Disparities In Educational Attainment Research Articles

Educational attainment and problems in Indian Tribal Populations, with a focus on Tribal Women: A Theoretical Assessment

Disparities in educational attainment exist within Indian tribal populations, especially among tribal women, despite the fact that it is a fundamental aspect of development. With an emphasis on tribal women, this theoretical evaluation probes the complex relationship between educational attainment and the various difficulties encountered by Indian tribal tribes. In this research, we review the literature and examine the various factors, such as socioeconomic status, cultural norms, insufficient infrastructure, and institutional discrimination, that prevent these communities from advancing in their education. In addition, it delves into the intricate gender dynamics inside tribal communities, illuminating the ways in which women's access to education is shaped by traditional roles and power relationships. With a focus on improving educational outcomes for tribal women and creating more inclusive development pathways, this assessment aims to shed light on these issues in order to inform policy interventions and educational initiatives that are specifically designed to meet the needs of Indian tribal communities.

“What Keeps Me in School”: Oregon BIPOC Learners Voice Support That Makes Higher Education Possible

A growing number of college students are nontraditional learners (age 21–65) who are people of color. These students face unique challenges in a higher education system increasingly shaped by neoliberalism and the ongoing context of institutionalized racism. In Oregon, policymakers have established ambitious goals to address racial disparities in educational attainment. In this study, focus groups and interviews were conducted with 111 Black, Indigenous, and People of Color (BIPOC) adult learners in Oregon to better understand their perspectives and experiences in regard to educational and career pathways. Participants included currently enrolled students, adults who had enrolled and left, and adults who had never enrolled in post-secondary education. Thematic analysis focused on support that facilitates educational access and persistence for these learners. Consistent with the existing literature, our findings revealed that support fell into three broad categories: economic, social/cultural, and institutional support. Recommendations focus on utilizing targeted universalism as a strategy for supporting non-traditional students of color to access and complete college through the expansion of economic support for students, shoring up relevant academic and career resources, and building more meaningful partnerships between higher education and communities of color. Limitations and directions for future research are also discussed.

Socioeconomic and residence-based inequalities in adolescent fertility in 39 African countries

IntroductionDespite the advancement in sexual and reproductive healthcare services and several public health measures aimed at controlling fertility rates, countries in sub-Saharan Africa (SSA) still experience higher adolescent fertility rates than other low-and middle-income countries. This study examined the disparities in adolescent fertility in 39 countries in SSA, focusing on socioeconomic and residence-based dimensions.MethodsThis study involved a secondary analysis of data obtained from 39 recent Demographic and Health Surveys conducted in SSA. The measures of difference (D), ratio (R), population attributable fraction (PAF), and population attributable risk (PAR) were estimated using the Health Equity Assessment Tool (HEAT) software version 3.1 developed by the World Health Organization. The measures: D, R, PAF, and PAR were used to examine the inequalities in adolescent fertility across the socioeconomic and residence-based dimensions.ResultsOut of the 39 countries included in the study, Guinea (D=27.70), Niger (D=27.50), Nigeria (D=23.90), and Côte d’Ivoire (D=23.60) exhibited the most significant residence-based inequalities in the rate of adolescent fertility, with the higher rate observed among adolescents in rural areas. Rwanda was the sole country that showed a slight inclination towards rural inequality in terms of the rate of adolescent fertility, with a value of D = -0.80. The burden of adolescent fertility was disproportionately higher among young women with low economic status across all the countries, exacerbating wealth-based inequities. The countries with the largest absolute discrepancies were Nigeria (D=44.70), Madagascar (D=41.10), Guinea (D=41.00), and Cameroon (D=40.20). We found significant disparities in educational attainment contributing to unequal inequalities in adolescent fertility, particularly among young women who lack access to formal education. Countries such as Madagascar (D=59.50), Chad (D=55.30), Cameroon (D=54.60), and Zimbabwe (D=50.30) had the most significant absolute disparities.ConclusionThis study revealed that young women residing in rural areas, those in households with low economic status and those with limited educational opportunities experience a disproportionately high burden of adolescent fertility across the 39 countries in SSA. The current findings offer valuable information to governmental entities at all levels regarding the need to ensure the provision of equitable, accessible, and dependable sexual and reproductive health services to the populace, particularly for young women. Therefore, the various stakeholders need to enhance the effectiveness of health policies and legislation pertaining to adolescent women living in rural areas, those from economically disadvantaged households, and those with limited or no access to formal education. Such interventions could potentially reduce adolescent fertility rates and mitigate the adverse maternal and child outcomes associated with high adolescent fertility in SSA.

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.

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.

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.