scholarly journals The Academic Achievement and Attainment of LGB America

2019 ◽  
Author(s):  
Joel Mittleman

The current study provides large-scale, replicated evidence on the academic achievement and attainment of America’s lesbian, gay and bisexual population. I use a total of eight waves from two nationally representative surveys of American adults—the National Health Interview Survey (N=145,941) and the National Survey of Drug Use and Health (N=96,073)—alongside restricted-use data from the High School Longitudinal Study of 2009 (N≈15,870)—the first such study to ever collect information on student sexual orientation. Across datasets and birth cohorts, gay men display a pattern of strikingly high achievement: their rates of BA attainment are not only higher than straight men’s, they are also higher than straight women’s. Gay men’s academic success is observable already by ninth grade. Compared to straight boys in the same school, gay boys perform better on a range of attitudinal, behavioral, and achievement outcomes. Sensitivity analyses suggest that this pattern is unlikely to be explained by selective disclosure of a gay identity. By contrast, lesbian women’s BA attainment has declined across birth cohorts, such that lesbian women are now broadly disadvantaged compared to straight women. Although bisexuals in recent cohorts report academic disadvantages, substantial variation in reported rates of bisexual identity across sexes, cohorts and datasets complicates the interpretation of these results.

2018 ◽  
Author(s):  
Roxanne Connelly ◽  
Vernon Gayle

The ‘Flynn effect’ describes the substantial and long-standing increase in average cognitive ability test scores, which has been observed in numerous psychological studies. Flynn makes an appeal for researchers to move beyond psychology’s standard disciplinary boundaries and to consider sociological contexts, in order to develop a more comprehensive understanding of cognitive inequalities. In this article we respond to this appeal and investigate social class inequalities in general cognitive ability test scores over time. We analyse data from the National Child Development Study (1958) and the British Cohort Study (1970). These two British birth cohorts are suitable nationally representative large-scale data resources for studying inequalities in general cognitive ability.We observe a large parental social class effect, net of parental education and gender in both cohorts. The overall finding is that large social class divisions in cognitive ability can be observed when children are still at primary school, and similar patterns are observed in each cohort. Notably, pupils with fathers at the lower end of the class structure are at a distinct disadvantage. This is a disturbing finding and it is especially important because cognitive ability is known to influence individuals later in the lifecourse.


Author(s):  
Mohammed Saqr ◽  
Sonsoles López-Pernas

AbstractThis study empirically investigates diffusion-based centralities as depictions of student role-based behavior in information exchange, uptake and argumentation, and as consistent indicators of student success in computer-supported collaborative learning. The analysis is based on a large dataset of 69 courses (n = 3,277 students) with 97,173 total interactions (of which 8,818 were manually coded). We examined the relationship between students’ diffusion-based centralities and a coded representation of their interactions in order to investigate the extent to which diffusion-based centralities are able to adequately capture information exchange and uptake processes. We performed a meta-analysis to pool the correlation coefficients between centralities and measures of academic achievement across all courses while considering the sample size of each course. Lastly, from a cluster analysis using students’ diffusion-based centralities aimed at discovering student role-taking within interactions, we investigated the validity of the discovered roles using the coded data. There was a statistically significant positive correlation that ranged from moderate to strong between diffusion-based centralities and the frequency of information sharing and argumentation utterances, confirming that diffusion-based centralities capture important aspects of information exchange and uptake. The results of the meta-analysis showed that diffusion-based centralities had the highest and most consistent combined correlation coefficients with academic achievement as well as the highest predictive intervals, thus demonstrating their advantage over traditional centrality measures. Characterizations of student roles based on diffusion centralities were validated using qualitative methods and were found to meaningfully relate to academic performance. Diffusion-based centralities are feasible to calculate, implement and interpret, while offering a viable solution that can be deployed at any scale to monitor students’ productive discussions and academic success.


2016 ◽  
Author(s):  
Paula England ◽  
Emma Mishel ◽  
Monica L. Caudillo

*Abstract:**We use data from the 2002-2013 National Surveys of Family Growth toexamine change across U.S. cohorts born between 1966 and 1995 in whetherindividuals have had sex with same-sex partners only, or with both men andwomen, and in whether they have a bisexual or gay identity. Adjusted forage, race/ethnicity, immigrant status, and mother’s education, we findincreases across cohorts in the proportion of women who report a bisexualidentity, who report ever having had sex with both sexes, or who reporthaving had sex with women only. By contrast, we find no cohort trend formen; roughly 5% of men in every cohort have ever had sex with a man, andthe proportion claiming a gay or bisexual attraction changed little. Inconcluding, we speculate that the gender difference is rooted in a broaderpattern of asymmetry in gender change in which departures from traditionalgender norms are more acceptable for women than men.*


2020 ◽  
Author(s):  
Maria Evamdrou ◽  
Jane Falkingham ◽  
Min Qin ◽  
Athina Vlachantoni

On 23 March 2020 the UK went into lockdown in an unprecedented step to attempt to limit the spread of coronavirus. Since then, many families have found themselves spending an unprecedented amount of time together, with some facing the additional challenge of adapting to changes in who they are living with as some families have found themselves unexpectedly brought back together. School and university closures, the move to remote working, furlough or the loss of employment have all meant that many adult children who had previously left the parental home have returned. Other individuals have moved to provide care and support for a family member or friend who has been ‘shielding’, and conversely some vulnerable and/or older people have moved in with a younger relative or friend. This paper provides an overview of the changes in living arrangements during the Covid-19 pandemic, drawing upon recently available data from five large scale nationally representative surveys, including the second wave of Understanding Society Covid-19 Study, conducted in May 2020 and the special Covid-19 surveys conducted with the participants of the 1958, 1970, 2000-01 British birth cohorts and Next Steps (born in 1989-90). The paper then goes on to explore the impact of the unexpected changes in living arrangements and mental health, as measured by self-reported stress and interpersonal conflict.Data from the Understanding Society May Covid-19 survey shows that for most of the respondents (95.5%) their living arrangements during the three months since 1st March 2020 had not changed. Just over 2% had changed their address and a further 1.5% reported other people had moved in, whilst under 1% reporting people moving out. However, the likelihood of having changed living arrangements varied significantly by age with one in seven of those aged 20-24 reporting a change in living arrangements. Young people aged 16-29 accounted for over half (57%) of all respondents reporting that they had moved themselves. By contrast, respondents in mid-life (45-59) and early later life (60-74) accounted for the majority of respondents reporting other people had moved in or out. Analysis of the cohort data confirmed this picture with nearly a quarter (24%) of the Millennium Cohort Study, currently aged 19 reporting a change in the people they were living with as a result of covid-19, compared to under one in ten of the 1958 cohort, now aged 62. Logistic regression models were used to assess the odds of reporting increased stress and conflict increase amongst those respondents who had experienced a change in living arrangement change compared to those who had not. The results provide strong evidence that those individuals whose living arrangements have changed as a result of the covoid-19 pandemic have a higher likelihood of reported increased stress and family conflict than those whose living arrangements remained unchanged. This has important implications for public health and wider policy as prolonged periods of stress can lead to serious health problems and policy makers need to be mindful that services may need to flex to take these new, albeit for many temporary, forms of living into account.


2012 ◽  
Vol 15 (1) ◽  
pp. 334-347 ◽  
Author(s):  
João Manuel de Oliveira ◽  
Diniz Lopes ◽  
Carlos Gonçalves Costa ◽  
Conceição Nogueira

According to Mohr and Fassinger (2006), identity is seen as both self-identification and collective identification with values, beliefs, traits or behaviours and attachments. Their Lesbian, Gay, and Bisexual (LGB) multidimensional identity model accounts for important variables regarding the constitution of identities. This model not only accesses numerous dimensions of the lives of LGB individuals, but is also based on a body of research that recognizes how LGB difficulties are caused by societal intolerance and marginalization (Mohr & Fassinger, 2000). The Lesbian, Gay, and Bisexual Identity Scale (LGBIS; Kendra & Mohr, 2008) constitutes an operationalization of this multidimensional model, and the aim of this article is to present its construct validity by analysing its factor structure using a sample of Portuguese lesbian, gay and bisexual participants. Results from exploratory and confirmatory factor analyses, as well as from factor invariance analysis across sub-samples are presented. In a general way, the factor structure obtained in this study follows the original proposal of Kendra and Mohr's (2008) LGBIS. Moreover, scale sensitivity analyses are presented in order to check for eventual differences in the factor structure and/or factor intercorrelations regarding participant gender and sexual orientation. These results are then discussed in the light of LGB identity models.


2019 ◽  
Author(s):  
Rob J. Gruijters

This study looks at educational inequality in China, a country that has greatly expanded access to education in recent decades. It uses a sequential logit model to study the changing impact of family background on educational transitions and educational attainment, comparing birth cohorts that completed their schooling during different stages of the market transition process. Data are derived from the China Family Panel Studies (CFPS), a large and nationally representative household survey that provides detailed retrospective information. The findings show that in reform-era China educational inequality has increased despite large-scale educational expansion. Since the onset of the market reforms the importance of social origin has continuously increased, particularly at the crucial transition to senior high school. I suggest that the resulting pattern of expanding inequality can be explained by a combination of market-based educational reforms, increasing returns to education and massive increases in wider social and economic inequality.


2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.


2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.


Author(s):  
Matthew S. Kendra ◽  
Jonathan J. Mohr

2021 ◽  
pp. 000348942110043
Author(s):  
Austin L. Johnson ◽  
Adam Corcoran ◽  
Matthew Ferrell ◽  
Bradley S. Johnson ◽  
Scott E. Mann ◽  
...  

Objective: Scholastic activity through research involvement is a fundamental aspect of a physician’s training and may have a significant influence on future academic success. Here, we explore publication rates before, during, and after otolaryngology residency training and whether publication efforts correlate with future academic achievement. Methods: This cross-sectional analysis included a random sample of 50 otolaryngology residency programs. From these programs, we assembled a list of residents graduating from the years in 2013, 2014, and 2015. Using SCOPUS, PubMed, and Google Scholar, we compiled the publications for each graduate, and data were extracted in an independent, double-blinded fashion. Results: We included 32 otolaryngology residency programs representing 249 residents in this analysis. Graduates published a mean of 1.3 (SD = 2.7) articles before residency, 3.5 (SD = 4.3) during residency, and 5.3 (SD = 9.3) after residency. Residents who pursued a fellowship had more total publications ( t247 = −6.1, P < .001) and more first author publications ( t247 = −5.4, P < .001) than residents without fellowship training. Graduates who chose a career in academic medicine had a higher number of mean total publications ( t247 = −8.2, P < .001) and first author publications ( t247 = −7.9, P < .001) than those who were not in academic medicine. There was a high positive correlation between residency program size and publications during residency ( r = 0.76). Conclusion: Research productivity correlated with a number of characteristics such as future fellowship training, the pursuit of an academic career, and overall h-index in this study.


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