Role of Gender Bias and Parental Education as Determinants of Couples’ Fertility Decisions in Pakistan: Bayesian Econometric Analysis

Aim: This study tested sex differences in the association between hippocampal volume and working memory of a national sample of 9–10-year-old children in the US. As the hippocampus is functionally lateralized (especially in task-related activities), we explored the results for the right and the left hippocampus. Methods: This is a cross-sectional study using the Adolescent Brain Cognitive Development (ABCD) Study data. This analysis included baseline ABCD data (n = 10,093) of children between ages 9 and 10 years. The predictor variable was right and left hippocampal volume measured by structural magnetic resonance imaging (sMRI). The primary outcome, list sorting working memory, was measured using the NIH toolbox measure. Sex was the moderator. Age, race, ethnicity, household income, parental education, and family structure were the covariates. Results: In the overall sample, larger right (b = 0.0013; p < 0.001) and left (b = 0.0013; p < 0.001) hippocampal volumes were associated with higher children’s working memory. Sex had statistically significant interactions with the right (b = −0.0018; p = 0.001) and left (b = −0.0012; p = 0.022) hippocampal volumes on children’s working memory. These interactions indicated stronger positive associations between right and left hippocampal volume and working memory for females compared to males. Conclusion: While right and left hippocampal volumes are determinants of children’s list sorting working memory, these effects seem to be more salient for female than male children. Research is needed on the role of socialization, sex hormones, and brain functional connectivity as potential mechanisms that may explain the observed sex differences in the role of hippocampal volume as a correlate of working memory.

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The distribution of wealth in Spain and the USA: the role of socioeconomic factors

SERIEs ◽

10.1007/s13209-021-00232-w ◽

2021 ◽

Author(s):

Pedro Salas-Rojo ◽

Juan Gabriel Rodríguez

Keyword(s):

Socioeconomic Factors ◽

Parental Education ◽

Wealth Inequality ◽

Latent Factors ◽

Distribution Of Wealth ◽

The Usa ◽

Value Decomposition ◽

Counterfactual Decomposition ◽

Distribution Of Income

AbstractThe literature has typically found that the distribution of socioeconomic factors like education, labor status and income does not account for the remarkable wealth inequality disparities between countries. As a result, their different institutions and other latent factors receive all the credit. Here, we propose to focus on one type of wealth inequality, the inequality of opportunities (IOp) in wealth: the share of overall wealth inequality explained by circumstances like inheritances and parental education. By means of a counterfactual decomposition method, we find that imposing the distribution of socioeconomic factors of the USA into Spain has little effect on total, financial and real estate wealth inequality. On the contrary, these factors play an important role when wealth IOp is considered. A Shapley value decomposition shows that the distribution of education and labor status in the USA consistently increase wealth IOp when imposed into Spain, whereas the opposite effect is found for the distribution of income.

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Towards a dialect-neutral assessment instrument for the language skills of Afrikaans-speaking children: the role of socioeconomic status

Journal of Child Language ◽

10.1017/s0305000912000037 ◽

2012 ◽

Vol 40 (2) ◽

pp. 415-437 ◽

Cited By ~ 4

Author(s):

FRENETTE SOUTHWOOD

Keyword(s):

South African ◽

Parental Education ◽

Education Level ◽

Assessment Instrument ◽

Socioeconomic Background ◽

Parental Education Level ◽

Father Figures ◽

African Context ◽

Neutral Language

ABSTRACTThe aims of the study were to establish whether there is a correlation between the socioeconomic background of Afrikaans-speaking children and their performance on a dialect-neutral language test, and to ascertain whether the allowance the test currently makes for parental education level is sufficient. The Afrikaans version of the DiagnosticEvaluation ofLanguageVariation(Seymour, Roeper & de Villiers, 2005a) was administered to 231 Afrikaans-speaking children age 4 ; 0 to 9 ; 11 from various socioeconomic backgrounds. A positive correlation was found between the composite language scores as well as the scores for each of the language domains (syntax, pragmatics, semantics) and the primary female caregivers' highest level of education. Children with father figures present did not outperform those without. It appears that the original manner of accommodating parental education level in interpreting the children's language scores on the test is sufficient and need not be refined for the South African context.

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Contradicting findings of gender bias in teaching evaluations: Evidence from two experiments in Denmark

10.31234/osf.io/78btd ◽

2021 ◽

Author(s):

Anne Skorkjær Binderkrantz ◽

Mette Bisgaard ◽

Berit Lassesen

Keyword(s):

Gender Bias ◽

Observational Studies ◽

Experimental Studies ◽

Gender Effects ◽

Performance Evaluations ◽

Student Evaluations Of Teaching ◽

Teaching Evaluations ◽

Public Sector Employees ◽

Evaluation Of Teaching

The role of gender in the interaction between citizens and public sector employees attracts increasing attention. Notably, gender effects have been described in performance evaluations across different contexts. With respect to student evaluations of teaching, a series of observational studies as well as experimental studies have found that women are evaluated lower than men. In this paper, we conduct two experiments in Denmark to test whether a similar gender bias is present in a national context that is generally considered among the most gender equal. Study 1 investigates differences in the evaluation of two similar presentations by teachers reported to be either male or female. Study 2 focuses on the evaluation of teaching material prepared by men and women respectively. The two studies arrive at similar conclusions: There is no gender bias in favor of men in the evaluations made by students. The paper discusses the implications of these findings.

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