Disparities In Educational Outcomes Research Articles

Equity and access in higher education: Legal perspectives and management strategies

Ensuring equity and access in higher education has become a paramount concern for institutions, policymakers, and stakeholders worldwide. This review delves into the legal frameworks and management strategies essential for promoting equity and access within higher education systems. Firstly, legal perspectives provide a foundation for understanding the rights and responsibilities of both institutions and students. Various laws and regulations, including affirmative action policies, anti-discrimination statutes, and accessibility mandates, shape the legal landscape of higher education equity. Analyzing landmark court cases and legislative acts elucidates the evolving nature of these legal frameworks and their implications for fostering inclusive environments. Secondly, effective management strategies play a pivotal role in translating legal mandates into actionable initiatives. Institutional leaders must prioritize diversity, equity, and inclusion (DEI) efforts across all facets of academic and administrative operations. Implementing proactive recruitment and retention practices, establishing support services for underrepresented groups, and fostering a culture of inclusivity are among the key strategies employed to enhance accessibility and promote equity. Moreover, leveraging technology and data analytics can facilitate evidence-based decision-making and resource allocation, thereby addressing disparities in educational outcomes. Collaborative partnerships with community organizations, government agencies, and industry stakeholders also amplify the impact of equity initiatives and expand access to higher education opportunities. Navigating the complex intersection of legal requirements and management imperatives is essential for advancing equity and access in higher education. By embracing a holistic approach that combines legal compliance with strategic planning and proactive interventions, institutions can foster environments where all individuals have equitable opportunities to succeed and thrive academically.

Optimizing Resources to Address STEM Gender Disparities in Western China

This research elucidates gender inequality in STEM fields in western China, leveraging extensive data from the China Education Panel Survey (CEPS) encompassing 20,000 students from 112 schools. It explores disparities in educational outcomes and aspirations in STEM, framed by gender and economic backgrounds. The study employs a conceptual framework and optimization model to categorize schools by location and rank and propose an equitable resource allocation method to mitigate gender gaps. By focusing on optimizing resource distribution to address disparities, this study contributes to fostering a diverse and inclusive STEM environment, offering insights for policy improvements and interventions aimed at promoting gender and economic equity in education in China.

Toward asset-based LatCrit pedagogies in STEM: centering Latine students’ strengths to reimagine STEM teaching and practice

Latine students continue to persist in science, technology, engineering and mathematics (STEM) fields despite the numerous obstacles in place that stifle their academic potential and contributions. Instead of fostering the strengths Latine students possess that help them succeed despite these obstacles, the field of STEM education has traditionally examined these students’ experiences and challenges through a deficit lens. Deficit perspectives posit that any existing disparities in educational outcomes in STEM for Latine students are a product of the students’ lack of interest in STEM fields, poor academic preparation and/or motivation, among other ‘faults.’ In this manner, this deficit approach absolves educators, educational institutions, administrators, and researchers from any responsibility in mediating the disparate outcomes and negates the roles that outdated pedagogical practices, structural racism, discrimination and disciplinary bias have in limiting Latine students’ success in STEM. These deficit-understandings of these inequities are pervasive in all aspects of STEM education, guiding curricular choices, pedagogical approaches, assessment designs, interventions and even how STEM fields define knowledge and success. To counter these harmful constructions, this article discusses how STEM educators can draw on Latino Critical Race Theory (LatCrit) and Community Cultural Wealth (CCW) epistemologies to foster learning ecologies that draw on Latine students’ cultural strengths rather than deficits. To this end, this article introduces LatCrit and CCW frameworks in the context of STEM education, and combines them to propose an asset-based LatCrit pedagogical approach to STEM curriculum design and teaching. It also contributes guiding questions and application examples STEM educators can reference to advance asset-based LatCrit pedagogical approaches that promote justice and equity within STEM classrooms and beyond. Contributing to this underdeveloped line of scholarship in the field of STEM, we apply these critical frames to help educators (re)imagine postsecondary STEM pedagogies and reforms around the wealth of skills, dispositions, and cultural practices that Latine students possess.

Academic Achievement After Violence Exposure: The Indirect Effects of School Attachment and Motivation to Succeed.

Disparities in educational outcomes for students living in communities burdened with high rates of violence are striking as they are at an increased risk for misbehavior, low GPA, poor school attendance, and decreased standardized test scores. However, limited research identifies the role that schools play in exacerbating exposure to violence to inform changes that aid in mitigating violence exposure. As such, this study utilizes the Pathways to Desistance Study to explore the mediating roles of school attachment and motivation to succeed on students' academic outcomes after exposure to community violence. Using a serial mediation model, findings indicate that school attachment and motivation to succeed mediate the relationship between exposure to violence and grades. Implications for adapting school programs and policies as well as providing teacher training to increase school attachment and motivation are discussed.

Education Dynamics Amid Economic Crisis: Access, Quality, Prosperity Through Policy, Society

In this extensive study, we thoroughly analyzed educational dynamics within the context of an economic crisis, primarily focusing on the intricate interplay among social, economic, and policy factors. Our research aimed to understand how these factors intersected and collectively influenced educational access, quality, and well-being during economic turmoil. The research methodology encompassed a comprehensive review of existing literature, empirical data collection through surveys and interviews, and quantitative analysis of educational outcomes across diverse economic conditions. Policy interventions were pivotal in shaping education's response to the economic crisis. Targeted measures, such as increased funding for low-income schools and initiatives supporting educators, proved effective in mitigating the adverse effects of economic downturns on education. Qualitative data underscored the invaluable role of social capital and community resilience in supporting education during challenging times. Communities with active social networks and robust community organizations supported students and educators. Our findings unveiled a multifaceted landscape marked by both challenges and opportunities. Notably, the economic crisis disproportionately impacted marginalized populations, leading to widening disparities in educational outcomes. Access to educational resources was severely disrupted, particularly in disadvantaged regions, exacerbating pre-existing inequalities. Moreover, the psychological well-being of students and educators emerged as a crucial aspect of educational quality, with rising stress and anxiety influencing the learning environment.

Keeping More Achievers in School: Short-Term Enrollment and Achievement Effects of Free Primary Education in the Benin Republic

ABSTRACT With the Millennium Development Goals (MDGs) and the United Nations Sustainable Development Goals (SDGs), several African governments are making education free as part of their strategies to achieve universal primary education. In 2006, the Benin government adopted a Free Primary Education (FPE) policy, abolishing parent-paid tuition fees and increasing resources towards schools. In this article, the author examines whether or not this policy reduced the wealth and gender gap and prior geographical disparities in educational outcomes. Also evaluated is whether expanded access to education affected student achievement. The methodology used was a difference-in-differences approach that relied on pre-policy differences in dropout rates across municipalities to identify the effects of the policy. Analyzing municipality and household-level data, the author found evidence that the fee elimination policy reduced inequality of access by increasing school completion rates for traditionally disadvantaged groups, which included girls and low-income populations. The increased enrollment also had no significant adverse effect on student achievement as measured by the probability of passing the primary school exit exam. Moreover, the policy potentially helped low-performing municipalities narrow the achievement gap by retaining more high-achieving students, who would otherwise have dropped out of the education system. If strategies such as making schooling more affordable and available are enough to narrow educational disparities and retain more high-achieving students in the education system with potentially positive peer effects, then Benin’s experience may have important policy implications for other African and developing countries that use similar education strategies.

Gender, Racial, and Socioeconomic Disparities on Social and Behavioral Skills for K-8 Students With and Without Interventions: An Integrative Data Analysis of Eight Cluster Randomized Trials.

Despite decades of concern about disparities in educational outcomes for low SES students and students of color, there has been limited rigorous study of programmatic approaches for reducing these disparities in elementary or middle schools. We conducted integrative data analysis (IDA) of the combined data from eight Institute of Education Sciences funded cluster randomized trials to address the research gaps on social and behavioral outcome disparities. The final analytic sample includes 90,880 students in varying grade levels from kindergarten to grade 8 in 387 schools in 4 states (Maryland, Missouri, Virginia, and Texas). Two-level hierarchical linear modeling was used for multilevel moderation analysis. This study provided empirical evidence that there were significant gender, racial, and socioeconomic disparities on social and behavioral outcome measures for elementary and middle school students, the disparities significantly varied across schools, and the disparities could be reduced by interventions. We discussed our findings, implications for interpreting effect sizes of interventions using disparities as empirical benchmarks, and study limitations. We concluded with suggestions for future research.

Respect, Relationships, and "Just Spending Time with Them": Critical Elements for Engaging Aboriginal Students in Primary School Education.

While disparities in educational outcomes for Aboriginal children have narrowed in early childhood education and for Year 12 completions, these positive trends are not replicated in the intervening years where attendance, reading, writing, and numeracy targets have been missed. Erratic attendance in the primary years has the greatest impact on achievement; literacy and numeracy scores decline as absences increase. Family functioning and health, caregiver expectations, past encounters with the education system and socio-economic disadvantage are all implicated in poorer rates of attendance. In response to community concerns, an Aboriginal/mainstream partnership was forged in 2011 and began work in 2016 to address patterns of attendance and achievement among Aboriginal primary students in a regional city in Western Australia. This paper describes the innovative, community-led “More Than Talk” program and presents findings from teaching and support staff interviews two years after implementation. Qualitative methods were employed to analyse the data, develop themes, and ensure rigour. Findings highlighted the cascading impact of erratic attendance and the role of strong relationships, respect, and investment of time with children as critical elements in student engagement and wellbeing. Community-led, collaborative educational programs have the potential to positively impact Aboriginal students’ engagement and contribute to culturally responsive environments. If sustained, such efforts can enable learning to flourish.

Underrepresented in medicine in graduate medical education: Historical trends, bias, and recruitment practices

Health inequities disproportionately impact children of color in the United States. Research demonstrates that a diverse physician workforce that reflects the demographic profile of the United States population has been associated with better health outcomes and physicians of color are more likely to work in communities that are medically underserved. Therefore, a key driver to reducing health inequities is recruiting a physician workforce that reflects the racial/ethnic composition of the population. Although efforts on increasing UIM applicants and matriculants into medical school and more recently, graduate medical education (GME) programs have shown some small successes, there has still not been significant change in decades. This narrative review examined the historical trends and current landscape of recruitment in GME to better understand the barriers and facilitators that continue to exist and identify successful interventions that might serve as a model to support recruitment of UIM applicants. There is evidence for racial disparities and bias in traditional residency selection metrics (USMLE, Clerkship Evaluations, MSPE, AOA status, etc.) and a need for more holistic recruitment strategies. Along with implementing new holistic recruitment practices, there is a need for ongoing research and collaboration to study inclusive and equitable learning environments and assessments that will eliminate racial disparities in educational outcomes. Additionally, there must be better longitudinal data utilization and transparency across Electronic Residency Application Services (ERAS) and National Resident Matching Program (NRMP) for accountability and tracking of interventions.

1.5 RACIAL DISPARITIES IN THE EDUCATION SYSTEM: OPPORTUNITIES TO IMPROVE MENTAL HEALTH SERVICES IN SCHOOLS

Black, Indigenous, and People of Color (BIPOC) youth experience significant disparities in educational outcomes, with higher rates of school failure than non-BIPOC students. These disparities are frequently intertwined with gaps in access to appropriate social and psychological resources. Child and adolescent psychiatrists can play a key role in partnering with schools in underresourced communities of color in expanding a public health approach to mental health services in schools.

Group Disparities in Educational Outcomes: An Age Cohort Perspective

This article attempts to evaluate differential progress in educational attainment across social groups segregating the attainments at the level of age cohorts. It argues that mapping of educational attainment across age cohorts offers a robust understanding of educational progress, as it sheds light on the likelihood of younger age-groups getting educated in comparison with the older ones. This article examines attainments across five levels of education among the population subgroups which are categorised based on region (rural–urban), social background (SC/ST and Others), and gender (male–female) among others. The analysis reveals that group disparities tend to be lower among the younger age groups but increase along with rising levels of educational attainment. Gender disparity nearly disappears in the youngest age cohort among the better off groups. This exercise at the level of age cohorts offers an optimism that differentials seem to narrow down in recent times, which is not as stark at the aggregate subgroup levels.

Subtle discrimination: do stereotypes among teachers trigger bias in their expectations and widen ethnic achievement gaps?

Ethnic and racial disparities in educational outcomes, such as test scores, are a core issue of educational research. While the role of student and family factors in the formation of such disparities is well established, existing studies fail to draw a similarly clear picture of how teachers contribute to ethnic and racial achievement gaps. In contrast to previous studies, which focussed on the consequences of rather blatant forms of discrimination, such as in teachers’ grading practices, this study investigates rather subtle processes that might result in discrimination of ethnic and racial minority students. In particular, I address stereotypes among teachers and analyse if they induce bias in their achievement expectations for ethnic minority school beginners. Additionally, I analyse if such bias results in a self-fulfilling prophecy and contributes to ethnic achievement gaps at the end of first grade. Multilevel regressions applied to a sample of 1007 children and 64 teachers in German primary schools reveal that different teachers internalize distinct stereotypes regarding ethnic achievement gaps and the achievement-related attributes of ethnic minority students. I also find that teachers with more negative stereotypes expect lower mathematics and reading achievements for ethnic minority students at the beginning of first grade. However, although I replicate the finding that inaccurate teacher expectations result in a self-fulfilling prophecy, I find no statistically significant effects of teacher stereotypes on ethnic differences in the development of students’ reading and mathematical skills throughout first grade.

The effects of cooperative learning on peer relations, academic support, and engagement in learning among students of color

Despite Brown vs. Board of Education, prejudice still exists in the American school system. These attitudes can give rise to negative social experiences for students of color (i.e., discrimination), negatively impacting their mental and physical health and creating disparities in educational outcomes. Rather than seeking to ameliorate these negative experiences, our approach attempts to address the underlying prejudices and, in so doing, reduce these disparities. Using 4 waves of data from a cluster randomized trial (N = 15 middle schools, 1,890 students, 47.1% female, 75.2% White), we hypothesized that cooperative learning, which has been shown to reduce prejudice in previous research, would create positive gains in peer relatedness, perceptions of academic support, and engagement in learning, and that gains would be larger for students of color; our results confirmed these hypotheses. Our findings highlight the potential role of cooperative learning in reducing disparities and creating greater equity in education.

Schooling, education, and the reproduction of inequality: understanding Black and Minority Ethnic attitudes to learning in two London schools

ABSTRACT The argument here places the personal reflections of BAME students and educators at the forefront in this discussion of racial inequity in the British educational system. The contributors are stakeholders who have an investment in schooling, either as student or educator, that cannot be reduced to the four walls of the classroom. It features interviews and personal communications that shed light on what needs to be done to correct disparities in educational outcomes for BAME students. Emphasis is placed on the quality of their contributions and the importance of having a positive black presence in their teaching and learning environments. It features candid reflections on the rights or wrongs of having a Black History Month (BHM) celebration, especially in the wake of the introduction in 2008 of Black History as the ‘Slave Trade’ in the National Curriculum, which many considered, and still believe was ill thought through at the time.

Contextualising the achievement gap: assessing educational achievement, inequality, and disadvantage in high-Income countries

ABSTRACT We examine the disparities in educational outcomes for high-income countries as they are reported by the Programme for International Student Assessment (PISA), with a specific emphasis on a more nuanced exploration of SES-based achievement gaps. To explore differences in the educational inequality and disadvantages associated with SES-based achievement gaps by country, we analyze three measures: overall average performance, educational inequality (or achievement gaps), and educational disadvantage (comparative achievement gap patterns). We find that, when examined together, these three measures are instructive for understanding the differences in educational outcomes across countries. Our findings offer insight into the PISA results that go beyond average achievement. We recommend that country-level averages should not be emphasised or interpreted without also considering educational inequality and disadvantage.

Designing Structures and Pathways to Support Language Development and Content Learning for English Learners: Dilemmas Facing School Leaders

ABSTRACT Efforts to understand disparities in educational outcomes between students designated as English Learners (ELs) and their monolingual English-speaking peers have focused on factors that limit ELs’ access to college, including quality of high school preparation. Central to quality high school preparation are schools’ curricular structures—the course sequences and programs through which schools deliver curriculum and instruction. This article presents findings from a study of curricular structures at three comprehensive high schools, examining factors that influenced school leaders in the design of structures. The study found that, while principals articulated sociocultural views of language learning that emphasized ELs’ integration and engagement with English-speaking peers in rigorous content learning, the schools’ curricular structures limited ELs’ access to such opportunities. Two key themes emerged that help to explain the misalignment between the principals’ beliefs and the structures they put in place: conflicting goals for their students and concerns with teacher staffing.

Variation in center quality in a universal publicly subsidized and regulated childcare system

A large literature suggests that high quality childcare programs can produce positive and lasting effects by promoting math, language and social-emotional skills, referred to as school readiness skills, especially for children of parents with low education. Hence, a universal childcare system with easy access has the potential to make a substantial difference in children's lives and reduce socio-economic disparities in educational outcomes. However, if childcare quality varies across centers, universal childcare systems can also potentially increase disparities in school readiness if the children of more highly-educated parents select into centers of higher quality. Using a unique dataset with one-to-one assessments of school readiness skills among 627 five-year-olds attending 67 different childcare centers, we investigate differences in childcare quality by testing whether covariate adjusted assessments scores are clustered by center. Through fixed effect and random effect analyses, we demonstrate significant variation in school readiness across centers. However, selection into centers of different quality appears to be limited.

Gender Identity Disparities in Bathroom Safety and Wellbeing among High School Students.

By examining the relationship between trans identity, bathroom safety and wellbeing among high school students, this article empirically investigates how educational institutions operate as sites through which gender is negotiated in ways that are consequential for trans youth. We draw cross-sectional survey data, from a multi-school climate survey (n = 1046) conducted in the Midwestern United States, to examine three aspects of high school students' wellbeing: safety at school, self-esteem, and grades. The sample included students in 9th-12th grade who identified as trans (9.2%) and cisgender (41.2% boys, 49.6% girls), as well as LGBQ (21.6%) and heterosexual (78.4%). Most respondents were monoracial white (65.8%), monoracial Black (12.4%), and multiracial (14.1%). Using mediation and moderation linear regression models, we show that feeling safe using school facilities helps to explain widespread inequalities between trans and cisgender students. Based on these results, we suggest that in order to address disparities in educational outcomes between trans and cisgender students, as well as to improve student wellbeing in general, policies and practices need to ensure that all students have the right to safely access bathrooms and school facilities.

Psychological and biological responses to race-based social stress as pathways to disparities in educational outcomes.

We present the race-based disparities in stress and sleep in context model (RDSSC), which argues that racial/ethnic disparities in educational achievement and attainment are partially explained by the effects of race-based stressors, such as stereotype threat and perceived discrimination, on psychological and biological responses to stress, which, in turn, impact cognitive functioning and academic performance. Whereas the roles of psychological coping responses, such as devaluation and disidentification, have been theorized in previous work, the present model integrates the roles of biological stress responses, such as changes in stress hormones and sleep hours and quality, to this rich literature. We situate our model of the impact of race-based stress in the broader contexts of other stressors [e.g., stressors associated with socioeconomic status (SES)], developmental histories of stress, and individual and group differences in access to resources, opportunity and employment structures. Considering both psychological and biological responses to race-based stressors, in social contexts, will yield a more comprehensive understanding of the emergence of academic disparities between Whites and racial/ethnic minorities. (PsycINFO Database Record

More Ambitious Educational Choices in Urban Areas

Urban–rural disparities in educational outcomes have so far primarily received attention in U.S.-based research. These studies show that pupils in rural areas are at a disadvantage compared with pupils in (sub)urban areas. This article aims to examine urban–nonurban differences in educational choice in a European context, namely Flanders (the northern part of Belgium). To do so, we make use of data gathered from 1,339 parents of pupils in a sample of 53 primary schools (24 urban, 29 nonurban). We find that pupils in urban areas make more ambitious choices and that this is partly explained by local labor market conditions.