A century of educational inequality in the United States

Social origins and educational attainment: The unique contributions of parental education, class, and financial resources over time

This study examines the unique contributions of parental wealth, class background, education, and income to different measures of educational attainment. We build on recent sibling correlation approaches to estimate, using Norwegian register data, the gross and net contribution of each social origin dimension across almost 3 decades of birth cohorts. Our findings suggest that parental education is crucial for all measures of children's educational outcomes in all models. In the descriptive analyses, we find that while broad education measures remain stable or decrease over time, attaining higher tertiary education and elite degrees is more stable or increasingly dependent on family background, especially parental financial resources. While gross sibling correlation models show somewhat decreasing trends in the contribution of education in all measures of educational outcomes, net models show that the unique contributions of financial resources have increased over time. Our results lend some support to the idea of education as a positional good and suggest that educational inequalities reflect broader patterns of inequality in society. Our results further indicate that the importance of parental education and cultural capital for children's education can be explained by within-resource transmission but that pro-educational norms tied to wealth may play an increasingly important role in educational mobility. In summary, this study sheds light on the multidimensional nature of social origins and highlights the role of different factors in shaping educational outcomes over time.

Behavioral risk factors and socioeconomic inequalities in ischemic heart disease mortality in the United States: A causal mediation analysis using record linkage data

BACKGROUND

Ischemic heart disease (IHD) is a major cause of death in the United States (US), with marked mortality inequalities. Previous studies have reported inconsistent findings regarding the contributions of behavioral risk factors (BRFs) to socioeconomic inequalities in IHD mortality. To our knowledge, no nationwide study has been conducted on this topic in the US.

METHODS AND FINDINGS

In this cohort study, we obtained data from the 1997 to 2018 National Health Interview Survey with mortality follow-up until December 31, 2019 from the National Death Index. A total of 524,035 people aged 25 years and older were followed up for 10.3 years on average (SD: 6.1 years), during which 13,256 IHD deaths occurred. Counterfactual-based causal mediation analyses with Cox proportional hazards models were performed to quantify the contributions of 4 BRFs (smoking, alcohol use, physical inactivity, and BMI) to socioeconomic inequalities in IHD mortality. Education was used as the primary indicator for socioeconomic status (SES). Analyses were performed stratified by sex and adjusted for marital status, race and ethnicity, and survey year. In both males and females, clear socioeconomic gradients in IHD mortality were observed, with low- and middle-education people bearing statistically significantly higher risks compared to high-education people. We found statistically significant natural direct effects of SES (HR = 1.16, 95% CI: 1.06, 1.27 in males; HR = 1.28, 95% CI: 1.10, 1.49 in females) on IHD mortality and natural indirect effects through the causal pathways of smoking (HR = 1.18, 95% CI: 1.15, 1.20 in males; HR = 1.11, 95% CI: 1.08, 1.13 in females), physical inactivity (HR = 1.16, 95% CI: 1.14, 1.19 in males; HR = 1.18, 95% CI: 1.15, 1.20 in females), alcohol use (HR = 1.07, 95% CI: 1.06, 1.09 in males; HR = 1.09, 95% CI: 1.08, 1.11 in females), and BMI (HR = 1.03, 95% CI: 1.02, 1.04 in males; HR = 1.03, 95% CI: 1.02, 1.04 in females). Smoking, physical inactivity, alcohol use, and BMI mediated 29% (95% CI, 24%, 35%), 27% (95% CI, 22%, 33%), 12% (95% CI, 10%, 16%), and 5% (95% CI, 4%, 7%) of the inequalities in IHD mortality between low- and high-education males, respectively; the corresponding proportions mediated were 16% (95% CI, 11%, 23%), 26% (95% CI, 20%, 34%), 14% (95% CI, 11%, 19%), and 5% (95% CI, 3%, 7%) in females. Proportions mediated were slightly lower with family income used as the secondary indicator for SES. The main limitation of the methodology is that we could not rule out residual exposure-mediator, exposure-outcome, and mediator-outcome confounding.

CONCLUSIONS

In this study, BRFs explained more than half of the educational differences in IHD mortality, with some variations by sex. Public health interventions to reduce intermediate risk factors are crucial to reduce the socioeconomic disparities and burden of IHD mortality in the general US population.

Emerging health disparities among college graduates: Understanding the health consequences of education-occupation mismatch

This study examines the health consequences and underlying pathways of education-occupation mismatch. Using a longitudinal sample of college graduates from the Panel Studies of Income Dynamics (1984-2019) and employing longitudinal hybrid models, we found that contemporary vertical mismatch (between education level and educational requirements of occupation) was associated with poorer psychological well-being and bio-behaviors (obesity and smoking), but not physical health. In contrast, horizontal mismatch (between field of study and field required for occupation) did not show clear health consequences. Sequence analysis was employed to uncover the mismatch trajectories and revealed that persistent vertical mismatch over one's career had a greater impact on psychological distress and smoking than episodic mismatch experiences. Furthermore, the linkage between vertical mismatch and health outcomes was likely shaped by psychosocial processes rather than reduced material well-being. These findings imply that education-occupation vertical (mis)match produces health disparities between occupationally matched and mismatched college graduates.

The promise and pitfalls of a strength-based approach to child poverty and neurocognitive development: Implications for policy

There has been significant progress in understanding the effects of childhood poverty on neurocognitive development. This progress has captured the attention of policymakers and promoted progressive policy reform. However, the prevailing emphasis on the harms associated with childhood poverty may have inadvertently perpetuated a deficit-based narrative, focused on the presumed shortcomings of children and families in poverty. This focus can have unintended consequences for policy (e.g., overlooking strengths) as well as public discourse (e.g., focusing on individual rather than systemic factors). Here, we join scientists across disciplines in arguing for a more well-rounded, "strength-based" approach, which incorporates the positive and/or adaptive developmental responses to experiences of social disadvantage. Specifically, we first show the value of this approach in understanding normative brain development across diverse human environments. We then highlight its application to educational and social policy, explore pitfalls and ethical considerations, and offer practical solutions to conducting strength-based research responsibly. Our paper re-ignites old and recent calls for a strength-based paradigm shift, with a focus on its application to developmental cognitive neuroscience. We also offer a unique perspective from a new generation of early-career researchers engaged in this work, several of whom themselves have grown up in conditions of poverty. Ultimately, we argue that a balanced strength-based scientific approach will be essential to building more effective policies.

Race, gender, and cohort differences in the educational experiences of Black and White Americans

Federal legislation and judicial intervention led to significant transformation in the U.S. education system during the early to mid-20th century. These changes may differentiate older adults in their experiences of aging, particularly at the intersection of race, gender, and cohort, but are not well documented among current cohorts of older adults. Our study addresses this gap by providing rich, descriptive information on the educational experiences of U.S. adults who attended primary or secondary school between 1915 and 1977. We used data from the Health and Retirement Study (HRS), a nationally representative, prospective study of U.S. adults over age 50 years. The HRS collected information on respondents' schooling history and experiences through a Life History Mail Survey (LHMS). We restricted our sample to age-eligible HRS-LHMS respondents who self-identified as non-Hispanic White or non-Hispanic Black and completed at least 75% of their primary or secondary schooling in the U.S. (n=10,632). Educational experiences, defined as pre-k to post-secondary education, varied across cohort, regardless of race or gender. Greater course offerings, improvements in learning support, and increasing exposure to integrated schools occurred across successive cohorts. We found the highest rates of enrollment in college preparatory curriculum and foreign-language courses as well as diagnosed learning differences in cohorts born after 1948. Among White adults, many of the gender differences in educational experiences documented in the oldest cohort were still found among the most recent cohort. Few gender differences, however, were found for Black adults regardless of cohort. Conversely, most race inequities in educational experiences persisted. Such inequities may be an important source of continued differences in experiences of aging observed across demographic groups.

Cognitive and Noncognitive Factors Influencing Nursing Students' Academic Success: Structural Equation Model Analysis

AIM

The study aim was to identify and explore relationships among cognitive and noncognitive factors that may contribute to prelicensure baccalaureate nursing students' academic success across their program of study.

BACKGROUND

Nurse educators are challenged to improve students' academic success. With limited evidence, cognitive and noncognitive factors have been identified in the literature as potential factors that influence academic success and may support students' readiness for practice as new graduate nurses.

METHOD

Data sets from 1,937 BSN students at multiple campuses were analyzed using an exploratory design and structural equation modeling.

CONCLUSION

Six factors were conceptualized as contributing equally to the initial cognitive model. The final noncognitive model, with deletion of two factors, yielded the best fit for the four-factor model. Cognitive and noncognitive factors were not significantly correlated. This study provides a beginning understanding of cognitive and noncognitive factors associated with academic success that may support readiness for practice.

Understanding the health decline of Americans in boomers to millennials

Morbidity and mortality are on the rise among Americans from Boomers to Millennials. We investigate early-life diseases and the socioeconomic, psychosocial, and bio-behavioral factors behind this worsening health trend. Using data from the Panel Study of Income Dynamics Family and Individual Files 1968-2013, we find that the chronic disease index and poor subjective health have continuously increased for Baby Boomers and later cohorts. Early-life diseases, obesity, and shortening job tenure account for about half the health decline across cohorts. Weakening union protection, decreasing marriage, and declining religion only make minor contributions. All other factors, including early life nutrition and family background, adulthood socioeconomic status, physical activity, and smoking behaviors, make negative or non-significant contributions. These findings highlight that even though recent cohorts have better childhood nutrition, family socioeconomic environment,and higher levels of education and income, these advantages have been offset by elevated early-life disease exposure, obesity, and a precarious labor market. We discuss the findings in the context of Case and Deaton's "cumulative deprivation" thesis.

Cultural evolution with uncertain provision of learning resources

An essential feature of human progress is the use of different modes of learning so agents acquire the appropriate behaviour to survive in a changing environment. Learning may result from agents who discover new knowledge on their own (individual learning), or imitate the behaviour of others (social learning). Social learning is less costly than discovery, but imitation might yield no benefit. Early theoretical models of a population consisting of purely individual and purely social learners found that both types are present in an evolutionary equilibrium. However, the presence of social learners did not provide any improvement to the average population fitness. Subsequent research showed that the presence of social learners could improve the average population fitness, provided that the pure characterisation of the agents' learning is relaxed. We return to the pure conceptualisation of agents to challenge an assumption in the early work: agents were guaranteed enough resources to perform their desired learning. We show that, if the resources an agent receives are uncertain, this turns social learning into a source of fitness improvement at the population level. Perhaps counter-intuitively, uncertain provision of resources prompts an increase in the proportion of the population that pursues the costlier individual learning activity in equilibrium.

Teaching strategies are shaped by experience with formal education: Experimental evidence from caregiver-child dyads in two Tannese communities

Humans are extraordinary in the extent to which we rely on cumulative culture to act upon and make sense of our environment. Teaching is one social learning process thought to be fundamental to the evolution of cumulative culture as a means of adaptation in our species. However, the frequency of teaching and how we teach are known to vary across human sociocultural contexts. Understanding this variation adds to our understanding of the complex interplay between cognition and culture in shaping learning behavior but also contributes to theory around the costs and benefits of different social learning processes. Here, we examined how prior experience with formal education is related to the frequency and diversity of teaching behaviors in an experimental paradigm where caregivers were motivated (but not instructed) to teach a simple skill to a child (7-10 years old). We identified and coded a suite of subtle nonverbal behaviors that could be construed as facilitating learning. Dyads (n = 64) were recruited from two communities on Tanna Island that differ in their experience with formal schooling and their acceptance of Western institutions. We found evidence for parallel teaching strategies in both communities. However, the rate and diversity of teaching behaviors were positively associated with caregiver's experience with formal schooling and independently and negatively associated with being from a village that rejects Western-derived institutions. These results further our understanding of how multiple cultural processes influence social learning and highlights the powerful influence of formal schooling on the cultural evolution of teaching in humans.

Urbanization, Human Inequality, and Material Consumption

Global material consumption needs to be reduced to be within its planetary boundary. Urbanization and human inequality are two profound economic-social phenomena, which have potential impacts on material consumption. This paper aims to empirically explore how urbanization and human inequality affect material consumption. For this aim, four hypotheses are proposed and the coefficient of human inequality and material footprint per capita are employed to measure comprehensive human inequality and consumption-based material consumption, respectively. Based on an unbalanced panel data set of around 170 countries from 2010 to 2017, the regression estimations demonstrate that: (1) urbanization reduces material consumption; (2) human inequality increases material consumption; (3) the interaction effect between urbanization and human inequality reduces material consumption; (4) urbanization reduces human inequality, which explains why the interaction effect works; (5) urbanization makes more sense for reducing material consumption if the extents of human inequality are larger and the positive impacts of human inequality on material consumption are weakened if the extents of urbanization are larger. It is concluded that promoting urbanization and reducing human inequality are compatible with both ecological sustainability and social fairness. This paper contributes to understanding and achieving the absolute decoupling between economic-social development and material consumption.

U.S. Trends in Age of Cigar Smoking Initiation by Race/Ethnicity and Education

INTRODUCTION

Younger age of initiating cigar smoking is associated with greater nicotine dependence and current use. Age of initiating cigarette smoking has increased over time, whereas trends in age of initiating cigar smoking remain understudied. These trends were examined by race/ethnicity, by education, and at their intersection.

METHODS

The analytic sample included U.S. Hispanic, Black, and White cigar-ever-smokers aged 24‒25 years (n=29,715) from the 2002‒2019 National Survey on Drug Use and Health. Participants reported their age, race/ethnicity, sex, education (≤high school; some college; ≥bachelor's degree), age of initiating cannabis use, and cigar smoking. Weighted multivariable linear regressions adjusted for sex and age of cannabis use initiation were used to examine trends in age of initiating cigar smoking by race/ethnicity, education, and education Χ year interactions within racial/ethnic groups. Age of initiating cigar smoking comparisons across race/ethnicity and education were examined using the most recent 2019 data.

RESULTS

During 2002‒2019, across education, White cigar-ever-smokers started smoking cigars at an older age, whereas it remained unchanged among Hispanic cigar-ever-smokers. Among Black cigar-ever-smokers, age of initiating cigar smoking did not change among those with ≤high school and some college, and was older among those with ≥bachelor's degree. In 2019, age of initiating cigar smoking did not vary by educational level among Hispanic and White cigar-ever-smokers. Black cigar-ever-smokers with ≥bachelor's degree initiated cigar smoking at older ages than their White counterparts.

CONCLUSIONS

Black individuals experienced widening education-related disparities, and Hispanic individuals had no progress in delaying age of initiating cigar smoking. Regulatory action banning cigar flavors may impact these trends.

Brain-wide functional connectivity patterns support general cognitive ability and mediate effects of socioeconomic status in youth

General cognitive ability (GCA) is an individual difference dimension linked to important academic, occupational, and health-related outcomes and its development is strongly linked to differences in socioeconomic status (SES). Complex abilities of the human brain are realized through interconnections among distributed brain regions, but brain-wide connectivity patterns associated with GCA in youth, and the influence of SES on these connectivity patterns, are poorly understood. The present study examined functional connectomes from 5937 9- and 10-year-olds in the Adolescent Brain Cognitive Development (ABCD) multi-site study. Using multivariate predictive modeling methods, we identified whole-brain functional connectivity patterns linked to GCA. In leave-one-site-out cross-validation, we found these connectivity patterns exhibited strong and statistically reliable generalization at 19 out of 19 held-out sites accounting for 18.0% of the variance in GCA scores (cross-validated partial η²). GCA-related connections were remarkably dispersed across brain networks: across 120 sets of connections linking pairs of large-scale networks, significantly elevated GCA-related connectivity was found in 110 of them, and differences in levels of GCA-related connectivity across brain networks were notably modest. Consistent with prior work, socioeconomic status was a strong predictor of GCA in this sample, and we found that distributed GCA-related brain connectivity patterns significantly statistically mediated this relationship (mean proportion mediated: 15.6%, p < 2 × 10^-16). These results demonstrate that socioeconomic status and GCA are related to broad and diffuse differences in functional connectivity architecture during early adolescence, potentially suggesting a mechanism through which socioeconomic status influences cognitive development.

Examining the elevated risk of COVID-19 in transgender communities with an intersectional lens

COVID-19 has presented unique and unprecedented struggles for all people, yet they tend to be magnified among marginalized communities. Indeed, in the United States, transgender (trans) people experience oppression in many facets of their lives, which places them at an increased risk for both COVID-19 exposure and complications. This oppression can be broadly categorized into two distinct, yet interrelated categories: health disparities (e.g., decreased immune health) and structural barriers (e.g., employment discrimination, policing). Recent scholarship has examined trans people’s risk for COVID-19 exposure and mortality, however few articles examine intersectional identities, and, to our knowledge, none have interrogated oppressive power structures (e.g., the prison industrial complex). We aim to fill these critical gaps and argue that it is imperative for cisgender people to partner with trans communities to dismantle these harmful systems, positively impacting the lives of trans individuals during the pandemic and beyond. We make several key recommendations for researchers, policymakers, healthcare workers, and allies to do so.

What are the risk factors associated with limited musculoskeletal health literacy in shoulder arthroplasty patients?

OBJECTIVES

Low health literacy is both pervasive in the United States and a substantial barrier to satisfactory patient care and the appropriate utilization of healthcare resources. This prospective study aims to evaluate the factors that contribute to limited musculoskeletal literacy in patients who undergo shoulder arthroplasty.

METHODS

Ninety patients undergoing shoulder replacement surgery completed demographics and Literacy in Musculoskeletal Problems (LiMP) surveys. Scores of less than six were considered indicative of limited musculoskeletal literacy.

RESULTS

The overall percentage of participants with limited musculoskeletal literacy was 38.8%. Multivariable logistic regression analysis with multiple imputation modeling demonstrated a significant positive relationship between patient income and adequate LiMP scores (p = 0.009) with an odds ratio of 1.15 (CI: 1.04; 1.28) while level of education (p = 0.173) and patient ethnicity (p = 0.830) among other patient characteristics did not have a significant relationship with LiMP scores.

CONCLUSION

In patients undergoing shoulder replacement surgery, low income was the only variable found to be predictive of limited musculoskeletal health literacy scores. Therefore, when discussing the risks and benefits of shoulder arthroplasty, orthopaedic surgeons should be cognizant of the possibility that any given patient may not meet the threshold of adequate musculoskeletal literacy.

Developing a Social Determinants of Learning™ Framework: A Case Study

Supplemental digital content is available in the text.

AIM

The aim of the study was to propose a framework, social determinants of learning™ (SDOL™), an actionable model to address learning disparities and expand learning opportunities to support nursing student diversity, equity, and inclusion.

BACKGROUND

There is significant growth in the racial and ethnic diversity across students at all levels of higher education, mirroring the growing diversity of the US population. Yet, lower rates of persistence and higher attrition rates among these student groups continue.

METHOD

The authors established six socially imposed forces, causative domains, as foundational to the SDOL framework. Key attributes of each domain were identified through a literature search. A case study illustrates an initial study of interventions targeting specific domains of the framework aimed toward student success.

CONCLUSION

Equitable education for all has far-reaching implications across nursing education and higher education in general. Further development and testing of the SDOL framework will support the goal of equitable education for all.

Adult Children's Educational Attainment and Parent Health in Mid- and Later-Life

OBJECTIVES

Intergenerational models of adult health contend that children's educational attainments influence the health and well-being of their parents. However, it is unclear how much of this association is confounded by background characteristics that predict both children's educational attainments and parents' subsequent health, particularly in the U.S.

METHODS

Data from the National Longitudinal Study of Adolescent to Adult Health Parent Study are used to examine how having no children who completed college influences parents' self-rated health and depressive symptoms. We rely on propensity score methods to more squarely assess this relationship net of potential confounding bias and to test for heterogeneity in the consequences associated with having no children who completed college.

RESULTS

Having no children who completed college is negatively associated with parents' self-rated health and positively associated with depressive symptoms. After statistically balancing differences in background characteristics between groups, these associations remain, though the magnitude of the coefficients is attenuated. Supplemental matching analyses suggest that while the association between children's education and self-rated health might be spurious, the association with depressive symptoms is more robust. Additionally, among parents with the highest propensity for having no children who complete college, the consequences on depressive symptoms are greatest.

DISCUSSION

This study pays particular attention to selection-related concerns surrounding the association between offspring educational attainment and parent well-being in the United States. These findings are important given the call for investments in children's educational opportunities as promoting both the well-being of adult children and their parents.

Beyond students: how teacher psychology shapes educational inequality

Although researchers investigating psychological contributors to educational inequality have traditionally focused on students, a growing literature highlights the importance of teachers' psychology in shaping disparities in students' educational achievement and attainment. In this review, we discuss recent advances linking teachers' attitudes, perceptions, and beliefs to inequality in students' outcomes. First, we identify specific aspects of teacher psychology that contribute to educational disparities, including teachers' biases, perceptions and expectations of students, beliefs about the nature of ability, and beliefs about group differences. Second, we synthesize mechanisms underlying the effects of teacher psychology on educational inequality, including teachers' disparate assessment of students' work and abilities, interpersonal interaction with students, and psychological impact on students. Implications for future research and interventions are discussed.