Educational Disparities Research Articles

Closing the gap: Evaluating local government initiatives to enhance basic education access and quality

The efforts of local government to improve access and quality of basic education can reduce educational disparities (Pansiri, 2008). This research aims to describe disparities and the impact of local government initiatives on access to and the quality of primary education in Papua, specifically in Merauke Regency. Utilizing a descriptive qualitative approach, the study examines the efforts of local government officials, education figures, and the local community through snowball sampling for informant selection. Data collection methods include observations, open-ended interviews, focused group discussions (FGD), and structured interviews. The study employs instruments such as gross enrollment ratio (APK), net enrollment ratio (APM), student-school distance, teacher-student ratios, and evaluations of infrastructure and dropout rates. Data analysis categorizes information according to problem themes. The findings reveal significant educational disparities in Papua, with school participation rates below the national average. Contributing factors include limited access to educational facilities, long distances between homes and schools, and economic challenges. Despite these issues, local government initiatives like infrastructure development, scholarship programs, and transportation improvements have positively impacted access to and the quality of primary education in Papua. These efforts demonstrate progress but continued focus on these areas is needed to further reduce educational disparities and improve outcomes for students.

A Nationwide Exploration of Social Inequalities in Cancer Mortality Amidst the COVID-19 Pandemic in Belgium.

The COVID-19 pandemic disrupted global health systems, impacting cancer care and potentially increasing cancer mortality, especially among socioeconomically disadvantaged individuals. We aimed to assess changes in cancer mortality from March 1 to December 31, 2020 relative to the same period in 2019, and to examine potential shifts in cancer mortality's social disparities during the same time frame. We used nationwide individually linked cancer mortality data from the Belgian National Register, the Census 2011, and the tax register. Analyses were stratified by age group (45-59 years, 60-74 years, 75+ years) and sex across all cancer types, including breast, colorectal, lung, pancreatic, and prostate. Direct age-standardized mortality rates were calculated in 2019 and 2020 to calculate absolute and relative changes in cancer mortality by social indicators. Relative inequalities in cancer mortality by social groups were calculated for both time frames using Poisson regression. Sensitivity analysis considered any mention of specified cancer groups on the Belgian death certificate. For both overall and site-specific cancers, our study found decreases in cancer mortality during the pandemic's early stages, particularly among individuals aged 75 and older. These changes did not significantly alter established socioeconomic patterns in cancer mortality. Reductions in reported cancer deaths in 2020 may reflect COVID-19 prioritization in cause-of-death coding and its role as a competing risk, rather than true declines. Persistent educational disparities emphasize the need for continued policy and healthcare collaboration, with future research focused on the pandemic's long-term effects on cancer mortality and social inequalities.

Mitigating policy-to-practice disparities in inclusive education from a bioecological systems perspective: The case of selected secondary schools in the Lower Shire, Malawi

In this study I used a qualitative phenomenological research design to investigate strategies to mitigate policy-practice mismatches and enhance inclusive education in Malawi. Previous research studies revealed policy-to-practice disparities in Malawian inclusive education. However, the studies fell short in proffering strategies to mitigate the disparities and enhance inclusive education. I argue that effective strategies that could lessen policy-to-practice mismatches and advance inclusive education primarily rest with mainstream teachers, as they mediate policy and practice. I draw on Urie Bronfenbrenner’s (2005) bioecological systems perspective to form theoretical and analytical frameworks for understanding the problem and discussing the findings. Sixteen in-depth, face-to-face interviews were conducted with purposely selected teachers from 4 mainstream secondary schools in the Lower Shire, Malawi. I found that some mainstream teachers resist inclusive education and would like learners with disabilities to return to special schools, thus refuting policy directives. As a way forward, I recommend that future policy formulation and implementation in Malawian mainstream education should consider a bioecological systems approach through which policymakers interact with mainstream teachers to improve their perspectives and practices regarding inclusive education. The recommendations made may inform fundamental discourses for inclusive education in primary and secondary schools in Malawi and beyond.

Revitalizing rural areas by boosting educational advancement through social capital integration

Community development in rural areas is crucial for enhancing educational quality by addressing the diverse needs of students, families, and the broader community. This study investigates how leveraging social capital can significantly improve educational outcomes in rural communities. The primary objective of this study is to explore how community development initiatives, underpinned by social capital, contribute to educational advancements by integrating essential services such as healthcare, social welfare, after-school programs, and parental involvement directly within the educational framework. The study employs a systematic review methodology guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. This approach involves a comprehensive literature review to identify and analyze relevant studies. PRISMA guidelines were followed to ensure a rigorous and transparent reporting process, enhancing the reliability and validity of the findings in this study. The findings reveal the transformative impact of social capital on educational quality. Initiatives that effectively mobilize social networks and relationships lead to improved academic performance, social development, and emotional well-being of students. The study reveals the significance of stakeholder collaboration, supportive policies, and innovative pedagogies in sustaining and scaling these community-driven efforts. It is recommended by this study to strengthen stakeholder engagement, advocate for supportive policies, and integrate innovative teaching methods that will sustain and expand educational advancements. This study offers valuable insights into how social capital can address educational disparities and promote sustainable development in rural communities.

Addressing Educational Inequities in Urban Slums: A Narrative Review

This study examines the challenges faced by children living in urban slums regarding access to education, drawing insights from a systematic process 27 published journal articles, academic papers and Seminar reports are selected Among these, 16 were chosen for detailed discussion, resulting key findings on socio-economic barriers, parental education levels, and awareness gaps hampering educational opportunities for slum-dwelling children. Findings prevalent problems as inadequate infrastructure, ineffective teaching methods, and parental disengagement exacerbating educational disparities. Study highlights interventions including skill development programs, targeted public initiatives, and policy reforms to address these challenges. Recommendations emphasize collaborative efforts among stakeholders to implement educational policies, improve infrastructure in government schools, and enhance parental awareness. Adopting diverse social work approaches is recommended to address the multifaceted challenges confronting slum communities. Implementing these interventions can contribute to fostering more equitable and inclusive education system, thereby advancing the well-being of all children in urban slums.

초등학생의 학습태도와 수업이해 영향 요인 분석

Objectives The purpose of this study is to analyze the key factors influencing elementary school students' learning attitudes and classroom lesson understanding, using data from the third-year panel of the Jeonam Education Longitudinal Study (JELS), specifically targeting 6th-grade students. Methods Data from 1,788 6th-grade students are analyzed using the SPSS 20.0 program. The research design includes independent variables such as homeroom teacher support, academic self-concept, self-management, rule adherence, parent-child interaction, and parental educational support, while the dependent variables are students' learning attitudes and classroom lesson understanding. The study examines the correlations among homeroom teacher support, academic self-concept, self-management, rule adherence, parent-child interaction, parental educational support, learning attitudes, and classroom lesson understanding. Regression analysis is conducted to determine the impact of these variables on students' learning attitudes and classroom lesson understanding. Results The results indicate that self-management, rule adherence, and academic self-concept are significant factors influencing students' learning attitudes, while academic self-concept, rule adherence, and homeroom teacher support are significant factors influencing classroom lesson understanding. Conclusions This study suggest that support from both home and school is necessary to enhance elementary students' learning attitudes and classroom lesson understanding. The results serve as foundational data for improving students' learning experiences and reducing educational disparities in the classroom.

The deepening digital divide: Inequality in the information society

The rapid evolution of Information Technology (IT) has fundamentally reshaped societies globally, yet it has also exacerbated existing inequalities, particularly in developing nations. This paper explores the implications of IT's evolution on social, economic, and educational disparities, focusing on how access to technology influences opportunities and outcomes. Through an analysis of data and case studies from various regions, we aim to highlight the need for targeted policies that address these inequalities and promote a more inclusive information society.

Knowledge, Perceptions and Practices Regarding Menstrual Hygiene among Students

Menstrual hygiene management (MHM) is a critical aspect of public health, especially for adolescent students. This study investigates the knowledge, perceptions, and practices regarding menstrual hygiene among students. Menstrual hygiene is a critical aspect of health and well-being, yet it remains a taboo topic in many cultures, affecting the knowledge, perceptions, and practices of individuals, particularly students. This study aims to explore and analyze the knowledge, perceptions, and practices regarding menstrual hygiene among students. Through a comprehensive literature review and a structured survey, this research investigates the awareness levels, cultural and societal influences, and hygiene practices adopted by students during menstruation. The findings reveal significant gaps in knowledge, influenced by socio-cultural norms and educational disparities, which impact the perceptions and practices of menstrual hygiene. The study highlights the need for improved educational interventions and policy changes to promote better menstrual hygiene management, ensuring a healthier and more supportive environment for students. The implications of this research extend to public health policies, educational curricula, and community programs aimed at enhancing menstrual hygiene awareness and practices among the youth. Findings suggest that while there is a general awareness of menstrual hygiene, significant gaps persist in knowledge and practices, often exacerbated by cultural taboos and inadequate resources. The study highlights the need for comprehensive education programs and improved facilities to support menstrual health, ultimately advocating for policies that address these gaps to enhance the quality of life and educational outcomes for female.

Suicide Deaths by Occupation Skill Level and Educational Attainment in the US.

Estimate the association between suicide deaths and both occupation skill level and educational attainment in the US. Suicide deaths, employment, education and demographic data from the 2021 National Center for Health Statistics Multiple Cause of Death Files, for ages 18-64 with a lifetime history of employment were combined with comparable participants from the 2020-2022 Current Population Survey. Outcomes of interest were associations between suicide death and occupational skill level, assessed as a five-level variable, and educational attainment. Logistic regression models were used to estimate these associations before and after adjusting for educational attainment, age and sex, in each racial/ethnic sub-population. We found a significant gradient in suicide death across occupation skill levels, with lower-skill occupations associated with higher suicide rates than higher-skill occupations. This gradient was more pronounced among non-Hispanic White (NHW) people and Non-Hispanic Black (NHB) people than Hispanic people. However, upon controlling for educational attainment, this association was attenuated, indicating that the initial link was likely confounded by education. The results suggest that educational attainment is a more robust predictor of suicide risk than occupation skill level. Targeted interventions addressing educational and ethnic disparities within higher-risk occupational groups can mitigate suicide risk.

Study on the Interactive Relationship Between Educational Equality and National Development: Educational Gender Differences as Examples

Gender disparities in education persist in the 21st century despite significant economic and societal advancements, leading to a negative impact on general education and educational equity. This essay explores the intricate relationship between gender gaps in education and their broader economic and societal development implications. The analysis highlights how disparities in educational access and outcomes between genders influence workforce participation, income equality, and overall economic growth by examining various global contexts. Preserving educational equality also heavily depends on economic stability and national progress. It also considers the role of cultural norms and policies in shaping educational opportunities, demonstrating that equitable education for all genders fosters innovation, social cohesion, and sustainable development. Ultimately, the essay argues that addressing gender gaps in education is an issue of social justice, an important factor in societal advancement and economic prosperity, and a cause that should receive more national support as well as the creation and revision of pertinent policies.

AI in Education: Opportunities, Challenges, and Pathways for Equitable Learning

This paper explores the evolving role of Artificial Intelligence (AI) in the learning environment, emphasizing both opportunities and challenges. Through tools like adaptive learning systems, automated grading, and personalized tutoring, AI tools have revolutionized educational practices. Further, AI tools have established tailored learning experiences and optimized teaching strategies. Especially in the wake of the COVID-19 pandemic, AI has offered support for learners, parents, and educators, and was crucial in facilitating remote and hybrid learning. However, introducing AI also presents notable challenges, such as privacy concerns, ethical implications, and socio-economic disparities in access, which can exacerbate existing educational inequalities. Furthermore, without appropriate and proper training, educators often face difficulties in adapting to AI-driven environments. This paper focuses on AI's potential to reduce educational disparities among low-income and underserved students, as it offers inclusive opportunities through accessible and personalized learning technologies. In response to these complex challenges, this review paper proposes recommendations for ethical policy frameworks, adequate teacher training, and transparent AI usage guidelines to ensure equitable and responsible AI integration. By balancing AI's benefits with its limitations, the field of education can foster a future where AI contributes positively to diverse, inclusive, and adaptive learning environments.

Gender-neutral vs gender-specific education subsidy: effects on schooling and earning inequality

PurposeDeveloping countries are characterized by gender wage inequality that can be largely attributed to gender-based disparities in education. Education subsidy can be an effective tool for reducing the inequality in human capital formation. However, the parents’ decision in response to the subsidy is a crucial determinant of gendered inequality in schooling and earnings. The paper aims to examine the effects of gender-neutral and gender-specific education subsidy policies on the gendered differences in schooling and earnings.Design/methodology/approachA three-sector full employment general equilibrium model is developed, where the amount of schooling of children is determined by the intertemporal utility maximizing behaviour of the parents over two periods.FindingsThe results indicate that higher gender-neutral education subsidy may raise the amount of schooling of boys more than girls and aggravate the schooling inequality in a society with traditional gender norms; the effect on earning inequality depends on the relative gendered returns to education and the marginal effects of the subsidy on relative schooling levels. However, gender-specific subsidy policies raise female schooling, thereby narrowing gender-based schooling and are likely to favourably affect the earning inequality.Originality/valueThe paper tries to analyse the linkage between education and labour market within a gender dimension. On the one hand, it tries to explain parental schooling decision due to gender-neutral and gender-specific education subsidies, and on the other, it examines the effects of these two subsidy policies on gendered schooling inequality and gender earnings inequality in a dynamic model.

ARTIFICIAL INTELLIGENCE, INTERNET OF THINGS, AND BLOCKCHAIN IN EDUCATION: TOWARDS PERSONALIZED, INCLUSIVE, AND SUSTAINABLE LEARNING WITH SOCIAL IMPACT

By blending the Internet of Things (IoT) into artificial intelligence and blockchain with social issues (decentralized IoT for smart society SSIoTX), education can become more intelligent, accessible, and personalized. Such technologies customize learning for the needs of each learner, allowing progress to be monitored in real-time and modifying the content per cognitive profile determined by cognitive skills. Furthermore, AI, together with SSIoTX, can be of great help to students who have some disability by giving them some sensor devices that make them even more accessible in their education and integrated into classrooms. Additionally, they drive student collaboration and allow teachers to assess how their lesson creates teaching outcomes. SSIoTX can tackle education disparities and make school resources more efficient, contributing to learning environments that are even better and healthier. In summary, it is far from the perspective that blockchain, IoT, and AI technologies have a high social impact since they are bringing education to more and making it inclusive. The paper’s core is developing a deep convolution learning model (YOLO V7) to recognize the cognitive profile patterns based on cognitive skills quizzes on an SSIoTX ecosystem. Cognitive profiles are processing information, problem-solving, and decision-making. Cognitive skills are memory, attention, reasoning, and social cognition. Since the SSIoTX expert system is on the blockchain, a decentralized application (DAPP) has been built in IoTX.

Comprehensive Meta-Analysis of Developmental Reading Interventions: Evaluating Effectiveness and Strategies for Improvement

This meta-analysis evaluates the effectiveness of developmental reading interventions on literacy outcomes among children and adolescents, synthesizing data from 120 studies published between 2019 and 2023. The results demonstrate that these interventions exert a moderate to large positive impact, with phonics-based approaches emerging as the most effective, particularly in early childhood education. Fluency-building and comprehension strategies also play a significant role in enhancing reading proficiency, underscoring the necessity of a balanced instructional approach. The analysis further indicates that long-term interventions are more successful in achieving sustained literacy improvements, emphasizing the critical need for continuous support. Moreover, the substantial benefits observed among students from lower socio-economic backgrounds highlight the potential of these programs to mitigate educational disparities. While the promise of technology-enhanced interventions is acknowledged, their success hinges on factors such as accessibility and teacher readiness. These findings offer valuable direction for educators, policymakers, and researchers in designing and implementing effective reading interventions that promote literacy development across diverse student populations.

Harnessing AI for STEM Education in South Asia: Impact, Opportunities, and Challenges

The integration of Artificial Intelligence (AI) into Science, Technology, Engineering, and Mathematics (STEM) education has transformative potential, particularly for South Asia, a region marked by economic and educational disparities. This paper examines the impact, opportunities, and challenges associated with adopting AI in STEM higher education in South Asia. Through AI, education systems in the region can overcome limitations in resources, geographical barriers, and outdated curricula, offering adaptive, personalized, and accessible learning experiences. The study highlights the roles of leading AI-focused institutions, particularly in India, which are pioneering AI initiatives and fostering regional leadership in AI-driven education. By evaluating current AI integration, institutional contributions, and socio-economic barriers, the paper provides insights into harnessing AI to enhance research, improve STEM education outcomes, and prepare South Asian students for a global, AI-driven economy. This research underscores the need for a balanced approach that considers AI’s ethical, cultural, and infrastructural challenges, aiming to create an inclusive and sustainable model for AI-enhanced STEM education in South Asia.

Simultaneous Remote Laparoscopic Training for Trainees Among Multiple Institutions: Can Remote Coaching Replace On-Site Coaching?

Regional disparities in medical practice between urban and rural areas in Japan represent a critical issue, and extend to the field of surgical education. To address these disparities, we evaluated the effectiveness of simultaneous remote coaching across multiple facilities using a standardized laparoscopic training method. A total of 28 trainees from a university hospital and 3 rural hospitals were categorized into remote and on-site coaching groups. The training curriculum included lectures, practical training, and assessments, conducted for 1 h per week using three sessions. The primary endpoint of the study was the change in time for ligation of one suture between the on-site and remote coaching groups, expressed as the median of the reduction suture time rate (RTR). Secondary endpoints included the RTR categorized by years of graduation and the results of a questionnaire survey of participants. Participants included 19 trainees in postgraduate year (PGY) 1-2 and 9 those in PGY 3-5. The median suture ligation time for the first attempt was 145 s (remote: 136 s vs. on-site: 160 s; p = 0.33) and that for the third attempt was 51 s (remote: 33 s vs. direct: 52 s; p = 0.91). The median RTR was 57%, with no significant difference observed between the remote and on-site coaching groups (43.2% vs. 71.2%, p = 0.26). The trainees' ratings for the training were generally favorable, with median ratings of 4 (range: 3-5) for the content of practical skills and 5 (4, 5) for the distance learning aspect, based on a 5-point Likert scale. Simultaneous remote laparoscopic training could be effective in reducing disparities in surgical education.

Girls’ Education, Social Constraints and State Policies in Northern Ghana, 1909–1960

ABSTRACT This article examines the complex socio-political factors that hindered the growth of girls’ education in northern Ghana during the colonial and early postcolonial periods. While previous research has focused on broader regional disparities between the North and the South, the gendered aspects of educational disparity within the North remain relatively unexplored. We demonstrate that colonial policies and local customs combined to create barriers to girls’ education. In the early colonial period, the imperial objective of producing native interpreters and administrators, combined with cultural resistance to girls’ education, discouraged the provision of educational facilities for girls. Additionally, Christian missions, unlike in the South, were restricted in their activities in the North. While African agency influenced girls’ education, colonial ideology and policies exerted a substantial impact on girls’ education in northern Ghana. This article supports Diana Barthel’s conclusion that cultural and political factors interacted to deprive girls of access to Western education.

Educational Inequality Among Left-Behind Children in China and Vietnam

This essay delves into the issue of educational inequality faced by left-behind children in China and Vietnam, a challenge closely tied to the rapid economic transformations in both countries that have driven significant internal migration. Children who remain in rural regions often encounter profound academic and social disadvantages, further entrenching cycles of poverty and inequality. Through a comparative lens, this study examines how institutional barriers--such as China’s Hukou system--and Vietnam’s geographical and ethnic divisions exacerbate these disparities in education. The research draws upon government policy analyses, demographic trends, and existing scholarly work to illuminate the particular obstacles these children face. The findings underscore that in China, the Hukou system serves as a key obstacle to rural children’s access to high-quality education, whereas in Vietnam, ethnic minorities and those living in isolated areas contend with issues such as language barriers, geographic remoteness, and the impacts of climate change. The essay concludes with recommendations for policy reform and future areas of study, advocating for more comprehensive strategies and international cooperation to address the entrenched inequalities at play.

Civic Performance Outcomes and Market Morality: Using NAEP to Address the Civic Efficacy of Charter Schools

Advancing civic learning and competence remains a fundamental objective in social studies education. Persistent civic performance outcome gaps, similar to other educational achievement disparities, are influenced by race, class, and other social constraints. Charter schools, known for their innovative structures and curricula, are often proposed as a solution for enhancing civic outcomes, particularly for Black and Hispanic youth. This study analyzes the National Assessment of Educational Progress (NAEP) 2014 and 2018 Civics Grade 8 results using a multilevel regression model to assess whether charter schools improve civic outcomes compared to traditional public and private schools. Key variables examined include race/ethnicity, school type, and teacher credentials. The findings reveal that charter schools perform comparably to traditional public schools in fostering civic knowledge and skills. Teacher time spent on civics instruction nor teacher credentials relate to student civic performance outcomes.

Exploring Secondary Enrolment and GDP Growth in Nepal

Education is crucial for the advancement of every nation. The paper explores the importance of secondary education in human capital development and economic growth. It investigates the existing gender disparities in enrolment rates. This article aims to investigate the relationship between secondary level student enrollment rates and the Gross Domestic Product (GDP) in Nepal. It also explores the impact of educational gender disparity on economic development and provides insights into potential policy implications. Data from various sources, including the Ministry of Education of Nepal and the World Bank, are utilized to analyze trends in enrolment rates and GDP from 2011 to 2021. Data has qualitatively analyzed to investigate the link between secondary enrollment and GDP in Nepal. Pearson's correlation and linear regression are utilized for thorough examination. The study has found no clear connection between secondary enrollment and GDP in Nepal. Surprisingly, as enrollment rates decrease, GDP seems to rise, suggesting that secondary school enrollment does not notably affect GDP in the country.