Inequalities in late adolescents’ educational experiences and wellbeing during the Covid-19 pandemic

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Oxford Review of Education Pub Date : 2022-10-13 DOI:10.1080/03054985.2022.2124964

Jake Anders, L. Macmillan, Patrick Sturgis, G. Wyness

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引用次数: 2

Abstract

ABSTRACT While the health risks of Covid-19 for young people are low, they have borne a heavy cost of the pandemic through intense disruption to their education and social lives. These effects have not been experienced equally across social and demographic groups. Using data from a nationally representative survey of 4,000 young people in England linked to their education records, we study inequalities in late adolescents’ experiences of the Covid-19 pandemic. We find particularly stark inequalities by socio-economic status, with those from poorer families facing disadvantage on multiple fronts, particularly in their experiences of home learning, returning to school, and exam cancellations compared to their more advantaged peers. Gender and ethnic inequalities were more mixed, though young females reported significantly lower wellbeing scores than males. This evidence suggests that the pandemic has exacerbated existing inequalities, meaning policymakers concerned with increasing equity and social mobility now face an even bigger task than before.

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Covid-19大流行期间青少年晚期教育经历和福祉方面的不平等现象

摘要尽管新冠肺炎对年轻人的健康风险较低，但他们的教育和社会生活受到严重干扰，因此承担了疫情的沉重代价。这些影响在社会和人口群体中并没有得到平等的体验。我们利用对英格兰4000名年轻人进行的具有全国代表性的调查数据，结合他们的教育记录，研究了晚期青少年在新冠肺炎大流行中经历的不平等。我们发现，在社会经济地位方面存在着特别明显的不平等，那些来自贫困家庭的人在多个方面都处于不利地位，特别是与更有优势的同龄人相比，他们在家学习、返校和取消考试的经历。性别和种族不平等更为复杂，尽管年轻女性的幸福感得分明显低于男性。这一证据表明，疫情加剧了现有的不平等，这意味着关注增加公平和社会流动性的政策制定者现在面临着比以前更大的任务。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

0.00%

发文量

期刊介绍： The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.