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Trauma Erodes Financial Returns of Educational Attainment. 创伤侵蚀教育成就的经济回报。
Open journal of educational research Pub Date : 2025-01-01 Epub Date: 2025-02-14 DOI: 10.31586/ojer.2025.1199
Shervin Assari, Alexandra Donovan
{"title":"Trauma Erodes Financial Returns of Educational Attainment.","authors":"Shervin Assari, Alexandra Donovan","doi":"10.31586/ojer.2025.1199","DOIUrl":"10.31586/ojer.2025.1199","url":null,"abstract":"<p><strong>Background: </strong>Educational attainment is often regarded as a pathway to economic stability and social mobility. However, the Minorities' Diminished Returns (MDRs) framework has demonstrated that the effects of educational attainment on various economic, behavioral, and health outcomes are weaker for marginalized populations, including racial/ethnic minorities, immigrants, LGBTQ+ individuals, and those living in disadvantaged areas. While MDRs have been documented for various marginalized demographic groups, the role of trauma in moderating socioeconomic outcomes remains underexplored.</p><p><strong>Objective: </strong>This study examines whether lifetime trauma exposure diminishes the positive association between educational attainment and poverty-to-income ratio (PIR), a key indicator of economic well-being.</p><p><strong>Methods: </strong>Using data from the National Survey of American Life (NSAL), we analyzed a nationally representative sample of 6,008 adults, including Black, White, Latino, and Other racial/ethnic groups. We employed linear regression models to evaluate the association between the independent variable educational attainment and the outcome PIR. We then tested lifetime trauma as a moderator of this association. Models controlled for age, gender, employment, and race/ethnicity.</p><p><strong>Results: </strong>Educational attainment was positively associated with PIR across all groups, but the strength of this association was significantly attenuated for individuals with a history of lifetime trauma. These effects were independent of covariates.</p><p><strong>Conclusions: </strong>These findings extend the MDRs framework by highlighting trauma as a potential contributor to diminished returns of education on socioeconomic well-being. Structural inequities that increase trauma exposure in minoritized populations may also limit the economic benefits of education, particularly for groups with multiple trauma exposures. Policies aimed at addressing economic inequality must integrate social policies that reduce trauma and stress.</p>","PeriodicalId":520018,"journal":{"name":"Open journal of educational research","volume":"5 1","pages":"40-53"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11905213/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143627077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Unequal Benefits: How Parental Education Falls Short for Black and Latino Youth. 不平等的利益:黑人和拉丁裔青年的父母教育如何不足。
Open journal of educational research Pub Date : 2025-01-01 Epub Date: 2025-02-12 DOI: 10.31586/ojer.2025.1232
Shervin Assari, Maria Jahromi, Hossein Zare
{"title":"Unequal Benefits: How Parental Education Falls Short for Black and Latino Youth.","authors":"Shervin Assari, Maria Jahromi, Hossein Zare","doi":"10.31586/ojer.2025.1232","DOIUrl":"https://doi.org/10.31586/ojer.2025.1232","url":null,"abstract":"<p><strong>Background: </strong>Parental education is a key determinant of academic performance, yet its protective effects may differ by race and ethnicity. The concept of Minorities' Diminished Returns (MDRs) highlights the weaker association between socioeconomic resources and outcomes for marginalized populations, including Black and Latino youth.</p><p><strong>Objective: </strong>To investigate whether the positive association between parental education and school performance (letter grades) is weaker for Black and Latino youth compared to non-Latino White youth.</p><p><strong>Methods: </strong>Data were drawn from the Monitoring the Future (MTF) 2023 study. The sample included Black, Latino, and non-Latino White youth. The outcome was a nine-level continuous measure of academic performance based on self- reported letter grades, with higher scores indicating better performance. Multivariate regression models tested interactions between parental education and race/ethnicity in predicting grades, adjusting for confounders such as family income, gender, and school characteristics.</p><p><strong>Results: </strong>A total number of 7584 12<sup>th</sup> graders entered the study. Parental education was positively associated with school performance across all groups, but the magnitude of this association was significantly smaller for Black and Latino youth compared to non-Latino White youth. Even after controlling for socioeconomic and contextual factors, the racial and ethnic differences in the strength of this association persisted.</p><p><strong>Conclusions: </strong>Our findings provide evidence of Minorities' Diminished Returns (MDRs) in the academic domain, with Black and Latino youth experiencing weaker benefits of parental education on school performance. These disparities suggest that structural barriers and systemic inequities undermine the translation of parental educational attainment into academic success for marginalized groups. Policy interventions must address these structural barriers to promote equity in educational outcomes.</p>","PeriodicalId":520018,"journal":{"name":"Open journal of educational research","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12052377/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144060394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Academic Aspirations of 12th Grade Students in the United States: Place-Based Diminished Returns of Parental Education in Rural Areas. 美国12年级学生的学业抱负:农村地区基于地域的父母教育收益递减
Open journal of educational research Pub Date : 2025-01-01 Epub Date: 2025-03-12 DOI: 10.31586/ojer.2025.6040
Shervin Assari, Gandom Assari, Hossein Zare
{"title":"Academic Aspirations of 12th Grade Students in the United States: Place-Based Diminished Returns of Parental Education in Rural Areas.","authors":"Shervin Assari, Gandom Assari, Hossein Zare","doi":"10.31586/ojer.2025.6040","DOIUrl":"10.31586/ojer.2025.6040","url":null,"abstract":"<p><strong>Background: </strong>The Motivational Theory of Life-Span Development suggests that individual aspirations are shaped by both internal and external resources. Parental education is a key determinant of educational aspirations, yet its effects may vary by geographic location, demonstrating spatial patterns of Minorities' Diminished Returns (MDRs).</p><p><strong>Objectives: </strong>This study examines the association between parental education and aspirations for graduate or professional education among non-Latino White adolescents, with a specific focus on urban-suburban versus rural differences.</p><p><strong>Methods: </strong>Using data from the 12th-grade cohort of the Monitoring the Future (MTF) 2024 survey, we conducted multivariate analyses to assess the relationship between parental education and aspirations for graduate or professional education. We further examined whether this association was moderated by geographic location (urban-suburban vs. rural) to identify place-based MDRs.</p><p><strong>Results: </strong>Higher parental education was associated with greater aspirations for advanced education; however, this effect was weaker in rural areas compared to urban and suburban settings. These findings highlight that even among non-Latino White adolescents, rural residence diminishes the benefits of socioeconomic resources, providing evidence of place-based MDRs.</p><p><strong>Conclusion: </strong>Rural residents face a dual disadvantage-both lower socioeconomic status and weaker returns on those resources-necessitating targeted interventions beyond resource allocation. To address disparities in educational aspirations in rural areas, policymakers should focus on improving equitable access to educational opportunities and ensuring that these resources translate into comparable outcomes across different social and geographic contexts.</p>","PeriodicalId":520018,"journal":{"name":"Open journal of educational research","volume":"5 2","pages":"65-74"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11932706/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143701364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Weaker Effects of Parental Education on Oral Nicotine Use of High School Students in Rural Areas: Marginalization-Related Diminished Returns. 父母教育对农村高中生口服尼古丁使用的影响较弱:边缘化相关的收益递减。
Open journal of educational research Pub Date : 2025-01-01 Epub Date: 2025-03-20 DOI: 10.31586/ojer.2025.6042
Shervin Assari, Gandom Assari, Hossein Zare
{"title":"Weaker Effects of Parental Education on Oral Nicotine Use of High School Students in Rural Areas: Marginalization-Related Diminished Returns.","authors":"Shervin Assari, Gandom Assari, Hossein Zare","doi":"10.31586/ojer.2025.6042","DOIUrl":"https://doi.org/10.31586/ojer.2025.6042","url":null,"abstract":"<p><strong>Background: </strong>Nicotine pouches, gummies, and candies have emerged as popular alternatives to traditional tobacco products among U.S. adolescents. While parental educational attainment is generally associated with youth substance use, marginalization-related diminished returns (MDRs) suggest that this effect may be weaker in marginalized populations, including non-Latino White communities. In particular, place-based marginalization-such as neighborhood economic disadvantage and school-level poverty-may attenuate the benefits of parental education. This study examines MDRs in the relationship between parental educational attainment and nicotine pouch/gummy/candy use among non-Latino White 12th graders in the 2024 Monitoring the Future (MTF) study.</p><p><strong>Methods: </strong>This study analyzed nationally representative data from the 2024 MTF study, focusing on non-Latino White 12th graders who reported parental education levels and adolescents' use of nicotine pouch/gummy/candy. Structural equation modeling (SEM) was used to estimate the effects of parental education on adolescents' use of nicotine pouches, gummies, and candies, while adjusting for demographic covariates. Place-based marginalization was operationalized using rural vs urban/suburban residence. Interaction terms tested whether the effect of parental education varied based on place of residence.</p><p><strong>Results: </strong>Higher parental educational attainment was associated with lower use of nicotine pouches, gummies, and candies. However, this effect was significantly weaker in rural areas.</p><p><strong>Conclusion: </strong>Public health interventions should account for place-based disparities rather than assuming a uniform effect of SES factors. This study highlights the need for policy responses that address structural inequities beyond individual family SES.</p>","PeriodicalId":520018,"journal":{"name":"Open journal of educational research","volume":"5 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12007896/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144032268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Uneven Impact of Maternal Education at Birth on High School Grades of Black and White Students. 出生时母亲教育对黑人和白人学生高中成绩的不平衡影响。
Open journal of educational research Pub Date : 2025-01-01 Epub Date: 2025-02-16 DOI: 10.31586/ojer.2025.1169
Shervin Assari, Maria Jahromi, Hossein Zare
{"title":"Uneven Impact of Maternal Education at Birth on High School Grades of Black and White Students.","authors":"Shervin Assari, Maria Jahromi, Hossein Zare","doi":"10.31586/ojer.2025.1169","DOIUrl":"10.31586/ojer.2025.1169","url":null,"abstract":"<p><strong>Background: </strong>The Minorities' Diminished Returns (MDRs) theory posits that social determinants of health, such as parental education, exert weaker protective effects on health and educational outcomes in racialized and minoritized populations compared to White populations.</p><p><strong>Aim: </strong>This study examines whether higher maternal education is associated with better high school GPA in Black youth and whether this association aligns with the MDRs framework.</p><p><strong>Methods: </strong>Data were drawn from the Future of Families and Child Wellbeing Study also known as Fragile Families and Child Wellbeing Study (FFCWS) baseline and 22nd year follow-up (1990-2022). This study included 1873 Black or White participants who were followed from birth to age 22. Linear regression models were used to assess the association between maternal education and high school GPA, adjusting for sociodemographic covariates. Analyses focused on the differential effects of maternal education across racial groups, particularly among Black youth.</p><p><strong>Results: </strong>While maternal education was positively associated with high school GPA, this effect was weaker for Black students compared to their White counterparts. Specifically, each additional year of maternal education corresponded to a lower GPA increase in Black students, consistent with the MDRs hypothesis.</p><p><strong>Conclusion: </strong>Findings support the MDRs theory, indicating that maternal education has a reduced protective effect on high school GPA among Black youth. These results underscore the need for policies that address structural factors beyond education to promote equitable academic achievement.</p>","PeriodicalId":520018,"journal":{"name":"Open journal of educational research","volume":"5 1","pages":"54-64"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11870677/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143545819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
High Socioeconomic Status Black Adolescents Attend Worse Schools than Whites. 高社会经济地位黑人青少年就读的学校比白人差。
Open journal of educational research Pub Date : 2025-01-01 Epub Date: 2025-01-24 DOI: 10.31586/ojer.2025.1160
Shervin Assari, Hossein Zare
{"title":"High Socioeconomic Status Black Adolescents Attend Worse Schools than Whites.","authors":"Shervin Assari, Hossein Zare","doi":"10.31586/ojer.2025.1160","DOIUrl":"10.31586/ojer.2025.1160","url":null,"abstract":"<p><strong>Background: </strong>School characteristics - including poverty levels, teacher experience, graduation rates, and college enrollment - are essential determinants of students' academic outcomes and long-term success. Families often use their socioeconomic resources, such as parental education and household income, to secure access to high-quality schools with favorable attributes. However, Minorities' Diminished Returns (MDRs) theory suggests that Black families may not experience the same benefits of high family SES due to structural barriers. This study examines the association between family SES and school characteristics, focusing on racial disparities in access to high-quality educational environments.</p><p><strong>Objective: </strong>To investigate the relationship between family SES (parental education and household income) and multiple school characteristics (poverty, teacher experience, graduation rates, and college enrollment), and to assess racial differences in these associations.</p><p><strong>Methods: </strong>Data from the Adolescent Brain Cognitive Development (ABCD) study, a national sample of US adolescents, was analyzed. We used multivariate regression models to examine associations between family SES and school characteristics and to test for interactions by race, specifically comparing Black and White adolescents.</p><p><strong>Results: </strong>Higher family SES was associated with positive school characteristics overall, including lower school poverty, greater teacher experience, and increased graduation and college enrollment rates. However, these positive effects of high family SES on school characteristics were significantly weaker for Black adolescents than for White adolescents. Black adolescents from high-income families were more likely than White adolescents from similar backgrounds to attend schools with higher poverty rates, less experienced teachers, and reduced graduation and college enrollment rates.</p><p><strong>Conclusion: </strong>Our findings highlight persistent racial inequities in access to educational opportunities, even among families with comparable socioeconomic resources. The diminished returns of family SES for Black adolescents underscore the role of structural barriers in limiting access to high-quality schools. These findings emphasize the need for policy interventions to address systemic inequalities that hinder Black families from fully leveraging their SES to access favorable educational environments.</p>","PeriodicalId":520018,"journal":{"name":"Open journal of educational research","volume":"5 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11793917/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143191689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Race, College Graduation, and Time of Retirement in the United States: A Thirty-Year Longitudinal Cohort of Middle-Aged and Older Adults. 美国的种族、大学毕业和退休时间:中老年人三十年纵向队列。
Open journal of educational research Pub Date : 2024-09-05 Epub Date: 2024-08-16 DOI: 10.31586/ojer.2024.1029
Shervin Assari, Amanda Sonnega, Hossein Zare
{"title":"Race, College Graduation, and Time of Retirement in the United States: A Thirty-Year Longitudinal Cohort of Middle-Aged and Older Adults.","authors":"Shervin Assari, Amanda Sonnega, Hossein Zare","doi":"10.31586/ojer.2024.1029","DOIUrl":"10.31586/ojer.2024.1029","url":null,"abstract":"<p><strong>Introduction: </strong>College education is typically associated with the ability to work in less physically demanding occupations, allowing for a later retirement age. However, research indicates that highly educated Black individuals often work in more demanding occupations, which affects their retirement age.</p><p><strong>Aim: </strong>Building on the Minorities' Diminished Returns (MDRs) literature, we tested whether the benefit of college education on delaying the time of retirement is weaker for Black compared to White middle-aged and older adults.</p><p><strong>Methods: </strong>We utilized data from the Health and Retirement Study (HRS), which includes a 30-year longitudinal follow-up of a nationally representative sample of middle-aged and older adults in the United States. Education levels at baseline were categorized as less than college graduate (some high school, GED, high school diploma, or some college) and college graduate. The outcome was the time to retirement, measured from wave 2 to wave 15 (baseline to 30 years later). We graphed survival curves and used independent samples t-tests to assess associations between college graduation and time of retirement, overall and by race.</p><p><strong>Results: </strong>Our analysis included 6,803 White and Black participants who were employed at baseline and followed for up to 30 years. Overall, there was a positive association between college graduation and retirement timing, with individuals with higher education retiring later. However, we found significant racial differences in the retirement age of college graduates, indicating notable racial disparities in the effects of college graduation on retirement timing, disadvantaging Black college-educated individuals. Specifically, among Whites, but not Blacks, college education was associated with later retirement.</p><p><strong>Conclusion: </strong>Consistent with Minorities' Diminished Returns theory, the positive effect of college education on retirement timing are weaker for Black than for White middle-aged and older Americans. To address racial disparities, it is insufficient to focus solely on economic disparities. While closing the educational gap is important, we must also work to equalize labor market experiences for Black and White individuals with similar educational credentials. Structural factors contributing to the diminished returns of college education for Black populations must be addressed to effectively close racial disparities.</p>","PeriodicalId":520018,"journal":{"name":"Open journal of educational research","volume":"4 5","pages":"228-242"},"PeriodicalIF":0.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11376129/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142142308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Black-White Differences in The Effects of Parental Education on College Students' Beliefs about Racial Discrimination. 父母教育对大学生种族歧视观念影响的黑白差异》(The Effects of Parental Education on College Students' Beliefs about Racial Discrimination)。
Open journal of educational research Pub Date : 2024-01-01 Epub Date: 2024-07-31 DOI: 10.31586/ojer.2024.997
Shervin Assari, Hossein Zare
{"title":"Black-White Differences in The Effects of Parental Education on College Students' Beliefs about Racial Discrimination.","authors":"Shervin Assari, Hossein Zare","doi":"10.31586/ojer.2024.997","DOIUrl":"10.31586/ojer.2024.997","url":null,"abstract":"<p><strong>Background: </strong>Racial discrimination remains a significant issue in the United States, particularly affecting Black individuals. Understanding how beliefs about the persistence of racial discrimination are shaped by race and parental education among college students is crucial for developing strategies to address these inequities.</p><p><strong>Objectives: </strong>This study aims to examine the multiplicative effects of race and parental education on beliefs about the persistence of racial discrimination among Black and White college students. We hypothesize that Black students, particularly those with highly educated parents, will exhibit stronger beliefs in the persistence of racial discrimination as a significant issue compared to their White peers.</p><p><strong>Methods: </strong>Data were drawn from the Higher Education Research Institute (HERI) study, which includes a national sample of Black and White young adults on college campuses across the United States. We conducted statistical analyses to explore the influence of race and parental education on students' beliefs about racial discrimination.</p><p><strong>Results: </strong>Black students demonstrated stronger beliefs in the persistence of racial discrimination compared to White students. Additionally, students with higher parental education levels were more likely to recognize racial discrimination as a significant issue than those with lower parental education. The impact of parental education on these beliefs was more pronounced for Black students compared to White students.</p><p><strong>Discussion: </strong>Black college students, especially those from higher SES backgrounds, exhibit a heightened awareness of racial discrimination due to their lived experiences and educational exposure. High SES Black individuals often face increased visibility and prejudice in predominantly White environments, further reinforcing their beliefs about the persistence of discrimination. These findings highlight the need for targeted interventions to support Black students in higher education and promote awareness of racial discrimination. Policy solutions should include comprehensive anti-discrimination policies, increased diversity and inclusion efforts, and educational curricula that address systemic racism and social justice. The cross-sectional nature of the data limits causality inference, and self-reported measures may be subject to bias. Despite these limitations, the study's large and diverse sample enhances the generalizability of the findings. Race and parental education have multiplicative effects on college students' beliefs about the persistence of racial discrimination. Black students, particularly those from high SES backgrounds, are more likely to perceive racial discrimination as a continuing problem. Addressing these disparities through targeted policies and interventions is essential for creating equitable and inclusive educational environments.</p>","PeriodicalId":520018,"journal":{"name":"Open journal of educational research","volume":"4 4","pages":"164-173"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11323105/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141984280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Black-White Gap Across Levels of Educational Childhood Opportunities: Findings from the ABCD Study. 黑人与白人在儿童教育机会方面的差距:ABCD 研究的结果。
Open journal of educational research Pub Date : 2024-01-01 Epub Date: 2024-11-05 DOI: 10.31586/ojer.2024.1124
Shervin Assari, Hossein Zare
{"title":"Black-White Gap Across Levels of Educational Childhood Opportunities: Findings from the ABCD Study.","authors":"Shervin Assari, Hossein Zare","doi":"10.31586/ojer.2024.1124","DOIUrl":"10.31586/ojer.2024.1124","url":null,"abstract":"<p><strong>Objective: </strong>This study examines racial disparities in educational outcomes-including reading proficiency, grade point average (GPA), school discrimination, and school disciplinary actions-across regions with different levels of educational childhood opportunity index (COI). Our aim is to explore how these racial gaps between Black and White students vary in areas with differing educational opportunities. We hypothesize that higher COI is associated with smaller academic achievement gaps but may also correspond with greater racial bias in unfair school treatment.</p><p><strong>Methods: </strong>Data were drawn from the Adolescent Brain Cognitive Development (ABCD) study, which provides comprehensive measures of educational outcomes, cognitive performance, and COI. National COI rankings were used to classify regions into five categories: very high, high, average, low, and very low educational opportunity. We analyzed racial gaps in reading proficiency, and experiences of discrimination and suspension across these COI categories. Multi-group Structural Equation Models (SEM) were used to assess how the relationship between race and educational outcomes varies across COI levels.</p><p><strong>Results: </strong>Our findings confirmed that Black-White gaps in reading proficiency and cognitive test performance (Flanker task) were less pronounced in regions with higher COI. However, racial disparities in school disciplinary actions and experiences of discrimination were more pronounced in higher-opportunity areas. Specifically, the effect of Black race was stronger in regions with the highest COI, where Black students experienced a disproportionately higher rate of unfair school treatment, including both school discrimination and suspensions, compared to their White peers.</p><p><strong>Conclusion: </strong>This exploratory study supports that while higher educational opportunities are associated with smaller academic achievement gaps between Black and White students, they might be linked to increased racial bias in school disciplinary actions and discriminatory treatment. These findings underscore the complexity of educational equity, suggesting that improving access to quality education alone is insufficient to eliminate racial disparities in school experiences. Addressing school-based bias and discrimination must accompany efforts to enhance educational opportunities.</p>","PeriodicalId":520018,"journal":{"name":"Open journal of educational research","volume":"4 6","pages":"365-380"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11567148/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142650327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Blacks' Diminished Returns of Parental Education on Household Income: A Study of College Students in the US. 黑人父母教育对家庭收入的递减回报:美国大学生的研究。
Open journal of educational research Pub Date : 2024-01-01 Epub Date: 2024-08-04 DOI: 10.31586/ojer.2024.1016
Shervin Assari, Payam Sheikhattari, Hossein Zare
{"title":"Blacks' Diminished Returns of Parental Education on Household Income: A Study of College Students in the US.","authors":"Shervin Assari, Payam Sheikhattari, Hossein Zare","doi":"10.31586/ojer.2024.1016","DOIUrl":"https://doi.org/10.31586/ojer.2024.1016","url":null,"abstract":"<p><strong>Background: </strong>Parental education is a key determinant of household income, but its benefits are not uniformly distributed across racial groups. According to the Minorities' Diminished Returns (MDRs) theory, the socioeconomic benefits of resources such as parental education are systematically lower for minority families, particularly Blacks who have been subjected to slavery, segregation, racism, and discrimination.</p><p><strong>Objective: </strong>This study aims to investigate the diminished returns of parental education on household income among Black college students in the US.</p><p><strong>Methods: </strong>Using data from the Higher Education Research Institute (HERI) Freshman Student Survey, we analyzed the associations between race, parental education, and household income. The sample included 2,235,733 students, comprising 2,191,543 White and 441,90 Black freshman college students. We conducted regression analyses to examine the association between parental education and household income, adjusting for relevant covariates.</p><p><strong>Results: </strong>Our findings indicated that higher parental education is associated with higher household income in the pooled sample. We also found a positive association between parental education and household income for both Black and White college students. However, the magnitude of this positive association was significantly smaller for Black students compared to White students, demonstrating diminished returns of parental education on household income for Black families.</p><p><strong>Discussion: </strong>The results support the theory of Minorities' Diminished Returns, highlighting the need for policies that address the systemic barriers contributing to sustained economic inequality. These barriers go beyond parental education, resulting in income differences between similarly educated White and Black families.</p>","PeriodicalId":520018,"journal":{"name":"Open journal of educational research","volume":"4 4","pages":"187-196"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11981232/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144045958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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