Disparities In Educational Attainment Research Articles

Equal Educational Opportunities: A Catalyst for Sustainable Economic Development

The study holds significance in revealing how ensuring fair access to education can fuel economic growth, promote social cohesion, and guide policymaking for sustainable development. The objective of current research is to empirically examine the relationship between gender disparity in educational attainment within social, and ecological systems. The data is collected for the period 1990-2022. In the presence of cross-sectional dependence 2nd generation unit root test is applied. CS-ARDL technique is considered to examine the short-run as well as the long-run relationship between Gender disparity in education and the socio-ecological system. Achieving environmental sustainability and minimizing our ecological footprints depend critically on gender parity in education. Equal access to high-quality education gives women the knowledge, analytical abilities, and self-assurance to stand up for their communities and themselves. Findings describe that in the long run, there is a statistically significant negative correlation between the GINI-Coefficient and school enrollment tertiary and School enrollment primary. This indicates that, over time, a decrease in income disparity is linked to an increase in enrolment in primary and postsecondary education. In the long run, the GINI-Coefficient and Secondary school enrollment has a positive and statistically significant relationship. The data in Model 2 appear to indicate that the relationship between education and environmental sustainability is more intricate than the EKC hypothesis predicts. Higher education can raise one's knowledge and understanding of environmental issues, but it can also increase consumption and have an adverse effect on the environment. The findings of the study suggest that implementing policies with the goal of removing obstacles to education based on gender. This could entail giving families financial incentives to send their daughters to school and making sure that all genders have access to high-quality education.

The resilience in test scores and the mitigating effect of summer schools one year after the COVID-19 school closures

In response to the COVID-19 related school closures and with the aim of strengthening education system resilience, numerous countries have implemented focused remedial programs during both the academic year and summer breaks. This study examines the persistence of learning deficits and the efficacy of summer schools in the Flemish region of Belgium, one year after the COVID-19-related school closures. Utilizing a seven-year panel dataset of standardized test scores in primary education, we identify between-cohorts learning deficits compared to 2019 levels in all subjects but social science. Our analysis reveals that, although summer schools targeted at vulnerable students have effectively mitigated further learning deficits in these schools, disparities in educational attainment persist. A quantile analysis suggests that mathematics test scores of the best-performing students within a school have significantly declined. This paper contributes to the understanding of education impacts stemming from educational disruptions, highlighting the role of remedial interventions in mitigating these effects.

Adult children’s education and older parents’ cognitive health in India: examining the pathways of parents’ empowered status and active engagement

ABSTRACT The health and well-being of older parents, especially in low and middle-income countries (LMICs) like India, depend on adult children. As such, using the 2017–18 wave 1 of the Longitudinal Aging Study in India (LASI), we examined (1) the association between adult children’s education and older parents’ cognitive health in India; (2) the extent to which this association is mediated by (a) parents’ empowered status and (b) their active engagement; and (3) whether the associations between (1) and (2) vary for older men and women. Findings reveal that adult children’s education was, indeed, positively associated with older parents’ cognitive health, and this association was significantly stronger for older mothers. The educational attainment of adult daughters was found to have a relatively stronger association with the cognitive functioning of older parents, particularly their older mothers, compared to their male counterparts. We also found that parents of well-educated children were more empowered and mentally and physically engaged, both factors linked to better cognitive functioning. These findings highlight that educating even one child beyond the ‘compulsory’ secondary education proves consequential not just for the child but for parents in later life. Given the considerable generational disparities in educational attainment and the proportion of joint families in the country, older Indians may be particularly well-situated to reap the cognitive health dividends of educating the next generation.

Improving Student Success through Supplemental Instruction in an Anatomy and Physiology Laboratory

Anatomy and physiology courses have been identified as a major barrier to the persistence and graduation of undergraduate students seeking careers in the health professions. This break in the health profession’s educational pipeline may have implications for perpetuating racial/ethnic educational attainment disparities that further health disparities through a lack of representation in healthcare providers. Although Supplemental Instruction (SI) is a well-developed, evidence-based program for improving student success, it has traditionally been used primarily in lecture-based courses. In addition, much of the literature on peer-assisted learning in anatomy and physiology focuses on medical school students. Therefore, it is difficult to extrapolate the effectiveness of SI on freshman and sophomore undergraduate students in a laboratory-based course. Here, we describe the expansion of our SI program, in conjunction with a complete curricular redesign, to address student success in an undergraduate gateway anatomy and physiology laboratory. Students who participated in the SI laboratory sessions held outside of instructor-led class time were significantly more likely to be high performers in the course, and there were no students who participated in SI sessions who earned a final course grade below a C. In addition, students expressed high satisfaction with the SI program and indicated that SI leaders provided both content and emotional support. In conclusion, SI is a valuable program to address student success in a laboratory-based course, particularly when integrated thoughtfully and intentionally with other evidence-based best practices in curriculum.

Impact of Cultural Norms and Social Expectations for Shaping Gender Disparities in Educational Attainment in Pakistan

This quantitative study explores the complex phenomenon between societal expectations and cultural norms for shaping gender discrimination and further investigates the factors that affect gender differences in educational attainment in Pakistan. There are still large gender differences in the educational environment in Pakistan, and these issues have been raised with time. The goal of this research is to present a thorough investigation of the underlying causes of these differences, with an emphasis on the influence of societal standards and cultural expectations. This study is based on a quantitative approach with pertinent primary data gathering through surveys. Data on attitudes, beliefs, and practices about gender and education have been collected through a survey of a representative sample of Pakistani families and educational institutions. In addition to this quantitative data for collecting the gender gaps, qualitative interviews with important stakeholders were also conducted. This research tries to discover significant drivers of gender gaps in educational attainment by examining the links between variables such as parental expectations, cultural attitudes regarding gender roles, access to resources, and educational results. The results of the study anticipated and concluded that social norms and cultural standards affect Pakistani students' decisions and performance in school. Additionally, the study recommended insightful information to educational institutions and policymakers for the purpose of creating focused interventions that will address these discrepancies and solve the gender equality issues in education.

The Relationship between Educational Attainment, Unemployment Rate, and Income Disparity in the United States

This review examines the relationship between educational attainment, unemployment rate, and income disparity in the United States. It analyzes existing literature, theoretical frameworks, and empirical evidence to elucidate the complex interplay among these variables. By exploring the impact of educational attainment on employment opportunities and income disparities, this paper informs policymakers and practitioners about the implications of educational policies and interventions. It begins with an introduction that highlights the topic's significance and outlines the paper's structure. The definitions and conceptual framework for educational attainment, unemployment rate, and income disparity provide a foundation for the subsequent analysis. Additionally, the paper analyzes factors influencing the relationship between education, unemployment, and income disparity. It discusses the impact of socioeconomic background and access to quality education, emphasizing gender and racial/ethnic disparities in educational attainment and labor market outcomes. It explores regional and contextual variations in the relationship and investigates the effects of technological advancements on the labor market. Overall, this review synthesizes key findings, providing a comprehensive understanding of the relationship between educational attainment, unemployment rate, and income disparity in the United States. It emphasizes the implications for policy and practice, stressing the importance of targeted interventions to address the complex dynamics between education, unemployment, and income disparity. The paper concludes with recommendations for future research to enhance our understanding of these critical issues.

Cognitive screening among older afro‐caribbean adults in rural areas of South Florida

AbstractBackgroundAlzheimer’s disease and related dementias (ADRD) disproportionately affects communities of color with older black Americans performing worse than Whites on cognitive tests and facing higher ADRD risks.1,2 Contributors to low diagnostic rates include inadequate knowledge, cultural norms, low health literacy, and an unwillingness to discuss early signs of disease. 1,3‐5 Older Afro‐Caribbeans are a growing subset of the population, particularly in rural South Florida, but best practices to screen for ADRD are unknown.6 Many instruments, including the Montreal Cognitive Assessment (MoCA) have not been assessed within this population. We report on the use of the MoCA 5‐minute test/telephone (Mini‐MoCA) as a screening tool in older, rural‐dwelling Afro‐Caribbeans.7 MethodWe conducted survey interviews with 53 Afro‐Caribbean participants. Participants were assessed with the 5‐minute Mini‐MoCA, which included tests of language fluency, orientation and recall. Linear regression models were used to investigate the association between different components of the Mini‐MoCA its effects on age, sex, and education.ResultA total of 53 Afro‐Caribbean participants (67.2 +10.8y (Mean ± SD), 68% with 10y or less of education) residing in rural South Florida within the last 20 years were included. Participants were largely from Haiti (66%) with 34% from other Caribbean countries including Cuba, Jamaica, Puerto Rico, and Barbados. About 80% of participants reported not having their memory tested prior to the study. The Mini‐MoCA demonstrated good reliability in this sample (α = 0.734). We found that 53% had a total score of 11 or lower on the Mini‐MoCA. Linear regression suggested a significant association between Mini‐MoCA score and education (p = .001).ConclusionWhile the Mini‐MoCA showed good reliability in low‐educated older Afro‐Caribbeans, scores were strongly dependent on years of education. Disparities in educational attainment may contribute to disparities in performance and affect true detection on cognitive impairment in these communities. Social and cultural factors must be considered when interpreting the Mini‐MoCA, given the high error rates on items that depend on the ability to read and write. Study results highlight the need to use a language‐neutral test to accurately measures cognitive impairment among this specific population.

Disparity in Educational Attainment across Income Groups in India: An Analysis

Disparity in Educational Attainment across Income Groups in India: An Analysis

Pre-service teachers’ ability to identify academic language features: the role of language-related opportunities to learn, and professional beliefs about linguistically responsive teaching

In order to reduce language-related disparities in educational attainment, teaching standards in many (Western) countries nowadays request teachers of all subjects and grades to focus on their students’ academic language development: Especially second language learners and socioeconomically disadvantaged students need continuous and systematic language support (linguistically responsive teaching) in order not to be left behind. To be able to act accordingly, (prospective) teachers need to acquire pedagogical language knowledge and develop positive beliefs about linguistically responsive teaching practices. Our cross-sectional survey among German pre-service teachers (n = 115) shows that – despite positive beliefs towards linguistically responsive teaching – hardly any of the participants had acquired a solid knowledge base in the area of educational linguistics: The majority could not identify a substantial amount of academic language features (known to be challenging especially for second language learners) in a content-specific explanatory text. This ability, however, is the basis for planning and carrying out linguistically responsive lessons. Although latent profile analyses show differences among the participants, many of them did not have opportunities to learn in the area of linguistic diversity during their studies. The results give rise to the question whether and how pedagogical language knowledge could become compulsory in teacher training.

Eliminating racial disparities in dementia risk by equalizing education quality: A sensitivity analysis

Higher risk of dementia among racial/ethnic minorities compared to White populations in the U.S. has been attributed to life-course exposures to adverse conditions such as lower educational attainment, but most studies have not considered additional disparities in education quality. We sought to determine the extent to which disparities in dementia would be reduced had different racial groups received the same quality of education, with no change to present disparities in educational attainment. We conducted a literature review to assess whether and how measures of educational attainment and quality are utilized in the development of norms for standard cognitive screening measures. In a separate search of the literature, we identified estimates of relationships between race, education quality and dementia; and calculated the adjusted association between race and dementia had education quality been equalized between Black and White participants. Most norms for cognitive measures included educational attainment, but few addressed quality. Our search identified relevant parameter estimates: 44.3% of Black participants and 10.5% of White participants had "limited literacy" (<9th grade reading level, a potential marker of poor education quality), which was associated with a 53% greater hazard of dementia compared with "adequate literacy" (≥ 9th grade reading level) after adjusting for educational attainment. Applying these parameters to a hazard ratio of 1.37 (95%CI: 1.12,1.67) for the risk of dementia comparing Black to White participants, we obtained an adjusted hazard ratio of 1.17 (0.96,1.43), a 54% reduction. Present studies are limited in their consideration of education quality. Our work using available measures from the literature suggests that if education quality were equalized across groups by race, without changing disparities in attainment, racial disparities in dementia would be reduced by about half. Future work should seek to consistently incorporate education quality in order to better understand the sources of disparities.

Understanding the disparity of educational attainment: the role of socio-demographic and school-level factors on GCSE attainment in Northern Ireland.

Educational attainment disparities across social groups remain at the forefront of contemporary UK society. Despite this, Northern Ireland reflects a somewhat different context to the rest of the UK due to its transition to a post-conflict society and its dually selective education system (academically and religiously). In Northern Ireland, post-primary (GCSE) attainment differences are often reported according to gender, religious affiliation and socio-economic background. However, due to the lack of available education data that encompasses a wide range of pupil- and school-level factors, discourse informed by the statistical testing of such factors has been limited. This study aims to overcome this current gap by examining the effects of socio-demographics, namely gender, religious affiliation and socio-economic background (through eight measures), and school-level factors on GCSE attainment, using the first linked administrative dataset for education in Northern Ireland. The data combined the household Census (2011) with the School Census (2010-2014) and School Leavers Survey (2010-2014) for the first time in Northern Ireland. To this end, this paper discusses data analytics of the study including data linkage, cohort size, constructed GCSE attainment measures, socio-demographic measures and school-level factors. The multilevel modelling (including interaction models) construction, execution and results will also be discussed. The paper concludes with a reflection upon whether the results of this analysis support existing literature in the Northern Ireland context and wider UK GCSE attainment trends.

Multiple measures of structural racism as predictors of U.S. county-level COVID-19 cases and deaths

ABSTRACT Minoritized racial groups in the U.S. have experienced disproportionately higher rates of COVID-19 cases and deaths. Studies have linked structural racism as a critical factor causing these disproportionate health burdens. We analyse the relationships between county-level COVID-19 cases and deaths and five measures of structural racism on Black Americans: Black–White residential segregation, differences in educational attainment, unemployment, incarceration rates, and health insurance coverage between Black and White Americans. When controlling for socioeconomic, demographic, health and behavioural factors significant relationships were found between all measures of structural racism with cases and/or deaths except Black–White differences in health insurance coverage. Black–White disparities in educational attainment and incarceration were the strongest predictors. The results varied greatly across regions of the U.S. We also found strong relationships between COVID-19 and mobility and the proportion of foreign-born non-citizens. This work supports the important need to confront structural racism on multiple fronts to address health disparities.

Gauging Algerian EFL Teachers’ Awareness of the 21st Century Compulsory Skills: Case of EFL Teachers at IbnKhaldoun University of Tiaret

The development of 21st century skills is now widely accepted as a vital competency for graduates to succeed in today's world-society and economy. Employers, students, and teachers' perceptions of the skill gaps have been the focus of some research looking at the relationship between 21st century abilities and student knowledge. There are not many researches on how teachers' awareness affects their students' acquisition of 21st century abilities. The question that arises from this study is if the EFL teachers in Algeria are aware of the 21st-century learning needs that are necessary to implement any educational program. The purpose of this study is therefore to examine the extent of Algerian EFL university professors' awareness of 21st-century abilities. The degree to which they are open to change can be ascertained by looking at their level of self-awareness. At the same time, it will shed light on the apparent disparity in educational attainment between English majors and their peers. There were 13 English language teachers from IbnKhaldoun University of Tiaret who volunteered to be part of the study in order to gather data, and both quantitative and qualitative data were collected using a questionnaire. There was a correlation between teachers' knowledge of 21st century skills and their readiness to use them in their classrooms, according to the findings. In order to fully integrate 21st century skills into the classroom, teachers must overcome certain significant pedagogical issues such as excessive class size, a lack of teacher training, and an absence of accompanying instruments and technology equipment. Researchers drew conclusions and recommendations based on their findings.

Structural Racism and Triple-Negative Breast Cancer Among Black and White Women in the United States.

Purpose: To determine the associations between state-level indicators of structural racism and incidence of triple-negative breast cancer (TNBC) among black and white women diagnosed with breast cancer.Methods: Black and white women diagnosed with breast cancer between 2010 and 2016 were identified from 12 states represented in the Surveillance, Epidemiology, and End Results (SEER18) program. State-level disparities were measured by black to white rate ratios in educational attainment, political participation, incarceration, and unemployment; and dichotomized to “high” or “low” structural racism using the median rate ratio of the 12 states. Logistic regression was used to examine the associations between indicators of structural racism and TNBC among black and white women.Results: Living in states with high levels of structural racism in the domains of educational attainment, judicial treatment, and political participation were generally associated with greater odds of TNBC among black and white women. The increased odds of TNBC was greater for black women living in states with high levels of racial disparities than white women. Among black women diagnosed with breast cancer, the odds ratio (OR) of being diagnosed with TNBC comparing women living in states with high disparities in educational attainment versus those with low disparities was 1.50 (95% confidence interval [CI]: 1.27–1.77). For white women, the OR for educational attainment was 1.17 (95% CI: 1.10–1.23).Conclusion: Results from this study support the notion that racial health disparities need to be contextualized. Further research should address mechanisms through which structural racism influences health disparities.

Socioeconomic determinants of cumulative fertility in Ghana.

The pace of decline in fertility rates in sub-Saharan Africa appears to have slowed or stalled in the last few decades. This study examines the socioeconomic associated with cumulative fertility in Ghana. Negative binomial regression models were used to estimate determinants of cumulative fertility using data from the Ghana Demographic and Health Surveys of 2003, 2008, and 2014. The composition of children ever born by women did not change considerably over the study periods. Socioeconomic disparities in educational attainment, household wealth, employment, and employer status are significantly associated with cumulative fertility risks in Ghana. The current age of women, age at sexual debut, and marital status, among others, are also linked to cumulative fertility levels. Place and region of residence are also linked to fertility in Ghana. Cumulative fertility levels in Ghana are underscored by considerable socioeconomic disparities among women of reproductive age. Fertility regulation policies should hinge on improving the socio-economic wellbeing of women in Ghana.

From traditional practice to tiered comprehensive services for all: Developing a responsive school culture for the future.

In this article, we reflect on the evolution of school psychology practice from the past to the present, and share some thoughts about the future. Although school psychology programs provide training in consultation, prevention, social emotional development, counseling, and mental health interventions, school psychology practice is still dominated by assessment, and the specialty has yet to live up to its promise to address the multiple needs of an increasingly diverse student population. Today's practitioners need to be skilled in systems-level programing that is informed by cultural awareness, knowledge, and skills necessary to responsibly work toward the best outcomes for students and families from all cultural, ethnic, and racial backgrounds. As the demand for mental health and other services in schools continues to increase, we argue for a wholescale adoption of culturally adapted evidence-based practices to address the expanding role of school-based practice. Finally, we offer considerations from the social psychology literature that will help school psychologists prioritize behavioral health while also reducing disparities in educational attainment. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Structural Racism in Schools: A View through the Lens of the National School Social Work Practice Model

Abstract Structural racism—implicitly discriminatory practices and policies that have negative consequences for individuals and groups of color—is a powerful force in contemporary American society, including in our public education system. This article explores the potential for school social workers (SSWers) to address structural racism through the use of the national school social work (SSW) practice model as a tool to guide systemic, ecologically oriented intervention within schools and educational policy spaces. In this article, the authors review data on racial disparities in educational attainment, placement, opportunity, and discipline practices that have led to increased attention to structural racism in schools. They then discuss and describe the national SSW practice model and its suitability for the structural interventions in response to structural racism in schools. Finally, they provide recommendations for how SSWers can respond effectively to this pressing social problem. These recommendations include a list of resources for addressing structural racism.

Rural?urban divide in human capital in Poland after 1988

Research background: The subject of the study is the disproportionate development of rural and urban areas in terms of human capital in the context of the convergence process.&#x0D; Purpose of the article: The main goal of the study is to assess the rural?urban disparities on the educational attainment of the population (adopted as a human capital proxy), based on the example of Poland.&#x0D; Methods: The Bray-Curtis measure of structures diversity, the Kruskal-Wallis test and regression analysis were applied to investigate the scale and dynamic of the rural?urban educational divide in Poland in the period 1988?2018.&#x0D; Findings &amp; Value added: The paper emphasizes the aspect of rural?urban differences in the Polish economy and their dynamic nature. Studies have revealed that in 1988?2018, in Poland, the disparity in educational attainment between rural and urban populations was gradually reduced. This process, however, was not accompanied by the reduction of internal educational disparities in the rural space. The study results are helpful in verifying the effectiveness of public funds, allocated in recent years in order to accelerate the multi-functional development of rural areas in Poland and other CEE countries.

Disparity in Educational Attainment Partially Explains Cognitive Gender Differences in Older Rural South Africans.

Direction and magnitude of gender differences in late-life cognitive function are inextricably tied to sociocultural context. Our study evaluates education and literacy as primary drivers of gender equality in cognitive performance among middle-aged and older adults in rural South Africa. Data were collected on 1,938 participants aged 40-79 from Agincourt, South Africa. Cognitive function was measured via the Oxford Cognitive Screen-Plus, a tablet-based assessment with low literacy demands. Four cognitive domains were derived through confirmatory factor analysis: episodic memory, executive function, visual spatial, and language. Structural equation models tested domain-specific gender effects, incrementally controlling for demographic, education, health, and socioeconomic variables. In the model adjusting only for demographic factors, men outperformed women on executive function and visual-spatial domains. Adding education and literacy to the model revealed a robust female advantage in episodic memory, and reduced the magnitude of male advantage in executive function and visual and spatial by 47% and 42%, respectively. Health and socioeconomic factors did not alter patterns of gender associations in subsequent models. In this older South African cohort, gender inequality in cognitive performance was partially attributable to educational differences. Understanding biopsychosocial mechanisms that promote cognitive resilience in older women is critically important given the predominantly female composition of aging populations worldwide.

Parents’ financial assistance for college and black-white disparities in post-secondary educational attainment

This study examines the roles of parents’ socioeconomic resources and financial assistance for college in explaining persistent black-white disparities in post-secondary educational attainment. Analyses of the Panel Study of Income Dynamics data indicate that blacks are significantly less likely to receive parental financial assistance for college than whites. Oaxaca-Blinder decomposition results show that black parents’ lower socioeconomic resources, resulting from a lack of opportunity to amass resources, explains almost all racial disparity in parental assistance. Black-white disparity in parental assistance explains about one-third of racial disparities in educational attainment: If both races had the same chance of receiving parental assistance, racial disparity in obtaining a college degree would decline from 20 percentage-points to 14 percentage-points, and racial disparity in obtaining a post-college advanced degree would decrease from 8 percentage-points to 5 percentage-points. Parental socioeconomic resources and parental financial assistance together explain the majority of black-white differences in both measures of educational attainment. These results support a structural/stratification frame of racial disparities in educational attainment, not a cultural/behavioral frame. Findings suggest that reducing the impact of parents’ socioeconomic resources on parental financial assistance may promote racial equity in educational achievement.