification of researchers in several scientific areas, especially those that lead to innovation and bring added value to the knowledge economy. From a comparative perspective, and taking into account some assumptions of postcolonial critical theories, this article presents a critical reflection on how English language teaching policies in the countries mentioned have acted to reinforce inequalities in terms of international student mobility.
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Scheerder, Anique J., Alexander JAM van Deursen, and Jan AGM van Dijk. "Internet use in the home: Digital inequality from a domestication perspective." New Media & Society 21, no. 10 (May 2, 2019): 2099–118. http://dx.doi.org/10.1177/1461444819844299.
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This study uses a domestication approach to digital inequality. The aim is to uncover whether and why less-educated families benefit less from Internet use than highly educated families. The predominantly quantitative approach of digital divide research provides little explanation as to why digital inequalities exist. Interviews were conducted with the heads of 48 Dutch families. The results showed that Internet use and routines in the home are shaped differently for families with different educational backgrounds. In all four phases of domestication, the highly educated demonstrated a critical view toward the Internet, resulting in considered use and redefinition. Less-educated members tended to be less interested in Internet developments and overall have a less reflective stance. Inequalities between different social strata already arise in the early stages of domestication and are magnified in the subsequent phases.
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Vallejos, Carlos. "National Plan for Prevention, Early Detection, and Cancer Control in Peru." American Society of Clinical Oncology Educational Book, no. 33 (May 2013): e245-e248. http://dx.doi.org/10.14694/edbook_am.2013.33.e245.
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Peru currently is executing an ambitious plan for cancer control: its first nationwide program of cancer prevention and cancer control, and the first such program launched in Latin America. The adequate strategies were identified from previous experience developing smaller initiatives and from knowledge of our epidemiology and priorities. The geographic landscape and sociocultural differences, in which inequalities play a significant role in access to quality education and specialized cancer care, are the main challenges to elaborate strategies to diminish our burden of advanced disease. Challenges were not only identified for the poorest people, but for other sectors of the population. With a growing Peruvian economy in a globalized market context, emerging sectors are being exposed to new risk factors for cancer and educational strategies were implemented. The development of the National Plan for Cancer Control was launched involving not only technical efforts by a multidisciplinary team, but also political concertation.
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Djistera, Andrianasy Angelo. "Preschool Education in Madagascar: State of Play and Challenge to Development in the 21st Century." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 6 (September 22, 2021): 395–408. http://dx.doi.org/10.17951/en.2021.6.395-408.
Повний текст джерелаАнотація:
The 21st-century society is characterized by the increased importance given to the acquisition and use of knowledge. This article examines the education of young children in Madagascar, a country where a significant portion of the population has never attended preschool. It strives to present an overview of the early childhood sector and its relationship to development. The increase in the number of pupils enrolled in preschool activity centers is a testament to the growing interest in preschool education. However, not all children have access to the same educational services. Inequalities start in early childhood. They can act as a brake on future growth by preventing the full development of individual potential. Strengthening the early childhood sector will contribute to the training of actors working for the long-term development of Madagascar.
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Schoon, Ingrid, and Elzbieta Polek. "Teenage career aspirations and adult career attainment: The role of gender, social background and general cognitive ability." International Journal of Behavioral Development 35, no. 3 (May 2011): 210–17. http://dx.doi.org/10.1177/0165025411398183.
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In this paper we examine the associations between gender, family background, general cognitive ability (g), teenage career aspirations, and career attainment in mid adulthood drawing on two large representative samples of the British population born in 1958 (N = 6,474) and in 1970 (N = 5,081). A developmental-contextual model of career development is tested, using Structural Equation Modelling to map the pathways linking early experiences to adult outcomes. Results show that in both cohorts career aspirations measured at age 16 predict career attainment of cohort members in their mid 30s, even after controlling for family social background and general cognitive ability. Compared to their less ambitious peers, those with aspirations for a professional job are more likely to participate in further education, and are more likely to achieve a professional career in their adult years. Regarding gender differences in career pathways, the findings suggest that women are more ambitious in their occupational aspirations than men and more likely to participate in further education. However, despite reducing gender inequalities in attainment, social inequalities in educational and occupational opportunities remain.
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Skarpenes, Ove, and Ane Malene Sæverot. "Symmetry and equality: Bringing Rancière into the classroom." Contemporary Issues in Early Childhood 19, no. 1 (March 2018): 63–71. http://dx.doi.org/10.1177/1463949118762159.
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Jacques Rancière’s sophisticated critique of critical theory is the first step in his call for a renewal of a theory of emancipation. In the first part of the article, the authors outline this critique. Rancière combines pedagogy, art and policy in his attempt to develop a new understanding of equality and emancipation. The authors try as conscientiously as possible to present this argument in the second part of the article. Social and cultural inequalities are increasing in Western societies and have become inconspicuous in schools, and it is against this backdrop that a theory of equality and emancipation is important in regard to early childhood. How can equality be unfolded and interpreted, and put to use for young children? The article advances a case for greater consideration of the emancipation aspects of Rancière’s theory.
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Morabito, Christian. "Analysis of relations between “equality of life chances” and “early childhood care and education”, as foundations for social justice and human development: a case study of Mauritius." Afrika Focus 29, no. 1 (February 26, 2016): 85–91. http://dx.doi.org/10.1163/2031356x-02901006.
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In this research, we have analysed the relations between equality of life chances and early childhood care and education (ECCE). During the last decades we have seen a constant growth in socio-economic inequalities world-wide. Yet, in the same period, we have acknowledged an increasing attention, among scholars and policy makers, to early childhood education as a prominent (and consensual) equalizing policy. We critically reviewed this claim, by using a mixed method research, including a theoretical analysis through a critical literature review, quantitative analyses of a longitudinal database, and qualitative focus groups with parents in Mauritius. Findings suggest ECCE can only be an equaliser if accompanied by a change in the educational and social structures. Conclusions highlight the need of focusing further research on detecting complex mechanisms of accumulation of disadvantage in specific groups, and assessing the equalising effects of diverse interventions during early years, including income redistribution.
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Høeg, B. L., C. Johansen, J. Christensen, K. Frederiksen, S. Oksbjerg Dalton, P. Bøge, A. Dencker, A. Dyregrov, and P. E. Bidstrup. "Does losing a parent early influence the education you obtain? A nationwide cohort study in Denmark." Journal of Public Health 41, no. 2 (April 19, 2018): 296–304. http://dx.doi.org/10.1093/pubmed/fdy070.
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Abstract Background Health inequalities are rooted in education and we investigate the association between early parental death and attainment across the educational spectrum. Methods Using total population data on Danes born between 1982 and 2000 (n = 1 043 813), we assess incidence rate ratios (RRs) by gender for attainment of each educational level (basic school, high school or vocational training, bachelor degree or professional programme, and university graduate degree) according to loss of a parent before the age of 18 years. We adjust for family income, education and psychiatric illness and examine parent’s gender, cause of death and child’s age at time of death as potential moderators. Results Bereaved people had significantly lower attainment rates than non-bereaved people: basic school (RR = 0.95; 95% CI: 0.93–0.97 for men and 0.96; 0.94–0.98 for women), high school or vocational training (0.78; 0.76–0.80 for men and 0.82; 0.80–0.84 for women), bachelor degree or professional programme (0.74; 0.70–0.79 for men and 0.83; 0.79–0.86 for women) and university graduate degree (0.77; 0.68–0.86 for men and 0.77; 0.69–0.86 for women). Parent’s gender, cause of death and child’s age at the death did not modify the associations. Conclusions As education impacts population health, support for bereaved school children may be more important than realized.
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Chen, Edith, Gene H. Brody, Tianyi Yu, Lauren C. Hoffer, Aubrey Russak-Pribble, and Gregory E. Miller. "Disproportionate School Punishment and Significant Life Outcomes: A Prospective Analysis of Black Youths." Psychological Science 32, no. 9 (August 13, 2021): 1375–90. http://dx.doi.org/10.1177/0956797621998308.
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This study tested relationships between racial inequalities in the school system—specifically, the disproportionate punishment of Black students—and life outcomes for Black youths, along with moderating psychological factors. In an 18-year longitudinal study of 261 Black youths (ages 11–29), we investigated whether adult life outcomes varied as a function of adolescent self-control and academic achievement. We tested whether relationships were moderated by the racial climates of the high schools that youths attended, using administrative data on relative punishment rates of Black and White students. Among Black youths who attended schools that disproportionately punished Black students, high self-control in early adolescence presaged higher academic orientation in late adolescence, which in turn predicted higher educational attainment, higher income, and better mental health in adulthood. However, among these same youths, higher academic orientation forecasted higher adult insulin resistance, a key process in cardiometabolic disease. These findings suggest that achieving successes in life in the face of racial inequalities may come at a physical health cost for Black youths.
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Herd, Pamela, Melinda C. Mills, and Jennifer Beam Dowd. "Reconstructing Sociogenomics Research: Dismantling Biological Race and Genetic Essentialism Narratives." Journal of Health and Social Behavior 62, no. 3 (June 8, 2021): 419–35. http://dx.doi.org/10.1177/00221465211018682.
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We detail the implications of sociogenomics for social determinants research. We focus on education and race because of how early twentieth-century scientific eugenic thinking facilitated a range of racist and eugenic policies, most of which helped justify and pattern racial and educational morbidity and mortality disparities that remain today, and are central to sociological research. Consequently, we detail the implications of sociogenomics research by unpacking key controversies and opportunities in sociogenomics as they pertain to the understanding of racial and educational inequalities. We clarify why race is not a valid biological or genetic construct, the ways that environments powerfully shape genetic influence, and risks linked to this field of research. We argue that sociologists can usefully engage in genetics research, a domain dominated by psychologists and behaviorists who, given their focus on individuals, have mostly not examined the role of history and social structure in shaping genetic influence.
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Zimmermann, Barbara, and Simon Seiler. "The Relationship between Educational Pathways and Occupational Outcomes at the Intersection of Gender and Social Origin." Social Inclusion 7, no. 3 (September 5, 2019): 79–94. http://dx.doi.org/10.17645/si.v7i3.2035.
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In this article, we are interested in the differences in the educational pathways and subsequent labour market outcomes by social origin and gender. We apply sequence analyses to model the educational trajectories and conduct regression analyses to determine how the individual’s own social status and the salary at labour market entry differs. First, our results show that educational pathways vary by parental status and gender when controlling for reading and mathematics/science skills. Men and pupils with a lower socioeconomic background are overrepresented in vocational education, whereas women and pupils with a more privileged socioeconomic background more often pursue general and academic tracks. Second, these different trajectories lead to unequal occupational status and income. Besides these indirect effects, significant direct effects of parental status and gender on the individual’s own occupational status and salary can be found. Together, these findings provide a broad overview of the emergence of inequalities by gender and social origin over the early life course, ranging from differences in skills learned in school to labour market outcomes.
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Whitehead, Kay, Belinda MacGill, and Sam Schulz. "Honouring Nancy Barnes, nee Brumbie (1927–2012), South Australia’s first qualified Aboriginal Kindergarten Director." Australasian Journal of Early Childhood 46, no. 3 (March 26, 2021): 204–15. http://dx.doi.org/10.1177/1836939121997990.
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To date, the work of Aboriginal early childhood educators in the mid-twentieth century has not been widely acknowledged. Nancy Barnes, nee Brumbie (1927–2012), exemplifies the strength and tenacity of Aboriginal Australians who had to negotiate their lives and work in white institutions and a society which denied them fundamental human rights. Nancy graduated from the Adelaide Kindergarten Training College in December 1956 as the first qualified Aboriginal kindergarten director in South Australia. Following on, she was the foundation director of Ida Standley Preschool in Alice Springs (1959–1962) then the first ‘regional director’ in the Kindergarten Union of South Australia. Based on traditional archival research and analysis of public documents and Barnes’ autobiography, the article begins with her childhood and youth as a domestic servant and then explores her career, political activism, experiences of racism and lifelong commitment to addressing inequalities between Aboriginal and white Australians through education.