Identity Research That Engages Contextual Forces to Reduce Socioeconomic Disparities in Education

2020 ◽  
Vol 29 (2) ◽  
pp. 161-166 ◽  
Author(s):  
Mesmin Destin
Keyword(s):  
Academic Outcomes ◽  
Social Issues ◽  
Psychological Research ◽  
Socioeconomic Disparities ◽  
Educational Institutions ◽  
Academic Difficulty ◽  
Individual Level ◽  
Socioeconomic Resources ◽  
School Tasks ◽  
Basic Level

A growing amount of psychological research contributes to the understanding of complex social issues, including socioeconomic disparities in academic outcomes. At a basic level, several studies demonstrate the ways that socioeconomic resources and opportunities shape the identities of students during adolescence and young adulthood, particularly emphasizing how they imagine their lives in the future. These future identities, in turn, affect how students engage in school tasks and respond to academic difficulty. The implications of these basic insights connecting socioeconomic resources, identity, and academic outcomes are most meaningful when considered within various levels of social-contextual influence that surround students. A collection of studies demonstrates how peers, parents, teachers, and educational institutions as a whole can be targeted and leveraged to support student identities and outcomes. This deepened engagement with various levels of context can complement and advance the existing emphasis on individual-level intervention as a strategy to contribute to the progress of psychological science toward greater influence and significance.

scholarly journals Childlessness, Individual Socioeconomic Resources, and Health: Exploring Variation in 20 Countries

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 515-516
Author(s):  
Nekehia Quashie ◽  
Christine Mair ◽  
Radoslaw Antczak ◽  
Bruno Arpino
Keyword(s):  
Older Adults ◽  
Health Outcomes ◽  
Health Indicators ◽  
Data Repository ◽  
Middle Income ◽  
Individual Level ◽  
Socioeconomic Resources ◽  
Middle Income Countries ◽  
Using Data ◽  
The Impact

Abstract Childless older adults may be at risk for poorer health cross-nationally, yet most studies on this topic analyze only a small number of countries and only 1 or 2 health outcomes. To our knowledge, two papers exist that explore associations between childlessness and multiple indicators of health using data from a large number of regionally diverse countries (e.g., 20 countries from North America, Asia, and Europe), but neither study includes an examination of socioeconomic resources. The level of health risk faced by childless older adults is likely to be distinctly shaped by older adults’ socioeconomic resources (e.g., education, income, wealth). Associations between childlessness, socioeconomic resources, and health may also differ by country context. Using harmonized, cross-national data for adults aged 50 and older across 20 high- and middle-income countries (United States (HRS), European Union (SHARE), Mexico (MHAS), and China (CHARLS) from the Gateway to Global Aging data repository), we explore if and how individual-level socioeconomic resources (income, education, wealth) moderate associations between childlessness and five health indicators (self-rated health, ADL limitations, IADL limitations, chronic conditions, and depression). Results suggest that associations between childlessness and health outcomes vary by individual socioeconomic resources in some country contexts, but not in others. We discuss these findings in light of the impact of individual-level socioeconomic resources on older adults’ support options and health outcomes cross-nationally.

scholarly journals Predicting Postsecondary Pathways: The Effect of Social Background and Academic Factors on Routes through School

2020 ◽  
Vol 6 ◽  
pp. 237802311989517
Author(s):  
Rebecca L. Boylan
Keyword(s):  
Early Adulthood ◽  
Extended Period ◽  
Social Background ◽  
Educational Institutions ◽  
Educational Transitions ◽  
Academic Factors ◽  
Individual Level ◽  
Educational Pathways ◽  
The Life Course ◽  
Educational Careers

Access to institutions of higher education has increased in recent decades; however, increased access has not led to parallel increases in degree completion among all types of students. In this article, I examine the associations between individual-level factors and the particular paths through educational institutions that students follow as they navigate their educational careers. Research on educational pathways has typically examined individual educational “transitions” but failed to examine the full “trajectories” that students experience. Applying optimal matching sequence analysis techniques to the Educational Longitudinal Study of 2002, I capture the long-term postsecondary educational experiences of respondents across 107 months in early adulthood. Examining how social background factors affect the extent and ordering of postsecondary experiences over this extended period of the life course contributes to our understanding of the ways these factors may influence whole educational careers and provides a holistic counterpart to the more traditional transitions-focused literature.

African, Religious, and Tolerant? How Religious Diversity Shapes Attitudes Toward Sexual Minorities in Africa

2019 ◽  
Vol 13 (2) ◽  
pp. 273-303 ◽  
Author(s):  
Sarah K. Dreier ◽  
James D. Long ◽  
Stephen J. Winkler
Keyword(s):  
Sexual Minorities ◽  
Social Issues ◽  
Religious Diversity ◽  
Latent Factors ◽  
Marginalized Communities ◽  
Individual Level ◽  
Threats To Validity ◽  
Industrialized Democracies ◽  
Religious Perspectives ◽  
Cross National

AbstractDespite trends towards greater LGBTQ (lesbian, gay, bisexual, transgender, and queer) rights in industrialized democracies, the rights of sexual minorities have become increasingly politicized and restricted throughout Africa. Recognizing religion's central role in shaping attitudes toward gays and lesbians, we hypothesize that local religious diversity could expose individuals to alternative religious perspectives, engender tolerance toward marginalized communities, and therefore dislodge dogmatic beliefs about social issues. Employing cross-national Afrobarometer survey data from 33 countries with an index of district-level religious concentration, we find that respondents living in religiously pluralistic communities are 4–5 points more likely to express tolerance of homosexual neighbors (50% increase) compared to those in homogeneous locales. This effect is not driven by outlier countries, the existence of specific religious affiliations within diverse communities, respondents' religiosity, or other observable and latent factors at the country, sub-national, district, and individual level. Further robustness checks address potential threats to validity. We conclude that religious diversity can foster inclusion of sexual minorities in Africa.

scholarly journals Monitoring Socioeconomic Disparities in Death: Comparing Individual-Level Education and Area-Based Socioeconomic Measures

2006 ◽  
Vol 96 (12) ◽  
pp. 2135-2138 ◽  
Author(s):  
David H. Rehkopf ◽  
Lorna T. Haughton ◽  
Jarvis T. Chen ◽  
Pamela D. Waterman ◽  
S.V. Subramanian ◽  
...  
Keyword(s):  
Socioeconomic Disparities ◽  
Individual Level

scholarly journals Integrative model formation of a musical art teacher’s professional training by means of innovation technologies

2021 ◽  
Vol 7 (Extra-E) ◽  
pp. 381-396
Author(s):  
Tetiana Belinska ◽  
Ninel Sizova ◽  
Liudmyla Vasylevska-Skupa ◽  
Nataliia Kravtsova ◽  
Iryna Shvets
Keyword(s):  
Comparative Analysis ◽  
Professional Training ◽  
Preliminary Investigation ◽  
Integrative Model ◽  
Educational Institutions ◽  
Individual Level ◽  
Complex Process ◽  
Basic Understanding ◽  
The Individual ◽  
Model Formation

The purpose of the research is to determine the effectiveness of the established integrative model of the musical art teacher’s professional training by means of innovation technologies based on a survey of students, in order to reveal the benefits of using the integrative model in educational institutions. The research methods: comparative analysis; systematization; generalizations, surveys. It has been established that the implementation of an integrative model of the musical art teacher’s professional training by means of innovation technologies demands from students to conduct the preliminary investigation of the topic and its basic understanding, as well as comprehension of how all the “parts” of the topic correlate. As a result of the research conducted, it has been revealed that the integrative model formation of musical art teacher’s professional training by means of innovation technologies is a complex process due to the abundance of variables that should be taken into account both in the curriculum and at the individual level.

scholarly journals Didaktisch-methodische Perspektiven auf nationale Stereotype: Facetten einer unterrichtspraktischen Konkretisierung

2016 ◽  
Vol 79 (5) ◽  
Author(s):  
Philipp Baunsgard Koll ◽  
Tobias Heinz
Keyword(s):  
Psychological Research ◽  
Educational Institutions ◽  
Central Theme ◽  
Social Psychological ◽  
Training Aids ◽  
Social Psychological Research ◽  
Subject Areas ◽  
The Subject ◽  
Concrete Materials ◽  
National Stereotypes

In this article we address a central theme of how lessons in German and Danish that sensitise students for national clichés (stereotypes) can be designed. By introducing the training aids that support a language teaching about German and Danish clichés, we move concrete materials and results from teaching lessons in German and Danish schools as well as other educational institutions in the centre of our focus. Programmatically, a didactic-methodical model of sensitisation, reflexion and criticism is explained. Theoretical and terminological differentiations on the subject areas stereotype and stereotyping and to dimensions of stereotypes refer to the topical linguistic and social-psychological research discussion. Thoughts on the verisi-militude of national stereotypes from a didactic view decide the contribution.

scholarly journals The Making and Evaluation of Digital Games Used for the Assessment of Attention: A Systematic Review (Preprint)

2020 ◽  
Author(s):  
Katelyn Wiley ◽  
Raquel Robinson ◽  
Regan L. Mandryk
Keyword(s):  
Systematic Review ◽  
Cognitive Functions ◽  
Cognitive Assessment ◽  
Cognitive Task ◽  
Digital Games ◽  
Psychological Research ◽  
Cognitive Tasks ◽  
Individual Level ◽  
Attention And Perception ◽  
Game Elements

BACKGROUND Serious games are now widely used in many contexts, including for psychological research and clinical use. One area of growing interest is that of cognitive assessment, which seeks to measure different cognitive functions like memory, attention and perception. Measuring these functions on both a population and individual level can inform research and indicate health issues. Attention is an important function to assess, as an accurate measure of attention can help diagnose many common disorders, such as attention-deficit/hyperactivity disorder and dementia. Using games to assess attention poses unique problems, as games inherently manipulate attention through elements like sound effects, graphics and rewards, and research on adding game elements to assessments (ie, gamification) has shown mixed results. OBJECTIVE The process for developing cognitive tasks is robust, with high psychometric standards that must be met before these tasks are used for assessment. Games offer more diverse approaches for assessment, but there is no standard for how they should be developed. In order to better understand the field, our objective was to answer the question: How are digital games used for the cognitive assessment of attention made and measured? METHODS After an initial database search that returned 44,172 papers, we conducted a systematic review of 62 papers that use a digital game to measure cognitive functions relating to attention. RESULTS Across the studies in our review, we found three approaches to making assessment games: gamifying cognitive tasks, creating custom games based on theories of cognition, and exploring potential assessment properties of commercial games. In regard to measuring the assessment properties of these games (eg, how accurately they assess attention), we found three approaches: comparison to a traditional cognitive task, comparison to a clinical diagnosis, and comparison to knowledge of cognition; however, the majority of studies in our review did not evaluate the game’s properties (eg, if participants enjoyed the game). CONCLUSIONS Our review provides an overview of how games used for the assessment of attention are developed and evaluated. We further identified three barriers to advancing the field and recommend best practices to address these barriers. Our review can act as a resource to help guide the field towards the more standardized approaches and rigorous evaluation required for the widespread adoption of assessment games.

scholarly journals Surveillance of SARS-CoV-2 transmission in educational institutions, August to December 2020, Germany

2021 ◽  
Vol 149 ◽  
Author(s):  
Anja Schoeps ◽  
Dietmar Hoffmann ◽  
Claudia Tamm ◽  
Bianca Vollmer ◽  
Sabine Haag ◽  
...  
Keyword(s):  
High Risk ◽  
Day Care ◽  
Index Case ◽  
Transmission Risk ◽  
Contact Tracing ◽  
Educational Institutions ◽  
Individual Level ◽  
Mandatory Notification ◽  
Day Care Centres ◽  
Index Cases

Abstract This study aims at providing estimates on the transmission risk of SARS-CoV-2 in schools and day-care centres. We calculated secondary attack rates (SARs) using individual-level data from state-wide mandatory notification of index cases in educational institutions, followed by contact tracing and PCR-testing of high-risk contacts. From August to December 2020, every sixth of overall 784 independent index cases was associated with secondary cases in educational institutions. Monitoring of 14 594 institutional high-risk contacts (89% PCR-tested) of 441 index cases during quarantine revealed 196 secondary cases (SAR 1.34%, 0.99–1.78). SARS-CoV-2 infection among high-risk contacts was more likely around teacher-indexes compared to student-/child-indexes (incidence rate ratio (IRR) 3.17, 1.79–5.59), and in day-care centres compared to secondary schools (IRR 3.23, 1.76–5.91), mainly due to clusters around teacher-indexes in day-care containing a higher mean number of secondary cases per index case (142/113 = 1.26) than clusters around student-indexes in schools (82/474 = 0.17). In 2020, SARS-CoV-2 transmission risk in educational settings was low overall, but varied strongly between setting and role of the index case, indicating the chance for targeted intervention. Surveillance of SARS-CoV-2 transmission in educational institutions can powerfully inform public health policy and improve educational justice during the pandemic.

scholarly journals Neighborhood-Level Public Facilities and COVID-19 Transmission: A Nationwide Geospatial Study In China

2020 ◽  
Author(s):  
Xurui Jin ◽  
Yu Leng ◽  
Enying Gong ◽  
Shangzhi Xiong ◽  
Yao Yao ◽  
...  
Keyword(s):  
Case Control ◽  
Educational Institutions ◽  
Targeted Prevention ◽  
Shopping Centers ◽  
Prevention Strategies ◽  
Recreational Facilities ◽  
Individual Level ◽  
Factors Associated ◽  
Public Facilities ◽  
Neighborhood Level

Individual-level studies on the coronavirus disease 2019 (COVID-19) have proliferated; however, research on neighborhood-level factors associated with COVID-19 is limited. We gathered the geographic data of all publically released COVID-19 cases in China and used a case-control (1:4 ratio) design to investigate the association between having COVID-19 cases in a neighborhood and number and types of public facilities nearby. Having more restaurants, shopping centers, hotels, living facilities, recreational facilities, public transits, educational institutions, and health service facilities was associated with significantly higher odds of having COVID-19 cases in a neighborhood. The associations for restaurants, hotels, reactional and education facilities were more pronounced in cities with fewer than six million people than those in larger cities. Our results have implications for designing targeted prevention strategies at the neighborhood level to reduce the burden of COVID-19.

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