Higher Socioeconomic Status Backgrounds Research Articles

Socioeconomic Factors and Physical Activity Levels Among Badminton Players in Selected Middle Schools in Guangdong Province

The relationship between socioeconomic factors and physical activity levels in badminton player is a critical area of study, given the long-term implications for health and well-being. Various socioeconomic determinants, including family income, parental education, and neighborhood environment, significantly influence badminton player' engagement in physical activities (Sharma & Gupta, 2021). Family income plays a pivotal role in determining the availability of resources necessary for physical activity. Badminton player from higher-income families often have access to sports equipment, private coaching, and safe recreational facilities, which promote regular physical activity (Patel et al., 2022). Conversely, those from lower-income backgrounds may face financial barriers that limit their participation in organized sports or access to quality facilities, leading to reduced physical activity levels (Rahman & Khan, 2023). Parental education is another significant factor influencing badminton player' physical activity. Educated parents are more likely to recognize the importance of physical activity for their children's health and development (Basu & Das, 2021). They may also have better knowledge and resources to support their children’s involvement in sports and physical activities. In contrast, lower parental education levels are often associated with less awareness and fewer opportunities for badminton player to engage in physical activity (Singh et al., 2020). The neighborhood environment significantly impacts badminton player' physical activity levels. Safe, well-maintained neighborhoods with parks, playgrounds, and sports facilities encourage outdoor activities (Hassan & Rafiq, 2021). However, badminton player living in neighborhoods with high crime rates, poor infrastructure, or limited recreational spaces may be less likely to engage in physical activities due to safety concerns and lack of accessible facilities (Chowdhury et al., 2023). Cultural factors also influence physical activity levels among badminton player. In many societies, cultural norms and expectations can either promote or hinder physical activity (Kumar & Jain, 2022). For instance, traditional gender roles may restrict girls’ participation in sports, while boys might be encouraged to engage in physical activities. Understanding these cultural dynamics is essential for developing effective interventions to promote physical activity among all badminton player. The impact of socioeconomic status (SES) on physical activity is further compounded by educational institutions. Schools in higher SES areas often have better sports facilities, more extracurricular activities, and programs promoting physical education (Sharma & Gupta, 2021). Conversely, schools in lower SES areas may lack these resources, limiting students' opportunities to engage in regular physical activity. This disparity highlights the need for policies to ensure equitable access to physical activity opportunities across different socioeconomic strata. Peer influence is another crucial factor in badminton player' physical activity levels. Badminton player are more likely to engage in physical activities if their peers also participate (Basu & Das, 2021). However, socioeconomic factors can affect the peer group's overall activity levels. Badminton player from higher SES backgrounds might have more active peer groups due to greater access to recreational activities, whereas those from lower SES backgrounds might face peer pressure to engage in sedentary behaviors. Government policies and community programs play a vital role in addressing the socioeconomic disparities in physical activity levels among badminton player. Policies that provide subsidies for sports programs, build recreational facilities in underprivileged areas, and promote safe neighborhood environments can help mitigate the impact of socioeconomic factors (Patel et al., 2022). Effective community programs that target low-income families and educate parents about the benefits of physical activity are also crucial for promoting equitable physical activity levels. Technological advancements and their accessibility also influence physical activity levels. Badminton player from higher SES backgrounds might have access to technology that encourages physical activity, such as fitness trackers and online workout programs (Kumar & Jain, 2022). In contrast, those from lower SES backgrounds may lack access to such technology, further widening the gap in physical activity levels. Socioeconomic factors significantly influence physical activity levels among badminton player. Family income, parental education, neighborhood environment, cultural norms, school resources, peer influence, government policies, and technological accessibility all play crucial roles. Addressing these factors through targeted interventions and policies is essential for promoting equitable physical activity levels and ensuring the long-term health and well-being of all badminton player. Recent research highlights the importance of understanding and addressing these socioeconomic determinants to foster a more active and healthy youth population.

Socioeconomic Disadvantage and Youth Mental Health During the COVID-19 Pandemic Lockdown

Adolescence is a period in which mental health problems emerge. Research suggests that the COVID-19 lockdown may have worsened emotional and behavioral health. To examine whether socioeconomic status was associated with mental health outcomes among youths during the COVID-19 pandemic. The Adolescent Brain Cognitive Development (ABCD) Study is a multisite 10-year longitudinal study of youth neurocognitive development in the US. Recruitment was staggered where the baseline visit (ages 9 to 10 years) occurred from 2016 to 2018, and visits occurred yearly. The COVID-19 lockdown halted research collection during the 2-year follow-up visits (ages 11 to 12 years), but eventually resumed. As some youths already underwent their 2-year visits prior to lockdown, this allowed for a natural experiment-like design to compare prepandemic and intrapandemic groups. Thus, data were gathered from the 1-year follow-up (pre-COVID-19 lockdown for all youths) and the 2-year follow-up, of which a portion of youths had data collected after the lockdown began, to compare whether a period of near social isolation was associated with mental health symptoms in youths. The prepandemic group consisted of youths with a 2-year follow-up visit collected prior to March 11, 2020, and the intrapandemic group had their 2-year follow-up visit after lockdown restrictions were lifted. Assessments included measures on income-to-needs ratio (INR; derived from total household income), the Child Behavior Checklist (a measure of mental health symptomology), and the Family Environmental Scale. The final sample included 10 399 youths; 3947 (52.3%) were male; 2084 (20.3%) were Latinx/Hispanic; 6765 (66.0%) were White; 4600 (44.2%) reported caregiver education levels below a 4-year college degree; and 2475 (26.2%) had INR either below 100% (indicating poverty) or between 100% and less than 200% (near poverty). Among youths in the intrapandemic group, worse mental health symptoms (eg, more total problems, greater depression, and greater anxiety) over time were associated with being from a household with higher socioeconomic status (eg, when comparing individuals who differed by 1 unit on INR between prepandemic and intrapandemic groups from 1-year to 2-year follow-up, their expected difference in total problems score was 0.79 [95% CI, 0.37-1.22]; false discovery rate-corrected P < .001). This cohort study found that the COVID-19 lockdown was associated with disproportionately negative mental health outcomes among youths from higher socioeconomic status backgrounds. Although this study does not shed light on the direct mechanisms driving these associations, it does provide some support for positive outcomes for youths. Future studies are needed to understand whether these associations persist over longer periods of time.

Green spaces and respiratory, cardiometabolic, and neurodevelopmental outcomes: An individual-participant data meta-analysis of >35.000 European children

Studies evaluating the benefits and risks of green spaces on children’s health are scarce. The present study aimed to examine the associations between exposure to green spaces during pregnancy and early childhood with respiratory, cardiometabolic, and neurodevelopmental outcomes in school-age children. We performed an Individual-Participant Data (IPD) meta-analysis involving 35,000 children from ten European birth cohorts across eight countries. For each participant, we calculated residential Normalized Difference Vegetation Index (NDVI) within a 300 m buffer and the linear distance to green spaces (meters) during prenatal life and childhood. Multiple harmonized health outcomes were selected: asthma and wheezing, lung function, body mass index, diastolic and systolic blood pressure, non-verbal intelligence, internalizing and externalizing problems, and ADHD symptoms. We conducted a two-stage IPD meta-analysis and evaluated effect modification by socioeconomic status (SES) and sex. Between-study heterogeneity was assessed via random-effects meta-regression. Residential surrounding green spaces in childhood, not pregnancy, was associated with improved lung function, particularly higher FEV1 (β = 0.06; 95 %CI: 0.03, 0.09 I2 = 4.03 %, p < 0.001) and FVC (β = 0.07; 95 %CI: 0.04, 0.09 I2 = 0 %, p < 0.001) with a stronger association observed in females (p < 0.001). This association remained robust after multiple testing correction and did not change notably after adjusting for ambient air pollution. Increased distance to green spaces showed an association with lower FVC (β = −0.04; 95 %CI: −0.07, −0.02, I2 = 4.8, p = 0.001), with a stronger effect in children from higher SES backgrounds (p < 0.001). No consistent associations were found between green spaces and asthma, wheezing, cardiometabolic, or neurodevelopmental outcomes, with direction of effect varying across cohorts. Wheezing and neurodevelopmental outcomes showed high between-study heterogeneity, and the age at outcome assessment was only associated with heterogeneity in internalizing problems.. This large European meta-analysis suggests that childhood exposure to green spaces may lead to better lung function. Associations with other respiratory outcomes and selected cardiometabolic and neurodevelopmental outcomes remain inconclusive.

The impact of school closures during the COVID-19 pandemic on reading fluency among second grade students: socioeconomic and gender perspectives.

The acquisition of reading skills is a crucial milestone in early education, with formal instruction and practice playing pivotal roles. The outbreak of COVID-19 led to widespread school closures and a shift to remote learning. This study aimed to investigate the effects of school closures on reading acquisition and fluency among a large sample of second-grade children, considering socioeconomic status (SES) and gender differences. In 2019, a cohort of 2228 second-grade students from 34 schools was assessed for word reading fluency and comprehension. In 2020, during the pandemic, 765 students from a subsample of 20 original schools were re-evaluated using the same measures. The study also collected school-related data. The findings from the entire sample indicated no significant differences in fluency and comprehension scores between children in the second grade in 2019 and 2020. However, a significant interaction emerged when analyzing low SES versus high SES children. Children from low SES backgrounds exhibited notably lower reading scores after a year of remote learning due to the COVID-19 outbreak. Moreover, the disparity in reading scores between low SES and high SES children nearly doubled in 2020. Gender differences were also detected. These results underscore the impact of remote learning during the COVID-19 crisis on exacerbating gaps in reading fluency and comprehension between children from high and low SES backgrounds. The implications of these findings highlight the critical role of in-person schooling and targeted support for disadvantaged students, especially during pivotal stages of reading development.

Family socioeconomic status and foreign language emotions: Moderation of teacher–student relationships

Family context has been found to influence achievement emotions, but the factors that might moderate this association remain relatively unexplored. To address this gap, this research examined the moderation of teacher–student relationships (TSR) in the link between family socioeconomic status (SES) and emotions in foreign language (FL) learning drawing on control-value theory of achievement emotions and attachment theory. The research involved 4,155 eighth-grade students from China, who completed scales reporting their SES, FL enjoyment, FL anxiety, and FL burnout. The moderating effect model demonstrated that TSR played a moderating role in the relationship between SES and negative emotions in FL learning such as anxiety and burnout. However, no significant moderation was observed between SES and FL enjoyment. Specifically, a warm TSR was found to alleviate the negative impact of low SES on negative emotions in FL learning, such as anxiety and burnout. Conversely, TSR did not demonstrate the capacity to enhance the positive emotions associated with FL learning, such as enjoyment, among students from higher SES backgrounds. This research suggests the necessity to intervene with low SES students, with the aim of fostering supportive TSR and ultimately alleviating negative emotions in FL learning.

Why Do People Think Individuals in Poverty Are Less Vulnerable to Harm?: Testing the Role of Intuitions About Adaptation.

People often falsely believe that individuals from low socioeconomic status (SES) backgrounds are less harmed than those from higher SES backgrounds by a wide range of negative events. We report three studies (total N = 1,625) that provide evidence that this "thick skin bias" emerges at least in part because people overgeneralize otherwise accurate intuitions about adaptation. Across studies, participants accurately intuited that people adapt to psychophysical experiences (e.g., brightness, weight, and volume) but also inaccurately intuited that people similarly adapt to life hardships that actually tend to exacerbate the harm of future negative events. Experimentally decreasing the salience of psychophysical adaptation intuitions reduced the thick skin bias, suggesting a causal link between these adaptation intuitions and the belief that people in poverty are less vulnerable to harm and underlining the importance of studying how biased beliefs about the effects of poverty may perpetuate inequality.

Labour market dynamics and youth unemployment in the Middle East and North Africa: Evidence from Egypt, Jordan, and Tunisia

AbstractAlthough it is well‐established in the literature that unemployment is a labour market insertion problem in the Middle East and North Africa, the dynamics driving unemployment remain poorly understood. Using data from the Labor Market Panel Surveys in Egypt, Jordan, and Tunisia, we offer insights into youth unemployment by studying flows into and out of unemployment. Female youth and Tunisian youth of both genders are particularly likely to experience long periods of unemployment. Educated youth from higher socioeconomic status backgrounds are more likely to experience unemployment, but there is not a strong relationship between background and unemployment duration.

Socio-economic status and other potential risk factors for language development in the first year of life.

A wide variety of language skills has been shown to be compromised in children from low socioeconomic status (SES). However, few studies have investigated the effect of SES on language development in infants. The aim of this study is two-fold: to investigate when the first SES-effects on language can be observed and to explore the effects of three variables often claimed to be linked to SES - gestational duration, stress and parent-child interaction - on language development. Parents/caregivers of 539 Dutch-acquiring infants aged 8-13 months from mid to high SES backgrounds completed a questionnaire including the LENA Developmental Snapshot (Gilkerson et al., 2017a) and the Brigance Parent-Child Interaction Scale (Glascoe & Brigance, 2002). No association was found between SES and language development. However, the results suggest that corrected age and parent-child interaction positively influence language development at this early age.

Correction: How Did the COVID-19 Pandemic Impact Medical Students From Low- vs Higher-Socioeconomic Status Backgrounds? A Multicenter U.S. Survey Study.

Correction: How Did the COVID-19 Pandemic Impact Medical Students From Low- vs Higher-Socioeconomic Status Backgrounds? A Multicenter U.S. Survey Study.

Decline in positive future orientations among adolescents during covid-19: The role of socioeconomic status, parental support, and sense of control.

Before coronavirus disease (covid-19), adolescents from a lower socioeconomic status(SES) background tend to have less positive future orientations, receive less parental support, and have a weaker sense of control than adolescents from a higher SES background. The covid-19 pandemic has potentially increased the socioeconomic gaps in positive future orientations, parental support, and sense of control among adolescents who are currently in vocational education. As societies are aiming to return back to precovid norms, certain groups of adolescents might require more attention for ensuring a stable future than others. Two-wave questionnaire data of 689 Dutch adolescents (Mage = 17.8; 56% female) from the Youth Got Talent project was analyzed. Latent Change Score models are a relatively novel approach that allows two-wave data to estimate associations between precovid predictor variables and changes in outcome variables from before to during covid-19 (e.g., SES, positive future orientations, parental support, and sense of control). Analyses were preregistered. The precovid socioeconomic differences in adolescent's positive future orientations and sense of control remained stable during covid-19, whereas the socioeconomic difference in parental support decreased during covid-19. A decline in parental support, an increase in sense of control, and more covid-19 hardships were associated with an increase in future orientations. The covid-19 situation has not substantially increased socioeconomic differences in positive future orientations and sense of control, but did decrease socioeconomic differences in parental support among adolescents. Short-term policies should aim to facilitate parental support and positive future orientations to all adolescents who experienced a decline, while also long-term focusing on the more consistent socioeconomic difference in sense of control among adolescents.

Hallucinogen use among young adults ages 19-30 in the United States: Changes from 2018 to 2021.

Given the shifting landscape of hallucinogen use, particularly with increased therapeutic use, understanding current changes in use is a necessary part of examining the potential risk hallucinogens pose to vulnerable populations, such as young adults. This study aimed to measure hallucinogen use among young adults aged 19-30 years from 2018 to 2021. This was a longitudinal cohort study among young adults aged 19-30 years from the US general population, interviewed between 2018 and 2021. Participants comprised 11304 unique respondents, with an average number of follow-ups of 1.46 (standard deviation = 0.50). Of the observed data points, 51.9% were among females. We examined past 12-month self-reported use of lysergic acid diethylamide (LSD), as well as hallucinogens besides LSD (e.g. psilocybin), monitoring any use as well as frequency, overall and by sex. From 2018 to 2021, past 12-month use of LSD among young adults in the US remained relatively unchanged, from 3.7% [95% confidence interval (CI) = 3.1-4.3] in 2018 to 4.2% in 2021 (95% CI = 3.4-5.0). Non-LSD hallucinogen [e.g. 'shrooms', psilocybin or PCP (phenylcyclohexyl piperidine)] use, however, increased in prevalence from 3.4% (95% CI = 2.8-4.1) to 6.6% from 2018 to 2021 (95% CI = 5.5-7.6). Across years, the odds of non-LSD use were higher for males [odds ratio (OR) = 1.86, 95% CI = 1.52-2.26] and lower for black than white participants (OR = 0.29, 95% CI = 0.19-0.47) and those without a college-educated parent (OR = 0.80, 95% CI = 0.64-0.99). Demographic disparities were similar for LSD use. Prevalence of past-year use non-lysergic acid diethylamide (LSD) hallucinogen was twice as high in 2021 as in 2018 among US young adults. Correlates of non-LSD hallucinogen use included being male, white and from higher socio-economic status backgrounds.

The Promise of MOOCs Revisited? Demographics of Learners Preparing for University

This paper leverages cluster analysis to provide insight into how traditionally underrepresented learners engage with entry-level massive open online courses (MOOCs) intended to lower the barrier to university enrolment, produced by a major research university in the United States. From an initial sample of 260,239 learners, we cluster analyze a subset of data from 29,083 participants who submitted an assignment in one of nine entry-level MOOC courses. Manhattan distance and Gower distance measures are computed based on engagement, achievement, and demographic data. To our knowledge, this marks one of the first such uses of Gower distance to cluster mixed-variable data to explore fairness and equity in the MOOC literature. The clusters are derived from CLARA and PAM algorithms, enriched by demographic data, with a particular focus on education level, as well as approximated socioeconomic status (SES) for a smaller subset of learners. Results indicate that learners without a college degree are more likely to be high-performing compared to college-educated learners. Learners from lower SES backgrounds are just as likely to be successful as learners from middle and higher SES backgrounds. While MOOCs have struggled to improve access to learning, more fair and equitable outcomes for traditionally underrepresented learners are possible.

Teaching quality and student learning achievements in Ethiopian primary education: How effective is instructional quality in closing socioeconomic learning achievement inequalities?

Teaching quality affects student learning achievements, and high socioeconomic status (SES) students usually outperform low SES ones. However, teaching quality may affect students differently depending on their SES backgrounds. This study employs three-level hierarchical linear modeling with Ethiopian Young Lives data to examine the potential differential effects of the three basic dimensions of teaching quality (teacher support, classroom management, and cognitive activation) across student SES groups. Our findings reveal that, in general, the three dimensions of teaching quality are positively associated with learning achievements. However, compared to low and middle SES background students, high SES background students benefit from classroom management and cognitive activation. This suggests that teaching quality (classroom management and cognitive activation) may contribute to widening inequalities in learning achievements. Implications of the findings for policy and practice are discussed.

How Did the COVID-19 Pandemic Impact Medical Students From Low- vs Higher-Socioeconomic Status Backgrounds? A Multicenter U.S. Survey Study.

How Did the COVID-19 Pandemic Impact Medical Students From Low- vs Higher-Socioeconomic Status Backgrounds? A Multicenter U.S. Survey Study.

New horizontal inequalities in Japanese education? Examining socioeconomic selectivity in pre-college study abroad intent and participation

The literature on social inequality in study abroad almost exclusively focuses on university students. This paper systematically examines the role of socioeconomic status (SES) for study abroad intent (SAI) and uptake across all levels of pre-college education in Japan, thereby also providing a first in-depth empirical study on pre-college study abroad (PSA) in this country. Drawing on theories of social inequality (especially the effectively maintained inequality (EMI) thesis) in combination with elements from cumulative advantage and life course research, we understand the intention and final decision to study abroad as an outcome of SES-specific differences in educational biographies, with higher SES families seeking transnational education for their children to achieve status advantages. Using large-scale cross-sectional data for Japan ( N = 15,450) for children aged three to eighteen years, binary and generalized ordered logit regressions show that children from high SES families are generally more likely to (1) express SAI (especially for college) and take up PSA; and (2) choose more exclusive forms of PSA, i.e. earlier and more lengthy stays. Findings further indicate that (3) the SES-gap in the likelihood to show SAI or take up PSA is highest at the pre- and high school levels. Applying the KHB method we found that (4) the percentage of SES effects on SAI mediated through earlier PSA experience is marginal or even reversed at times. We conclude that early PSA experience is positively related to further SAI, with high SES students likely accumulating transnational human capital to a greater extent, possibly acquiring status advantages. In sum, our results support the EMI and cumulative advantage perspectives, indicating undetected first- and second-level horizontal inequalities in Japanese education and call for similar research in other national contexts. • The likelihood for pre-college study abroad intent and uptake is higher for children from higher SES backgrounds. • SES effects on short- and long-term pre-college stays abroad are always significant, but highest at pre- and high school. • Prior study abroad hardly mediates SES effects on study abroad intent indicating a widening SES gap in future study abroad. • Our findings point to first- and second-level horizontal inequalities in study abroad uptake in Japan.

The influence of childhood socioeconomic status on non-communicable disease risk factor clustering and multimorbidity among adults in Botswana: a life course perspective.

Childhood socioeconomic circumstances have a great influence on the health of individuals in adult life. We used cross-sectional data from a non-communicable disease (NCD) survey conducted in 2016, and respondents aged ≥15 y were selected from 3 cities/towns, 15 urban villages and 15 rural areas using a multistage probability-sampling technique. The total sample for the study was 1178. Two multinomial logistic regression models were fitted to data to ascertain the association between childhood socioeconomic status (SES) and NCD risk factor clustering and multimorbidity, using SPSS version 27. All comparisons were considered to be statistically significant at a 5% level. The prevalence of multiple NCD risk factors and multimorbidity was 30.1 and 5.3%, respectively. The odds of reporting NCD risk factor clustering were significantly high among individuals who reported low (adjusted OR [AOR]=1.88, 95% CI 1.21 to 2.78) and middle (AOR=1.22, 95% CI 1.02 to 2.05) childhood SES compared with high childhood SES. Conversely, individuals from a low SES background were more likely to report both single (AOR=1.17, 95% CI 1.00 to 2.01) and multiple NCD conditions (AOR=1.78, 95% CI 1.11 to 2.68) compared with those with a high childhood SES background. There is a need to stimulate policy debate and research to take cognisance of childhood socioeconomic circumstances in health policy planning.

Early life adversity, inflammation, and immune function: An initial test of adaptive response models of immunological programming.

Much research indicates that exposure to early life adversity (ELA) predicts chronic inflammatory activity, increasing one's risk of developing diseases of aging later in life. Despite its costs, researchers have proposed that chronic inflammation may be favored in this context because it would help promote immunological vigilance in environments with an elevated risk of infection and injury. Although intuitively appealing, the assumption that exaggerated inflammatory activity predicts favorable immunological outcomes among those exposed to ELA has not been tested. Here, we seek to address this gap, examining the links between exposure to ELA, inflammation, and immune function. Consistent with others' work, results revealed that those from low socioeconomic status (SES) childhood environments exhibited exaggerated unstimulated inflammatory activity relative to what was observed among those from higher SES childhood environments. Further, results revealed that - although levels of inflammation predicted the magnitude of immunological responses in those from higher SES backgrounds - for those who grew up in low SES environments, higher levels of inflammation were unrelated to the magnitude of immunological responses. Results suggest that exaggerated inflammatory activity in the context of ELA may not predict improved ability to manage acute immunological threats.

Prenatal Metal Exposures and Infants' Developmental Outcomes in a Navajo Population.

Early-life exposure to environmental toxicants can have detrimental effects on children’s neurodevelopment. In the current study, we employed a causal modeling framework to examine the direct effect of specific maternal prenatal exposures on infants’ neurodevelopment in the context of co-occurring metals. Maternal metal exposure and select micronutrients’ concentrations were assessed using samples collected at the time of delivery from mothers living across Navajo Nation with community exposure to metal mixtures originating from abandoned uranium mines. Infants’ development across five domains was measured at ages 10 to 13 months using the Ages and Stages Questionnaire Inventory (ASQ:I), an early developmental screener. After adjusting for effects of other confounding metals and demographic variables, prenatal exposure to lead, arsenic, antimony, barium, copper, and molybdenum predicted deficits in at least one of the ASQ:I domain scores. Strontium, tungsten, and thallium were positively associated with several aspects of infants’ development. Mothers with lower socioeconomic status (SES) had higher lead, cesium, and thallium exposures compared to mothers from high SES backgrounds. These mothers also had infants with lower scores across various developmental domains. The current study has many strengths including its focus on neurodevelopmental outcomes during infancy, an understudied developmental period, and the use of a novel analytical method to control for the effects of co-occurring metals while examining the effect of each metal on neurodevelopmental outcomes. Yet, future examination of how the effects of prenatal exposure on neurodevelopmental outcomes unfold over time while considering all potential interactions among metals and micronutrients is warranted.

Test scores and educational opportunities: Panel evidence from five low- and middle-income countries

The association between test scores in primary school and college attendance, and how this association differs by socioeconomic status (SES), remains an open question in low- and middle-income countries. Using data from long-running panel studies in Ethiopia, India, Pakistan, Peru and Vietnam, we show that children with higher test scores at age 12 report more years of schooling and higher college attendance by ∼age 22 in every country. However, variation in test scores explain only ∼15–55% of the SES gap in years of completed schooling at age 22. A striking implication is that in every country, children from low SES backgrounds who are in the 80th percentile of test scores at age 12 have similar years of completed schooling at age 22 as children from high SES backgrounds who were at the 20th percentile of test scores.

Social inequality in alternative sanctions: A register data study on all adolescent drug offenders in Norway 2005–2015

The penal repertoire for young offenders in Europe encompasses an increasing variety of alternative sanctions. Research indicates that the availability and implementation of these sanctions vary within jurisdictions, raising issues of unequal treatment for equal offences. Among possible factors associated with intra-jurisdictional disparities in alternative sentencing outcomes is the socioeconomic status of young offenders. This study investigates the social profile of diverted youth, thereby addressing social inequalities in alternative sanctioning. Register data on all 15- to 17-year olds charged with minor drug offences in Norway between 2005 and 2015 ( N = 3209) were compared to a randomly drawn sample of non-offenders ( N = 69,201). Offenders who were diverted from a fine to a conditional waiver of prosecution, either with or without rehabilitative measures, were classified with an alternative sanction. Socioeconomic status was measured by an indicator combining register data on household income and parental education. Probit regressions with sample selection were used to identify social gradients in alternative sanctioning. By extensive register linkages, we were able to control for a range of well-known confounders such as gender, immigrant status, family composition, parental crime, and geographical centrality. We found that the probability of receiving a conditional waiver of prosecution was around 5% points higher for youth from a medium-high socioeconomic status background and 8% points higher for youth from a high socioeconomic status background compared with their low socioeconomic status counterparts. The positive social gradient pertained to sanctioning with rehabilitative elements and not to minimal interventions. Social inequality in desistance-oriented sanctions, which may consolidate pre-existing inequalities in criminal charges, is likely influenced by the resources parents have at their disposal to get involved in their children’s legal processes.