Societal Inequality Research Articles

Achieving Equity in Machine Learning: Technical Solutions and Societal Implications

The rapid advancement and widespread adoption of machine learning (ML) technologies have transformed numerous industries, including healthcare and finance. While these innovations have introduced significant benefits and efficiencies, they have also raised critical ethical and fairness concerns. As machine learning models increasingly influence decision-making processes, ensuring these models operate in a fair and unbiased manner has become an essential aspect of their deployment. Ethical issues in machine learning primarily revolve around the potential for biased outcomes, lack of transparency, and the inadvertent reinforcement of societal inequalities. This paper explores the current state of ethical and fairness solutions in machine learning, highlighting key methodologies and frameworks addressing these pressing issues. The proposed method demonstrates a high level of performance, with an accuracy of 97.6%, a mean absolute error (MAE) of 0.403, and a root mean square error (RMSE) of 0.203. By examining both the technical advancements and the broader ethical considerations, this study seeks to provide a holistic view of the efforts being made to ensure that machine learning technologies are deployed in a manner that is both fair and ethical.

Cultural Identity and Racism

This paper delves into the intricate relationship between cultural identity, racism, and the various factors shaping these dynamics, particularly within the context of the United States. Cultural identity is explored as a pivotal aspect of individual and collective existence, profoundly influenced by racial constructs and historical legacies. Racism, deeply embedded in societal structures, is identified as a significant impediment to fostering harmonious cultural relations. This paper emphasizes the critical role played by films, academic works, artworks, and increased cultural diversity in shaping and improving cultural identities. Examining the concept of race, the paper underscores its historical and cultural underpinnings, pointing out its impact on societal divisions and inequalities. Stuart Hall, who promoted Afro-Caribbean cultural identity through cinema, is discussed. Cultural practices, historical events, and film depictions of the Black experience are examined as crucial to cultural identity maintenance and rediscovery. The paper also emphasizes race diversity and Black intellectuals' role in cultural reshaping. Cultural identity is complex, and double consciousness and Black Atlantic diaspora experiences are crucial. Music is especially effective at expressing cultural diaspora and continuity. Jazz and contemporary Black art movements helped shape cultural identity. The paper argues that art, intellectual pursuits, and written history help people feel connected and understand diverse cultures. Despite these positive influences, racism still hinders cultural identity, the paper says. The paper argues that cultural identities must be preserved by avoiding racism and promoting cultural relativity. Lack of cultural integration also erodes cultural identities. The paper concludes by emphasizing cultural identity preservation and recommends a multidisciplinary approach involving media, history, academia, and art for overcoming racism to promote diversity and cultural integration.

Development of a Multi-site Curriculum for Inequities in Newborn Care (CINC) Informed by Pediatric Resident and Community Engagement.

Inequities in health care are a well-identified contributor to adverse outcomes in neonates of vulnerable populations. 1 2022 March of Dimes Report Card. Accessed March 8, 2023. 〈https://www.marchofdimes.org/report-card〉 Google Scholar , 2 Warren M.D. Hirai A.H. Lee V. Accelerating Upstream Together: Achieving Infant Health Equity in the United States by 2030. Pediatrics. Published online January. 2022; 3e2021052800https://doi.org/10.1542/peds.2021-052800 Crossref Scopus (2) Google Scholar , 3 Sigurdson K. Morton C. Mitchell B. Profit J. Disparities in NICU quality of care: a qualitative study of family and clinician accounts. Journal of Perinatology. 2018; 38: 600-607https://doi.org/10.1038/s41372-018-0057-3 Crossref PubMed Scopus (61) Google Scholar Societal and institutional inequities rooted within implicit biases and racism result in variable quality of care in the nursery, such as differences in time spent skin-to-skin with infants, clinical resource allocation based on racial background, and a lack of motivation to establish a therapeutic alliance with families who have differing social and cultural needs. 3 Sigurdson K. Morton C. Mitchell B. Profit J. Disparities in NICU quality of care: a qualitative study of family and clinician accounts. Journal of Perinatology. 2018; 38: 600-607https://doi.org/10.1038/s41372-018-0057-3 Crossref PubMed Scopus (61) Google Scholar Most significantly, this inequitable care results in the increased mortality of non-Hispanic black and Hispanic infants as compared to infants of non-Hispanic white backgrounds. 4 National Vital Statistics Reports Volume 69, Number 7 July 16, 2020, Infant Mortality in the United States, 2018 : Data From the Period Linked Birth/Infant Death File. Google Scholar In light of these inequities, the Academic Pediatrics Association (APA) implemented initiatives rooted in active anti-racism to dismantle oppressive power structures across pediatric organizations. 5 Cohen A. et al. Changing Who Has a Seat and Voice at the Table: How the Academic Pediatric Association is Responding to Systemic Racism. Academic Pediatrics. 2022; 22: 352-355https://doi.org/10.1016/j.acap.2022.01.002 Abstract Full Text Full Text PDF PubMed Scopus (2) Google Scholar This urgent commitment to action is further supported by the Association of Pediatric Program Directors (APPD) which maintains that anti-racism involves actively dismantling racism in all that we do. 6 Blankenburg B. et al. Dismantling Racism: Association of Pediatric Program Directors’ Commitment to Action. Academic Pediatrics. 2020; 20: 1051-1053https://doi.org/10.1016/j.acap.2020.08.017 Abstract Full Text Full Text PDF PubMed Scopus (9) Google Scholar Focus groups of trainees at 4 Bay Area academic medical centers explored gaps in education on newborn health inequities to best understand how to support providers in actively practicing anti-racism in clinical care. Trainees spotlight inequities in their rotations, but feel helpless to address them given a lack of action-based tools, education on inequities, protected time for reflection, and faculty role-modeling. 7 Hume P. , Bowers K. , Robertson L. , et al. Residents’ Perspectives on Neonatal Health Inequities to Guide an Innovative Curriculum. Poster Presentation presented at: APPD; March 2023; Atlanta, Georgia. Google Scholar Given these highlighted gaps, we sought to provide our pediatrics faculty and trainees with action-oriented education to address inequities.

Neutralising the digital divide: is blended learning a viable solution?

The digital divide (DD), which refers to the gap resulting from unequal access to digital technology hardware, software and ideological-ware resources, arises from disparities in accessing, material and physical resources that enable internet access. In the contemporary world, this divide extends beyond internet access to include the ability to manipulate educational technologies in the knowledge building process. Therefore, the installation of the internet infrastructure in communities should not be considered as the sole facility to access. In attempting to curb the DD, blended learning is seen to be a possible viable option. It is against this backdrop that this article sought to explore the role of blended learning in neutralising DD. This qualitative case study employed the resources and appropriation theory as a lens to analyse DD as a result of societal inequalities and unequal distribution of resources. The community of Inquiry (COI) framework was also used as a theoretical lens to guide the implementation of social and cognitive knowledge-building in a blended learning context. The reported study employed purposive sampling involving 26 participants who were the recipients of blended learning in one institution of higher learning (HEI) in Lesotho. Data were generated through reflective journals and one-on-one semi-structured interviews, and guided analysis was used to interpret the generated data. The findings established that blended learning has the capacity to neutralise DD, as it affords students the flexibility to design and engage in individualised learning experiences through both offline and online modes of teaching and learning, thereby meeting their access needs. The recommendation proposed in this article, thus, is for HEIs to adopt blended learning to eliminate categorical inequalities and social divisions in education, ideally promoting equilibrated inclusion of individuals from diverse socio-economic backgrounds in the teaching and learning process.

A Comprehensive Overview of the Challenges and Implications of Digital Learning in Rural India During the COVID-19 Pandemic

The COVID-19 pandemic has created unexpected challenges in India's educational landscape. Despite the New Education Policy 2020's initiatives to promote digital learning and enhance infrastructure, numerous obstacles hinder the widespread adoption of online teaching and learning. The digital divide reflects and exacerbates societal inequalities, creating a modern range where individuals are categorised based on their access to internet services. Research on online learning during the COVID-19 era in India has mainly centred on investigating the practical application of online learning and examining the effects of policies promoting online education. In this context, this study aimed to contribute to the existing knowledge by assessing and implementing online learning, particularly in rural areas where educators face unique challenges. The study comprehensively explored the barriers stemming from the digital divide, striving to promote educational equity and overcome obstacles hindering inclusive education nationwide. The study method involved extensive literature searches and consultations with experts, primarily focusing on analytically evaluating scientific databases and empirical or perspective papers addressing disparities that emerged during lockdowns, affecting students and educators in remote regions.

Is Affirmative Action Justified in School Admission Processes?

From 1961 onwards, affirmative action has been a critical part of American legislation to combat societal discrimination and inequality. The recent Students for Fair Admissions v. Harvard case has brought the discussion of the justification of affirmative action back to the public eye. Giving college admission chances to students with lower academic achievement across the board only because of the social identification they behold should not be considered just. This article argues against the common ideas withheld by supporters of affirmative action. The old ideas of repayment for past evil deeds could not stand as a fair argument, and the long-term social benefit of affirmative action signifies it could not stand from a practical standpoint. Most importantly, the strengthening awareness of social identities would lead to more profound discrimination and a chaotic society.

Fair graph representation learning: Empowering NIFTY via Biased Edge Dropout and Fair Attribute Preprocessing

The increasing complexity and amount of data available in modern applications strongly demand Trustworthy Learning algorithms that can be fed directly with complex and large graphs data. In fact, on one hand, machine learning models must meet high technical standards (e.g., high accuracy with limited computational requirements), but, at the same time, they must be sure not to discriminate against subgroups of the population (e.g., based on gender or ethnicity). Graph Neural Networks (GNNs) are currently the most effective solution to meet the technical requirements, even if it has been demonstrated that they inherit and amplify the biases contained in the data as a reflection of societal inequities. In fact, when dealing with graph data, these biases can be hidden not only in the node attributes but also in the connections between entities. Several Fair GNNs have been proposed in the literature, with uNIfying Fairness and stabiliTY (NIFTY) (Agarwal et al., 2021) being one of the most effective. In this paper, we will empower NIFTY’s fairness with two new strategies. The first one is a Biased Edge Dropout, namely, we drop graph edges to balance homophilous and heterophilous sensitive connections, mitigating the bias induced by subgroup node cardinality. The second one is Attributes Preprocessing, which is the process of learning a fair transformation of the original node attributes. The effectiveness of our proposal will be tested on a series of datasets with increasingly challenging scenarios. These scenarios will deal with different levels of knowledge about the entire graph, i.e., how many portions of the graph are known and which sub-portion is labelled at the training and forward phases.

Invisible Inequalities: Barriers, Challenges, and Opportunities

Inequality is a grand challenge of our times, and management researchers have responded by examining the relationship between business and societal economic inequalities. This research has enhanced our understanding of the nature, sources, and consequences of inequalities, as well as identified actions to address them. However, this effort has predominantly revolved around visible inequalities. We seek to direct greater scholarly attention to invisible inequalities – uneven possession of and access to resources and opportunities to engage in value creation, appropriation, and distribution based on attributes and characteristics that are not readily apparent or noticeable. Expanding the scope of investigations to a broader range of inequalities allows us to generate insights on inequalities that are hitherto less addressed as well as identify potential new mechanisms of inequalities and their outcomes.

Advancing the estimation of future climate impacts within the United States.

Evidence of the physical and economic impacts of climate change is a critical input to policy development and decision-making. In addition to the magnitude of potential impacts, detailed estimates of where, when, and to whom those damages may occur; the types of impacts that will be most damaging; uncertainties in these damages; and the ability of adaptation to reduce potential risks are all interconnected and important considerations. This study utilizes the reduced-complexity model, the Framework for Evaluating Damages and Impacts (FrEDI), to rapidly project economic and physical impacts of climate change across 10 000 future scenarios for multiple impact sectors, regions, and populations within the contiguous United States (US). Results from FrEDI show that net national damages increase overtime, with mean climate-driven damages estimated to reach USD 2.9 trillion (95 % confidence interval (CI): USD 510 billion to USD 12 trillion) annually by 2090. Detailed FrEDI results show that for the analyzed sectors the majority of annual long-term (e.g., 2090) damages are associated with climate change impacts to human health, including mortality attributable to climate-driven changes in temperature and air pollution (O3 and PM2.5) exposure. Regional results also show that annual long-term climate-driven damages vary geographically. The Southeast (all regions are as defined in Fig. 5) is projected to experience the largest annual damages per capita (mean: USD 9300 per person annually; 95 % CI: USD 1800-USD 37 000 per person annually), whereas the smallest damages per capita are expected in the Southwest (mean: USD 6300 per person annually; 95 % CI: USD 840-USD 27 000 per person annually). Climate change impacts may also broaden existing societal inequalities, with, for example, Black or African Americans being disproportionately affected by additional premature mortality from changes in air quality. Lastly, FrEDI projections are extended through 2300 to estimate the net present climate-driven damages within US borders from marginal changes in greenhouse gas emissions. Combined, this analysis provides the most detailed illustration to date of the distribution of climate change impacts within US borders.

THE DARK HORIZON OF ARTIFICIAL INTELLIGENCE AND ChatGPT: A TRANSHUMANISTIC PERSPECTIVE

This paper delves into the multifaceted implications of artificial intelligence (AI) and ChatGPT within the context of transhumanism. The juxtaposition of utopian and dystopian perspectives is employed to illuminate both the remarkable potential and the looming threats associated with these technologies. From a utopian viewpoint, AI and ChatGPT hold promise in augmenting human capabilities. These systems have demonstrated the capacity to streamline various facets of our daily lives, from information retrieval to creative content generation. Their potential to catalyze scientific research and enhance decision-making processes is indeed impressive. However, a shift to the dystopian perspective reveals a starkly contrasting reality. The rapid proliferation of AI and ChatGPT raises significant concerns related to privacy, ethics, and control. Research indicates that biased algorithms can exacerbate societal inequalities, while the misuse of these technologies may pose threats to democracy and personal autonomy. The risks of AI superintelligence, pose existential risks to humanity. Drawing from the body of current research, we observe that overreliance on AI and ChatGPT for social interactions may undermine genuine human connections, fostering a fragmented society. Additionally, the phenomenon of algorithmic determinism, raises questions about the potential loss of individual agency and the emergence of surveillance capitalism as AI systems accumulate vast amounts of personal data.In a transhumanistic context, we confront the profound implications of AI and ChatGPT for the very essence of human existence. As we inch closer to a world where machines and humans merge, we do recognize a threat of the possibility of losing our essence as Homo sapiens. The quest for enhancement through AI implants and neural interfaces might lead to unforeseen consequences, challenging the very fabric of human identity. This paper underscores the urgency of adopting a balanced approach to the integration of AI and ChatGPT into our lives. The duality of utopian and dystopian perspectives reminds us of the ethical, social, and philosophical dilemmas posed by these technologies. The future of transhumanism depends on our ability to harness the potential of AI while safeguarding against its inherent threats. This necessitates a holistic and multidisciplinary approach, combining technological innovation with rigorous ethical scrutiny and robust regulatory frameworks. Only by navigating this complex terrain with prudence can we hope to shape a future where AI and ChatGPT contribute to the betterment of humanity rather than its detriment.

Transforming Occupational Therapy for the 21st Century PAIRE: Recognize Privilege, Acknowledge Injustice, and Reframe Perspective to Reach Equity

Theories, models, and frameworks provide the foundation for occupational therapy education, research, and clinical practice. While most have a systems approach focus, other factors, such as societal influences and structural inequities, also contribute to health. Using a cross-sectional design, this study identified the gaps in occupational therapy models of practice and presents a novel approach, the PAIRE (Recognize Privilege, Acknowledge Injustice, and Reframe Perspective to Reach Equity) Model. PAIRE is focused on achieving occupational equity through the reciprocal and intersectional impact of the provider/team, the person/people seeking occupational therapy, and the occupation-in-context, with continuous influences of access, context, and justice. We describe the components of PAIRE and illustrate its functionality in education, research, and clinical practice contexts as well as case examples.

Biased, but expert: Trade-offs in how stigmatized versus non-stigmatized advocates are perceived and consequences for persuasion

Stigmatized versus non-stigmatized people advocating on behalf of the stigmatized group are perceived as more biased, suggesting that they might be less effective advocates. Yet, research testing whether stigmatized or non-stigmatized advocates are more persuasive has yielded mixed results. The current work builds on previous research to clarify that this occurs because stigmatized advocates are also perceived as more expert on social justice issues. Six studies document these trade-offs in perceptions. Three studies demonstrate that stigmatized and non-stigmatized advocates seem not to differ in their effectiveness because while perceived expertise boosts the effectiveness of stigmatized advocates, perceived bias undermines it. This occurs both when people confront societal inequality and interpersonal prejudice. Despite the lack of difference in persuasiveness, people predict that the stigmatized advocate will be more effective, suggesting that observers may not recognize perceived bias's role in undermining effectiveness. The present findings differ not only from participants' lay theories, but also from conclusions commonly reached by reviews of the literature which suggest that stigmatized advocates may be less effective than their non-stigmatized counterparts. By examining a broader range of perceptions and effects on audience members' attitudes and intentions to behave consistently with advocacy, we provide a more complete view of these effects.

Exploring Dimensions of Teacher Education in Nepal: Perspectives, Challenges, and Reform Opportunities

This study evaluates Nepal's English Language Teacher Education (ELTE) reform possibilities and challenges. The study examines teacher education in connection with social contexts, knowledge transformation, and knowledge generation from many perspectives. Reflective teaching, modelling, and research habits improve instructors' professionalism and create effective learning environments. According to the report, English Language Teachers in Nepal face obstacles that must be addressed in teacher education. Content analysis is used to study the diverse literature. Surkhet English teachers and headteachers participate in a focus group. The paper's results and discussion section summarize the literature review and participants' opinions. It covers key concerns such as the absence of physical facilities and funds for teacher training, poor English language ability among instructors, coordination issues between pre-service and in-service training programs, and minimal research on ELT classroom methods. Reforming teacher education to improve topic knowledge, pedagogical skills, and technology expertise is recommended. English language teacher education faces societal inequities, uneven government regulations, and limited access to internet resources and databases. The study also examines technology integration in English language classrooms, online platforms, and the lack of research on ICT integration in Nepalese education. This research article helps to understand ELTE in Nepal and suggests areas for development and additional study.

Structural functionalism and educational inequalities in India: A comprehensive analysis

In the context of India, this study explores the complex link between structural functionalism and educational inequality. The study examines how the Indian educational system both functions and dysfunctions within the larger societal structure, contributing to the persistence of disparities in educational access, quality, and outcomes across various social groups. It is grounded in the fundamental principles of structural functionalism. This study aims to shed light on the complex interactions between structural components and functional outcomes within the context of Indian education through a multifaceted approach that includes literature review, and comparative analysis. The study identifies the methods through which these structural forces affect educational prospects and support the maintenance of societal inequities by closely examining variables like social class, caste, gender, and regional differences. The significance of the study lies in its potential to offer a thorough knowledge of how structural functionalism might clarify the intricate dynamics of the Indian educational system. The approach not only clarifies how societal expectations, cultural norms, and values affect educational functioning, but it also points to prospective governmental intervention avenues that could lessen current inequities.

E-learning Inequalities for Disabled Students in Bangladesh: Covid-19 Perspective

The education system is vital to eliminating societal inequalities. Internet-based learning systems launched in low- and middle-income countries by providing an equity vibe; however, Bangladesh's reality differs from this philosophy. Bangladesh adopted an e-learning strategy to perk up its literacy rate during the COVID-19 lockdown. However, the current situation has become complex due to insufficient internet network and technological setup, the market-generated welfare policy, little accountability of the state, and inadequate fund release to accommodate this new learning system. Disabled students got few benefits from the system; for instance, it reduced mobility crisis; hence financial, societal, and cultural blockades become uniquely problematic to some extent. The current article will analyse existing secondary literature to understand disabled students' academic future in Bangladesh, relevant policy, and practices to determine their citizenship rights. Social Science Review, Vol. 39(3), Dec 2022 Page 73-91

A qualitative analysis examining intersectional stigma among young adults living with HIV in Atlanta, Georgia.

HIV-related stigma is a barrier to engagement in care for young adults living with HIV. Other intersecting forms of stigma (e.g., racism, sexism, homophobia), may worsen HIV-related stigma and impact engagement in care. From November 2020 to February 2021, we conducted 20 in-depth qualitative interviews among young adults living with HIV attending a large, comprehensive HIV care center in Atlanta, Georgia. Semi-structured interview guides based on Earnshaw and Chaudoir's HIV Stigma Framework and the theory of intersectionality facilitated discussion around experiences with various forms of stigma and its possible influence on healthcare engagement. Using the social-ecological model, we used thematic analysis to contextualize how young adults living with HIV experienced intersectional stigma and enacted, anticipated, and internalized HIV stigma in both healthcare and non-healthcare settings. Most participants identified as male, Black/African American, and gay. Participants described stigma at intrapersonal, interpersonal, clinic, and community levels. Intrapersonal stigma was associated with delayed care seeking, isolation, and fear of disclosure. Interpersonal stigma included discrimination from family and friends and avoidance of close relationships to elude disclosure. At the clinic level, stigma included negative experiences with staff in HIV and non-HIV healthcare settings, which contributed to decreased engagement in care. Stigma in the community included differential treatment from employers, community leaders, and religious community and was associated with feelings of helplessness related to current societal inequalities. Coping/motivating mechanisms for stigma included prioritizing health, eliciting support from the medical care team and peers. Our findings show different intersecting stigmas are barriers to healthcare at multiple levels for young adults living with HIV, potentially exacerbating existing health and social disparities. To improve engagement in care among young adults living with HIV, future interventions should address the different mechanisms of stigma at community, clinic, interpersonal and intrapersonal levels by enhancing social support and improving healthcare structural competency.

Introduction to the special issue on “the twin (digital and green) transition: handling the economic and social challenges”

ABSTRACT In an era of increasing global challenges, two paradigmatic shifts – the digital and green transitions – have gained traction due to their potential impacts on industrial ecosystems and societal inequalities. Termed the ‘twin transition’, these shifts underscore the synergies between technological advancements and environmental sustainability. Highlighting its importance in post-COVID-19 recovery, the special issue examines the twin transition’s potential to drive industrial innovation and affect social, economic, and geographical inequalities. The seven articles in this special issue explore the impact of the twin transition on corporate innovation strategies and investment, alongside the economic, social, and geographical implications. Key findings underscore the need for diversified technological investments, especially in AI, and enhanced digital infrastructures. Policy recommendations advocate for aiding firms lagging in digitalisation and developing region-specific innovation policies. The research sets a roadmap for future inquiries into the interplay of digital and green transition, broader economic impacts, and policy-driven strategies.

Positive and negative contact between Africans and native Italians: Importance for migrants' collective action in support of their and other groups' rights

AbstractThis research investigates the positive and negative contact experiences of African migrants with native Italians and the association between contact and behavioural intentions to reduce social inequalities. Two studies examined the associations between intergroup contact of migrants and their collective action in support of their or other group members, by testing the mediating role of positive and negative emotions towards natives. Hypotheses were tested with two samples of first‐generation, legal African migrants living in Italy for less than 3 years (Ns = 242 [118 males], 251 [154]). Negative contact was positively associated with collective action in support of one's group, especially among respondents with higher positive intergroup experiences, and anger towards native people mediated this association. The association of positive contact with collective action to foster a more egalitarian society in general was mediated by reduced fear towards native people, and the association between positive contact and collective action at large was stronger for migrants with lower negative intergroup contact. Overall, this research provides further evidence on the impact of intergroup contact on migrants, specifically on the role of affective factors in their association with migrants' willingness to engage in collective action to reduce societal inequality at large.

Experiences of transgender and gender diverse patients in emergency psychiatric settings: A scoping review.

This scoping review aims to characterize what is known about transgender and gender diverse (TGD) individuals in emergency psychiatric settings and identify what gaps persist in this literature. A search of 4 electronic databases (PubMed, Web of Science, GenderWatch, and PsycINFO) was used for data collection. Included were studies that looked at TGD individuals presenting to a psychiatric emergency department (ED) or ED with a primary mental health concern. Study screening progress was documented in a Preferred Reporting Items for Systematic reviews and Meta-Analyses flow chart. A total of 232 titles and abstracts were screened, 38 full texts were evaluated for eligibility, and 10 studies were included. The studies reviewed identified mental health vulnerabilities unique to the TGD population, including service denial in health care settings, gender dysphoria, increased rates of non-suicidal self-injury, and in some studies an increase in suicidality. Societal inequities, including the risk of discrimination and residential instability, were also revealed. A subset of the studies identified best practices in caring for this population, including the use of non-judgmental, affirmative, and inclusive language, and on a structural level creating emergency environments that are confidential, inclusive, and therapeutic for these individuals. There is limited information on TGD individuals in emergency psychiatric settings, and thus it is difficult to form strong conclusions. However, the current evidence available suggests possible inequities in this population. Three major themes with regards to TGD individuals in emergency psychiatric settings were identified: mental health vulnerabilities, societal inequities, and best practices in caring for this population. Overall, there is a scarcity of literature in this field, and further research on the experiences of this population is needed to inform clinical practice.

Determinants of inequality acceptability in a representative sample of the Spanish population

Why is there general support for equality-enhancing policies in some social contexts, while in others, social inequalities seem to be widely regarded as acceptable? In the last sixty years, this research question has been raised hundreds of times across the social sciences. Here, we use a survey-experimental design that may overcome some of the limitations of previous studies. Three sets of determinants of inequality acceptability are explored: individual socioeconomic status (SES), societal economic inequality, and the source or origin of inequality. The results of a survey experiment conducted in 2020 based on a representative sample confirm that inequalities are considered fairer by high-SES individuals and when they are due to performance. Although the effect of societal inequality on preferences is less robust, we find that in more unequal contexts, equal distributions are judged to be fairer.