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Drawing on oral histories of first-generation migrant women, this paper explores Chinese women's role in financing migrant households, mothering children and promoting the well-being of the British Chinese community after 1945. It argues that, with better educational attainment and wider participation in professional occupations Chinese migrant women played an increasingly essential yet unrecognised role in private and public lives. This paper expands knowledge of Chinese women's experiences in contemporary international migration and confirms the necessity of understanding migration through the lens of gender to reveal evolving gendered family roles within migrant households and migrant women's manifold but unrecognised merits. [ABSTRACT FROM AUTHOR]

Parental education may influence children's development both additively and multiplicatively. While parental educational attainment enriches financial and cultural investments in children's development, parental educational homogamy is associated with consistency and agreement in parenting practices that may benefit the children. In this paper, using the 2014 China Education Panel Survey, we examine relationships between parental education, regarding both parental educational attainment and educational assortative mating, and children's subjective wellbeing, measured by depressive symptoms and self-rated confidence in the future. We also explore the mediating mechanisms linking parental education and children's subjective wellbeing. Results show that holding average parental years of schooling constant, both hypergamy and hypogamy predict lower levels of confidence and higher levels of depression than does parental homogamy. Children born to hypergamous parents where the mother has less than high school education are most vulnerable of all children. The negative effects of parental hypogamy are likely channelled through parent-child and interparental dynamics, as children from hypogamous families are more likely to experience issues in parent-child relationships, paternal drinking problems, and parental fights. [ABSTRACT FROM AUTHOR]

This paper investigates the level of LGBT+ representation among staff and students in higher education in England and Wales. We compare data from the 2021 England and Wales Census to Higher Education Statistics Agency (HESA) data. We find that LGBT+ people are more highly represented in higher education among all staff groups and students than in relevant comparator groups according to age and educational level in the general population. LGBT+ representation among students and STEM academics is modestly higher than the general population comparator group, while representation among non-STEM academics is substantially higher than one would expect from the general population comparator group. We found no statistically significant under-representation in any particular higher education institution. [ABSTRACT FROM AUTHOR]

In this paper, we combine administrative data for Spain from 2010 to 2018 with meteorological data, to identify the effect of daily mean temperature on fertility. We demonstrate for Spain that hot days (≥25°C) decrease the total fertility rate nine months after exposure. Moreover, we do not observe any substantial heterogeneities in the effect of heat by mother’s age, mother’s educational attainment, sex of the newborn, climatic area, or air conditioning penetration. Our results suggest that climate change may be altering the seasonal distribution of births and affect fertility rates in a context with low fertility and rapid population ageing. [ABSTRACT FROM AUTHOR]

Background: Historical socio-political processes have produced gross inequity of health resource for Aboriginal Australians and New Zealand Māori. Objectives: This paper argues that socio-political factors resulting from the entrenchment of colonialism have produced significant personal and structural barriers to the utilisation of healthcare services and directly impact the health status of these two vulnerable groups. Design: Discussion Paper. Conclusions: Understanding the actual barriers preventing the utilisation of healthcare facilities, as perceived by Indigenous people, is essential in reducing the gross disparity between Indigenous and non-Indigenous morbidity and mortality in Australia and New Zealand. [ABSTRACT FROM AUTHOR]

This paper presents an overview of approaches and proposals to improve the integration of migrant children in schools in Spain and it is linked to the European research project Migrant Children and Communities in a Transforming Europe (MiCREATE). It focuses on a part of the research in which stakeholders were interviewed. Based on the needs of migrant children and practices already implemented in Spain, experts from different fields problematised and proposed improvements in current policies and practices in education. The main conclusions indicate that a more holistic and transversal approach to the inclusion of migrants is needed, as well as better coordination between institutions in different contexts and areas of action. This implies rethinking inclusive practices and involving children's families and taking their environment into consideration, as well as supporting educational practices that foster a sense of belonging among migrant children and their families in schools, the community, and society. Finally, the paper highlights the importance of gathering data from stakeholders in different fields of expertise and areas of action in order to obtain a more complex and insightful overview of the phenomenon under study. [ABSTRACT FROM AUTHOR]

Historically, there remains an underrepresentation of Black women in and en route to the highest levels of organisational leadership. The divide is all the more pronounced in the field of education, one in which women represent a large share of the community. Particularly relevant for Black women is the incongruence between their heightened educational attainment levels compared to their lower status in the organisational pecking order. To advance both theory and research in this domain, social justice leadership theory (SJLT) serves as the framework for this paper, rooted in the context of the United States. This paper explores the multilayered journeys of Black women aspiring to and operating in senior-level leadership roles (i.e. executives, directors, and CEOs) in US-based education, highlighting the unique and intersectional experiences of one Black woman educational leader. Indeed, there is a need to increase collective consciousness about the impact of leadership cultures on Black women, their experiences, their personal and professional choices, and the ensuing ramifications. In addition, the education leadership sector can benefit from the advancement of more research and theory development relevant to the progression of Black women educational leaders in the United States. [ABSTRACT FROM AUTHOR]

For the first time, this paper takes a dynamic approach to studying formal school exclusions and their association with educational outcomes. In particular, we study every instance of school exclusions over a key part of a pupil's education lifecourse between Year 6 (end of primary school) to Year 11 (end of secondary school). Using a single population cohort of all pupils in maintained schools in Wales, we show that the frequency of formal school exclusions varies over pupils' lifecourse and identify five main exclusion trajectories, reflecting these variations over time, as follows: no exclusions, low level exclusions, early rise in exclusions, high-level Year 11 exclusions and late rise in exclusions. These general trajectories may suggest differences in the underlying reason for school exclusions that are not necessarily evident in pupils' official records or as reported by individual schools. We also show the differential impact of these exclusion trajectories on later educational outcomes. Highlighting these different trajectories may be useful to policymakers and practitioners when developing national and local guidance around school exclusions. They may also reflect unknown biases in the likelihood that a pupil gets excluded from school, often a major area of concern in debates around inclusive education. [ABSTRACT FROM AUTHOR]

Amidst the growing focus on men's health, physical activity (PA) initiatives have demonstrated efficacy in engaging men and providing opportunities to enhance wellbeing outcomes. It is important to capture the characteristics of male populations who attend these initiatives as it yields important implications in terms of reach, design and implementation. This paper presents the pre-adoption characteristics of participants at a site of Football Cooperative (FC), a community-based PA initiative in Ireland. The research sought to ascertain whether the participants involved were an at-risk group in terms of cardiovascular disease (CVD) risk factors (i.e. PA levels, waist circumference, aerobic fitness, diet, smoking, alcohol and sleep quality). Recruitment occurred before and during a return to play period, after a lowering of COVID-19 restrictions in May 2021. Purposeful sampling was used to recruit participants. Fitness and anthropometric data were collected, along with self-report survey data including demographics and wellbeing indicators. A total of n = 71 completed the self-report survey and were predominantly white Irish (95.8%) and married (84.6%). The majority (83.1%) of participants had ≥ 3 CVD risk factors where 66.1% had a waist circumference (WC) of ≥ 94 cm, indicating a high mortality risk. This research suggests that the gendered approach employed by the FC initiative engages a target demographic of at-risk males. While this demonstrates promise in terms of tackling CVD risk, further research that focuses on translating the initiative to engage men at risk of social and economic disadvantage is recommended to enhance the impact of the FC approach. [ABSTRACT FROM AUTHOR]

Wellbeing is an increasingly prominent topic across academia, including analyses of the myriad factors that influence it. Of these, perhaps the most prominent is economics, with a relatively-well substantiated link, especially at lower levels of income. However, most work has been limited to select measures (usually life evaluation) and/or populations (usually Western nations). This paper offers an expansive approach, exploring associations between income and a selection of 31 items pertaining to wellbeing in the Gallup World Poll over 3 years (2020–2022), covering 386,654 people in 142 countries. Significantly, on every single variable, participants with higher incomes fare better than those with lower incomes. However, there are also many interesting nuances when filtering the results through various demographic considerations, including comparing participants in terms of global regions, sex, age, and level of education. Together, these nuances paint a complex picture of the impact of economics on wellbeing. [ABSTRACT FROM AUTHOR]

This paper examines whether U.S./Mexico border residence in California is related to the prevalence of DSM-5 alcohol use disorder (AUD) among Whites and Hispanics. Household survey data were obtained from 1,209 adults (59.7% female) 18 to 39 years of age resident in four counties in California: Imperial on the U.S./Mexico border; and Kern, Tulare, and Madera in California's Central Valley. Households were selected using a list assisted sample, with data collected on the phone or online. Results show that AUD rates were not different between border and non-border location and between Whites and Hispanics. AUD was negatively associated with higher income ($20,000 to $60,000: AOR=.38; 95%CI=.17–.86; p<.01—more than $60,000: AOR=.27; 95%CI:.09–.81; p<.01) and poor risk perception (AOR=.86; 95%CI=.78–.94; p<.01). AUD was positively associated with continued volume of drinking (AOR = 1.05; 95%CI = 1.01–1.09; p<.01), drinking in Mexico (AOR = 4.28; 95%CI = 1.61–11.36; p<.01), marijuana use (AOR = 4.11; 95%CI = 1.73–9.77; p<.01), and impulsivity (AOR = 1.55; 95%CI = 1.23–1.94). Efforts to prevent AUD in the population in California, and especially among those who live close to the border with Mexico, should take into consideration factors such as impulsivity, marijuana use, border crossing to drink in Mexico, all of which increased risk of AUD. [ABSTRACT FROM AUTHOR]

This paper examines the effect of birth order on educational attainment in the United States and the underlying mechanism producing these effects. Using a family fixed effects model, we find negative birth order effects on educational outcomes. However, this effect varies depending on the household's income, being the strongest for households with the highest income and diminishing as households' income decreases. In addition, we show that the timing of income across childhood is important for completed education, as the largest gap in educational attainment between siblings emerges between those who were born and spent their early childhood in wealthier households. [ABSTRACT FROM AUTHOR]

This paper evaluates the impact of education on inequality using the recentered influence function regression and standard inequality measures. Results indicate that between 2005 and 2010, the returns to education declined from the 10th to the 50th percentiles, but increased at the upper tail of the distribution. Inequality is lower in the counterfactual education-equalising distribution, revealing the inequality increasing effect of education in the actual distribution. This implies that educational expansion widens inequality relative to educational equalisation. As such, policies that target disadvantaged groups in terms of educational attainment should be a key focus for policy interventions than educational expansion. [ABSTRACT FROM AUTHOR]

Home-school partnership has often been lauded as a key contributor in raising educational attainment. However, the level of partnership experienced by parents who use English as an Additional Language (EAL) can be limited by poor English-language proficiency and other unique challenges. This paper is concerned with a systematic review and analysis of the evidence of home-school partnership for learners with EAL in primary schools. It identifies international research trends, and gaps in research in the United Kingdom and Ireland. The analysis demonstrates that there is a dearth of literature pertaining to home-school partnership interventions in the United Kingdom and Ireland. It also identifies a global necessity for interventions aimed at instigating attitudinal change among teachers and systemic institutional change. [ABSTRACT FROM AUTHOR]

This paper argues that processes of marginalisation experienced by white working-class students provide insight into systemic problems with the English education system. White British students eligible for Free School Meals (FSM) are a low attaining group. This research investigates factors affecting their engagement and achievement. Fieldwork in three comprehensive secondary schools in a London borough used qualitative methods to gather data on the perspectives of staff, students and parents. Using Bourdieu's conceptual tools to guide the analysis, the study found that performance pressure and funding cuts can result in an institutional habitus which privileges academic attainment, side-lines the social and emotional aspects of learning and misrecognises working-class capitals. Such habitus fosters pedagogic practices which reduce levels of felt safety and limit opportunities to actively engage and exercise agency in the classroom. These conditions often make fragile the learner identity of white working-class students (and others) and prompt disengagement from school. [ABSTRACT FROM AUTHOR]

For forcibly displaced people, high educational attainment is economically and socially empowering. Using experiences of African refugee youth in Australia as an empirical case and drawing on the capability approach to social justice, this paper aims to assess the substantiveness of education opportunities of refugees. Qualitative data were generated through policy review and semi-structured interviews. The analysis shows that not only are refugees invisible in equity policies, but educational inequality is also framed homogeneously as a lack of access. The restrictive framing disregards differences in people's ability to convert resources into valuable outcomes. Specifically, the paper identifies four overlooked factors of educational inequality among African refugee youth: early disadvantage, limited navigational capacity, adaptive preferences, and racial stereotypes. Without an expansive view of disadvantage, it is hardly possible to break the link between marginal social position and low educational attainment of refugees. [ABSTRACT FROM AUTHOR]

This paper focuses on the learning experiences of lower attaining boys attending Stone Acre, a non-selective state Secondary school in England, and how these were shaped by teachers' gendered beliefs and practices. It argues that despite changes in our theoretical understandings of gender, those found in the context of everyday practice in schools may continue to be rooted in biological understandings of masculinity that tend to reinforce rather than challenge assumptions of deficit. It argues that these interactions form part of a gender regime that also includes the lower-status learning spaces disproportionately occupied by lower attaining boys, with selective grouping practices and the curriculum both contributing to the limiting understandings of boys' educational potential that are ultimately reflected in persistently gendered patterns of attainment. The small number of boys who took part in this study clearly recognised the less favourable positioning of boys as a group. Despite this, they went on to achieve beyond expectations, suggesting that they maintained some agency as learners. Teachers at Stone Acre were also under pressure to ensure achievement against performance threshold levels, suggesting that there may have been some mitigating, trickle down effects. The paper concludes that there is a continuing need for teachers to develop more inclusive understandings of masculinities and of the effects of these on everyday practices in schools. [ABSTRACT FROM AUTHOR]

In England, Pupil Premium Plus is additional funding to help address the educational attainment gap experienced by looked after children. This paper explores the experiences of virtual school heads and designated teachers (n = 140) as they access Pupil Premium Plus-related information, guidance and training to support their practice; navigate the complexities of the Personal Education Plan (PEP) process; and measure the impact of Pupil Premium Plus-funded interventions. We explain professionals' experiences using insights from social practice theories, and argue that the process of supporting the educational outcomes of looked after children via Pupil Premium Plus is made up of context- and audience-dependent 'social practices'. When the social practices are aligned, virtual school heads and designated teachers may be effectively able to support looked after children, whereas barriers may emerge when social practices become disjointed. We conclude this paper by arguing that for Pupil Premium Plus to support educational outcomes of looked after children effectively, professionals need to reflect on their own cultures and practices. [ABSTRACT FROM AUTHOR]

The researchers' aim to quantitatively study the impacts of education, health expenditure, Internet, mobile phone, and open-access articles in medical science on women's health in China. We found that there are very strong significant negative correlations between the data of women's mortality rates and female school enrollment (p≪0.01), whereas there are strong significant negative correlations for open-access papers in eight disciplines of medical science, individuals using the Internet, and mobile cellular subscriptions (p≪0.01). The first principal component explains 96.8%, 96.6%, and 99.6% of the variation in the mortality rate of female infants (p = 0.002 < 0.01), females under-5 (p = 0.003 < 0.01), and female adults (p = 0.002 < 0.01), respectively. There is a similar relationship between open-access medical papers and women's health. The above results could be helpful to interdisciplinary audiences (patients, practitioners, and policymakers) to develop strategies for the effective implementation of knowledge on women's health (how to disseminate knowledge more effectively in the whole society). [ABSTRACT FROM AUTHOR]

This article examines the role of question and respondent characteristics on omission errors made on the 2007 Health Information National Trends Survey (HINTS) questionnaire. Higher omission error rates were found for items with open-ended response formats, items placed outside of the body of the questionnaire, and items following skip instructions. Respondent and survey completion characteristics seen to impact omission error included age, education level, household income level, and the amount of time respondents reported having spent on the questionnaire. [ABSTRACT FROM AUTHOR]

Literature on occupational risks among organic farmers is scarce. This study explored safety practices and non-fatal injuries among organic producers, and the role of sociodemographic, work, and farm characteristics on safety and injury. Cross sectional survey of certified organic crop producers in the Southwest (SW) region of the United States (US). The Organic Integrity Database was used for recruitment. Data were collected through an electronic and paper survey. Analyses were conducted on 115 cases; response rate was estimated at 25%. A high majority of respondents owned their operation and were younger than 65 years, male, educated beyond high-school, and non-Hispanic whites. Less than half had more than 10 years of experience in organic farming; one-third worked off the farm year-round. Safety practices were very basic despite the widespread use of equipment and machinery, and limited to wearing normal clothing and apparel such hats and glasses. About half of respondents (52.6%) reported non-fatal injuries in the past year; and one-third (32.7%) time lost due to injuries. The overall cumulative incidence rate was estimated at 5.3 injuries per 10 workers within the last year. The injury rate decreased with hours worked. Significant differences were found on gender and education level and safety practices, with female respondents and the more educated being more proactive in practicing safety. Those working less than 40 h/week, in farms smaller than 50 acres, using light machinery or compact utility tractors, and tractors without roll-over protection reported significantly higher injury frequency compared to their counterparts. This study contributes unique data on an essential workforce not captured by current occupational injury and illness surveillance systems. It identifies important personal and contextual factors that may contribute to safety and injury in this population. The findings indicate the need to promote safety and prevent injuries that result in work time lost. This study may also inform future occupational safety and health research and practice, including surveillance, injury prevention programs that target certain workers and production practices, and policies that support and protect the organic farmer. [ABSTRACT FROM AUTHOR]

In this paper, we apply the reproductive justice framework to discuss how gendered racism disadvantages pregnant and parenting young Black women aging out of foster care. Specifically, we highlight the reversal of Roe v Wade as reflective of the United States' long legacy of efforts to control Black women's reproduction. We then discuss the structural factors contributing to the reproductive injustices of young Black women aging out of care, including a lack of access to sexual and reproductive health education, barriers to educational attainment, and foster care-based relational and placement deficits. We conclude with research, practice, and policy enhancements. [ABSTRACT FROM AUTHOR]

This paper examines trends of internal migration in China across two decades, with a focus on changes in socio-demographic predictors of origin-destination patterns. We use four microdata samples of the China decennial census and minicensus. After introducing a description of overall internal migration trends and providing a discussion of the utility of the urban hierarchy framework, we proceed with a two-step statistical approach. We look first descriptively at interprovincial bilateral migration flows. We then turn to a multivariate analysis of outmigration and destination selection as a function of age, sex, educational attainment and hukou status. Our results reveal the differential attractiveness of origins (for retention) and destinations by demographic characteristics and position within the urban hierarchy, and also indicate shifts in the strength of predictors over time. Greater educational attainment and urban hukou strongly favour the selection of a destination within the top levels of the urban hierarchy. Over time, selectivity by gender weakens. Although urban hukou and schooling become slightly less powerful predictors of interprovincial migration, attractiveness of top-tier destinations increases once individual demographic characteristics are controlled. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyse the factors that influence a greater or lesser decrease in gender inequality, paying special attention to the role of social policy. To this end, a measure of inequality in the distribution of income between men and women has been developed and a panel of data has been estimated for 33 European countries and a time period of 15 years. The results show that income inequality in general, as measured by the Gini index, and gender inequality based on differences in the distribution of income between men and women are closely linked, and that retirement benefits and women's educational attainment are the tools that most improve gender equity in income distribution. [ABSTRACT FROM AUTHOR]

There are two major myths concerning A level exam standards in England. First, the Ancient Myth, which insists that standards were norm-referenced until the 1980s, when they transitioned to being criterion-referenced. Second, the Modern Myth, which insists that standards transitioned again, during the 2010s, to being based upon the comparable outcomes principle. The present paper debunks these myths, arguing that: except for the occasional use of comparable outcomes to bridge qualification reforms, A level standards have always been attainment-referenced; and that this has always been operationalised using a combination of methods, including both examiner judgement of exam performances and statistical expectations of cohort attainment. The paper also argues that what has changed significantly is the degree of confidence that the exam industry has placed in examiner judgement relative to statistical expectations, which has waxed and waned over time. When statistical expectations have prevailed, pass rates have tended to plateau; somewhat implausibly. When examiner judgement has prevailed, pass rates have tended to rise; also somewhat implausibly. These trends have given a false impression of principled transitions, which the paper dispels. [ABSTRACT FROM AUTHOR]

This paper investigated a research area worthy of greater attention: foreign language classroom anxiety (hereafter FLCA) and enjoyment (hereafter FLE) of older adults learning English as a foreign language in Chinese Universities of the Third Age. Understanding the largely overlooked emotional involvement of older language learners contributes to sustaining their motivation in lifelong learning for more remarkable personal growth and successes. Based on the survey of 587 Chinese older learners of English between the age of 50 and 80, paired sample t-test showed that more FLE was reported than FLCA. The results of Welch's ANOVA suggested that those who were better educated had less FLCA and those who believed themselves healthier had more FLE. The language performance evaluation (i.e. relative standing in class and English mastery) affects both FLE and FLCA. Further interviews with 34 older participants revealed three major sources of FLE, including the language use in life situations, the favorable attitude toward FL learning in the cognitive, aesthetic cultural and pragmatic aspects and the social interactions in the U3As. FLCA occurs when the language performance is perceived as dissatisfying and when aspects of mental health (e.g. worsening memory) impede effective learning. Although FLCA and FLE had only a very weak correlation, Chinese older adult learners commented on a shared belief that anxiety usually precedes and subsequently enhances enjoyment in learning, indicating a sign of emotional resilience later in life. This paper demonstrates a need for understanding the emotions in language learning across life stages and socio-cultural contexts. [ABSTRACT FROM AUTHOR]

One in five child deaths under age 5 are a result of severe wasting. Malnutrition at early ages is linked to lifelong consequences, such as reduced cognitive skills, reduced earnings in adulthood and chronic health conditions. Countries worldwide have committed to addressing child undernutrition, and ending hunger is foundational to the Millennium Development Goals. In this paper, we study the intergenerational effect of providing free tuition in secondary school on future children’s nutrition. We combined a novel longitudinal dataset that captures educational policies for 40 African countries from 1990 to 2019 with the Demographic and Health Survey (DHS). We identified three countries that introduced free secondary education several years after implementing free primary education. Exploiting this variation in timing we estimate the additional impact of providing free secondary education over free primary education. Using a difference-in-difference approach, we find that introducing free secondary education significantly reduced wasting. Cohorts exposed to free secondary had an 18% relative decrease in wasting. The impact on cohorts exposed only to free primary was smaller and not statistically significant. Expanding free secondary education has long-term, intergenerational benefits and is an effective path to reducing malnutrition. Results are robust to different specifications. [ABSTRACT FROM AUTHOR]

This paper examines the relationship between child labour and educational attainment and explores the distinction between harmful and non-harmful agricultural cocoa work. We conduct a secondary analysis of data on 3,338 children who reported attending school in 2018 across cocoa growing regions of Ghana and Côte d’Ivoire. To address differences between harmful and non-harmful child labour, we differentiated work completed by a child by hazardous activity engagement. These groups of child labour were then modelled against educational attainment, defined by a whether or not the child needed to repeat a class. We then conducted mediation analysis to assess whether injury mediates this relationship. Our results show that hazardous child labour increases the odds of repeating a class and work-related injury compared to non-hazardous labour. The effect of hazardous child labour on academic attainment was also found to be mediated by work-related injuries by 14%. Educational attainment is associated with hazardous labour activities and the odds of injury and not the act of participation in agricultural labour alone. Programmes based on strong measures of harmful work will foster better protection for children who are most at risk and may inform global debates around the benefits versus the risks of child labour. [ABSTRACT FROM AUTHOR]

This paper aims to compare the educational attainment of a conflict region (the Deep South) and a non-conflict region (the rest of the South) of Thailand using the Socio-Economic Survey, 2015. This paper employs the Instrumental Variable approach and Oaxaca-Blinder decomposition in an intergenerational regression model. When controlling parental schooling, household income and size, religion, and gender, the results show that children from the Deep South obtain almost one year less schooling than children from the rest of the Southern region. Interestingly, Muslims are ahead in terms of educational attainment when compared to non-Muslims in the non-conflict region, but not in the conflict region. Females outperform males in both regions, but the coefficient of female dummy is higher in the non-conflict region. Moreover, the rate of intergenerational transmission of educational attainment is higher in the Deep South compared to that in the rest of the southern region, which may lead to long-term educational inequality in the Deep South region. The Oaxaca-Blinder decomposition confirms that the 40% schooling gap between these two regions is unexplained but might be due to the chronic social unrest. The findings of this paper show that customized educational reforms and policies to resolve the conflict in the Deep South of Thailand should be employed. [ABSTRACT FROM AUTHOR]

This article analyses the mechanisms that contribute to differences in educational choice in the transition from the second to the third stage of secondary education in Flanders, a highly tracked educational system. The study programme chosen in the eleventh grade, besides being quite predictable from the educational position in the tenth grade and school performance, is also affected by social class, ethnic background and gender. Using data gathered from pupils, their parents and their teachers, this study (N = 4389) tests a broad range of factors put forward by rational action theory, cultural reproduction theory and the Wisconsin status attainment model. As proposed by rational action theory, relative risk aversion affects educational choice. However, it does not explain the SES effect. Pupils' academic self-esteem and their time perspective do have some potential to explain SES differentials in educational choice, as hypothesised by rational action theorists, and as can be expected from cultural explanations for educational inequality as well. In addition, expectations of significant others (parents, as well as teachers) are important predictors for subsequent educational choice and explain part of SES differences. Finally, classic cultural indicators of the parental home do not seem to affect educational choice beyond their effects on performance. [ABSTRACT FROM AUTHOR]

There are continued debates on whether social pensions should be universal or targeted. This paper investigates this issue from the perspectives of Thai older persons regarding the old-age allowance system. The paper uses data from the 2016 Population Change and Well-being in the Context of Aging Society Project with the final sample of 6,040 individuals aged 60 and older. The study employs probit regression analysis, where the dependent variable is whether the respondent thinks that the old-age allowance should be universal or targeted. Independent variables include individual, household, social, and economic characteristics. The paper finds that those with high or low education and those with high or low economic well-being tend to prefer the targeted system compared to the middle group. Family status, individual values, and social norms also influence the preferences. The two main mechanisms explaining the preferences of older persons are self-interest and altruism. The findings suggest that the old-age allowance system should continue to provide basic income security for all older persons. Separate poverty relief programs can be implemented to support individuals in need. [ABSTRACT FROM AUTHOR]

Since the adoption of the sustainable development goals (SDGs) by the United Nations (UN), the search has been on to identify interventions that have effects on multiple SDG-targets simultaneously. Like other developing countries, Ghana has a youthful population and would require creative, urgent, youth-focused interventions to be able to attain the SDGs by 2030. This paper describes the application of the accelerator model on data from a sample of Ghanaian adolescents to identify potential accelerators towards selected SDG targets involving youth. The data for 944 adolescents, 10–19 years (mean age 12.31 ± 3.51 years), extracted from two cross-sectional surveys on children and adolescents aged 6–19 years in Kumasi, Ghana, were analysed in this paper. Variables considered suitable proxies for SDG targets and potential accelerators were identified from the study instruments. Consequently, four aligned SDG targets (good mental health, access to ICT, school completion and no open defaecation) and five accelerators (cognitive stimulation, no relative poverty, low student–teacher ratio, high caregiver education and safe water) were extracted. Associations between accelerators and SDG targets were assessed using multivariable logistic regression adjusting for sociodemographic covariates and multiple testing. Cumulative effects were tested by marginal effects modelling. The three hypothesised accelerators identified were cognitive stimulation, low student–teacher ratio, and no relative poverty. A combination of all three accelerators was associated with a higher likelihood of adolescents having access to Information and Communication Technology (ICT) by +73% (CI 0.72–0.74), no open defecation by +44% (CI 0.43–0.46), school completion by +27% (CI 0.26–0.27) and good mental health by +9% (CI 0.08–0.10). Three hypothesized accelerators showed association across all four SDG aligned targets. The accelerator model has been further validated in this dataset from Ghana. Robust interventions designed around these accelerators may represent an opportunity for achieving the SDGs in Ghana. [ABSTRACT FROM AUTHOR]

While education technology has been widely used in classrooms, and considerable investments have been made to support its use in the UK, the evidence base for many such rapidly changing technologies is weak, and their efficacy is unclear. The aim of this paper is to systematically review and synthesise empirical research on the use of technology in formative assessment, to identify approaches that are effective in improving pupils' learning outcomes. The review involved a search of 11 major databases, and included 55 eligible studies. The results suggest promising evidence that digitally delivered formative assessment could facilitate the learning of maths and reading for young children, but there is no good evidence that it is effective for other subjects, or for older children, or that it is any more effective than formative assessment without technology. The review found no good evidence that learner response systems work in enhancing children's academic attainment, and there is no evidence supporting the effectiveness of such technologies that embed gaming features. Much research in this area is of poor quality. More rigorous studies using causal designs are thus urgently needed. Meantime, there should be no rush to use technology on the basis of improving attainment. [ABSTRACT FROM AUTHOR]

The United States has become reliant on workers from abroad to meet its demand for the knowledge-based economy. However, some migrants may face an earnings deficit relative to similar US-born workers. This paper examines the sources of the deficit and asks whether we should expect the initial deficit to disappear with education attainment and work experience in the US. They are challenging to answer as few data sources measure and track market experiences and educational trajectories of migrants over time. Migration and educational trajectories which reflect the country's source of formal educational credentials as well as other forms of capital may explain the deficit, this study applies sequence analysis to the National Science Foundation's 'National College Graduate Survey' to examine earnings differences between China- and US-born STEM workers. After identifying the dominant migration-education profiles for these STEM workers, I show that the wages of migrants with exclusively China-based education are 5–25% lower than those of workers with at least some US-based education, even among workers who are otherwise similar in terms of experience, legal status, employer type, occupation, degree level and time since migration. These findings point to significant and lasting penalties due to non-US education. [ABSTRACT FROM AUTHOR]

The optimization of the human-centeredness of technological innovations – policy digitalization - has exceedingly proliferated in most policy sectors. Yet, a few studies exist on the implications of digital policy tools in realizing social protection policies for older people, particularly in Africa. This paper discusses this issue. It examines data on the 'digital capabilities' of older persons and how digital technologies impact their usage and access to social safety net programs in Kenya, where digital policy tools like mHealth and e-Payment platforms are used to realize them. The data collection involved interviews with 81 respondents between 65-90 years of age (individuals targeted by social safety net programs and Social Protection officers). Findings show a need for more robust and policy target-sensitive efforts and budget allocation to overcome policy digitalization challenges, especially those arising from structural governance inequalities or older people's capability deficits that underpin digital transformation pathways for different policy targets. Most older people in rural areas have negative attitudes and low user digital capabilities toward digital services. This is partly due to a range of challenges from infrastructural deficiencies, low access to internet resources to inadequate policy communication around digital tools. However, higher digital capabilities of policy targets and positive societal attitudes toward digital platforms could improve effective 'public policy digitalization' with more targeted investments and user-sensitive designs in place. [ABSTRACT FROM AUTHOR]

At the extremes of the transnational cleavage in Western European democracies, voters for far-right and green parties tend to hold polarising immigration attitudes. Yet, the extent to which immigration concerns divide mainstream left and right voters, and drive vote-choice at the ballot box for mainstream parties, is under-researched. In this article, I disentangle both immigration attitudes and mainstream electorates to answer these questions. I show that immigration issues divide electorates within the mainstream left and right along educational lines. Yet, the divide between low-educated and highly-educated voters, in particular regarding their cultural immigration concerns, is larger for the mainstream left. Secondly, turning to the drivers of vote choice, I find that cultural immigration issues explain voting for the mainstream right, particularly for lower educated voters, whereas economic concerns are associated with voting for the mainstream left, despite education level. The paper contributes to ongoing debates about immigration issues and voting by recalibrating the academic focus towards mainstream party electorates and internal divisions therein. [ABSTRACT FROM AUTHOR]

The challenge of improving attainment in schools has been a longstanding issue, particularly in developing countries. This paper uses a structured review to examine causal evidence from research worldwide on the impact of finance-based interventions, including extra funding for school places, cash transfers and incentives to improve attainment in schools. The best evidence suggests that monetary incentives paid directly to students or families are the most effective strategy for raising attainment in less developed school systems. However, cash incentives may not be as effective in developed countries, where they are more useful for changing behaviour, such as completing homework, or attending classes, but not for improving attainment. This may be because students in developed countries already know how to complete homework, but may not know how to improve their test scores. The evidence for other approaches is less clear due to the lack of strong research in those areas. [ABSTRACT FROM AUTHOR]

One of the problems that urban communities face is migrating from small towns to big cities. Low quality of life and lack of attachment are some of the reasons that cause such a problem. Therefore, in small towns, the need to pay attention to the quality of life and the sense of attachment increases. Given that the relationship between quality of life, attachment to the city and participation has not been sufficiently studied, the present paper tries to understand the relationships between these components in the Sangar Town and find the impact of individual characteristics (gender, age and education), the length of residence and the level of income on each of the components. The Mann-Whitney U test and Spearman correlation test were used to examine the effect of demographic characteristics (age, education level, income, level, gender and length of residence) on each of the components. Using exploratory factor analysis, 9 factors were extracted from the quality of life items, and to analyze the relationships between quality of life, attachment to City and participation structural equation modeling was used. Multivariate linear regression was also used to examine the variables affecting participation. Findings indicate that quality of life (consisting of 9 factors) affects attachment to the city and attachment to the city affect participation. Urban policymakers can use the results of the present study to evaluate the effects of their executive strategies on urban livability and the satisfaction of residents. [ABSTRACT FROM AUTHOR]

Managing cultural diversity remains a challenge in secondary schools in Spain. In this paper, we approach cultural diversity from the standpoint of school counsellors, who are key professionals attending to immigrant pupils. Through the use of qualitative research techniques (semi-structured interviews and discussion groups), the strengths, weaknesses, opportunities, and threats are identified by counsellors. The findings show the need to implement pupil-focused responses sensitive to their cultural identity and based on the collaboration of all agents involved. Likewise, the school is defined as a privileged setting in which to celebrate cultural diversity and the pivotal role that counsellors play in this process is highlighted. [ABSTRACT FROM AUTHOR]

The presence of advanced and affordable immersive technology has made available widespread applications of the virtual environment as a digital solution for different sectors, including entertainment, education, and healthcare. While the extant literature has addressed the acceptance of immersive technology by older adults, there is a dearth of research in the gamified context concerning its rehabilitative potential. This paper reports on a study that examined the technological acceptance of gamified virtual reality (VR) environments by older adults. A VR environment comprising six mini-games was specifically designed for the rehabilitative training, leisure and expressive experience of the participants, allowing them to freely engage in the VR gaming experience. Semi-structured interviews with older adults (N = 15) revealed a synergy between the stimulating effects of the video games and the realistic environment afforded by the immersive technology, the games' perceived usefulness in competency development and life skills training, the difficulties the adults encountered, and their feelings following their first experience with VR. External variables unique to older adults' acceptance of technology, or which could lead to digital exclusion, such as physical constraints, educational levels, and prior knowledge of technology, were identified. Suggestions were provided to the designers of the immersive technology that could better cater to the needs and characteristics of the older adults, in the process shedding light on design solutions for bridging the digital divide between the elderly and other, younger members of the population. [ABSTRACT FROM AUTHOR]

This paper examines patterns of response to a multi-disciplinary wrap-around program for homeless adolescents and transition-aged youth with substance use and/or mental health disorders. A cluster analysis of outcome data from 148 youth was conducted. Cluster 1 (n = 67) demonstrated significant decreases in risky behavior (e.g., engaging in unprotected sex, crime, and substance use) and poor interpersonal relationships (e.g. more interaction with family and friends and lower rates of violence) but experienced relatively fewer interactions with family and friends. Cluster 2 (n = 57) demonstrated a significant decrease in poor life functioning (e.g., lower rates of employment/education, better quality of life, and less symptoms of internalizing disorders). Cluster 3 (n = 24) experienced significant increases in risky behavior, poor life functioning, and poor interpersonal relationships. Clusters 1 and 2 improved over six months of care. Cluster 3 deteriorated despite receiving similar services and used more opioids and stimulants. Peer engagement in programs for this population are important. Recommendations for cluster 3 include targeted outreach, medication assisted treatment, and additional research-supported treatments. Further research is needed to test these interventions over longer periods of time. [ABSTRACT FROM AUTHOR]

This paper describes the Centers of Excellence in Primary Care Education (CoEPCE), a seven-site collaborative project funded by the Office of Academic Affiliations (OAA) within the Veterans Health Administration of the United States Department of Veterans Affairs (VA). The CoEPCE was established to fulfill OAA's vision of large-scale transformation of the clinical learning environment within VA primary care settings. This was accomplished by funding new Centers within VA facilities to develop models of interprofessional education (IPE) to teach health professions trainees to deliver high quality interprofessional team-based primary care to Veterans. Using reports and data collected and maintained by the National Coordinating Center over the first six years of the project, we describe program inputs, the multicomponent intervention, activities undertaken to develop the intervention, and short-term outcomes. The findings have implications for lessons learned that can be considered by others seeking large-scale transformation of education within the clinical workplace and the development of interprofessional clinical learning environments. Within the VA, the CoEPCE has laid the foundation for IPE and collaborative practice, but much work remains to disseminate this work throughout the national VA system. [ABSTRACT FROM AUTHOR]

Speech-language therapy is a growing field in many Asian countries, including Malaysia. Yet, no studies have examined the general public's awareness towards communication disorders and speech-language therapy in Malaysia. A total of 535 respondents completed a questionnaire, using Google form or paper-pencil format, to assess their awareness and attitudes about communication disorders and speech-language therapists. Public awareness towards communication disorders was generally positive, though negative trends were observed for some items related to the speech-language therapy services. Public awareness also differed according to age, education level, and occupation. Specifically, older individuals, individuals with higher levels of education and health professionals tended to have greater exposure to communication disorders and speech-language therapy. Awareness and attitudes towards speech-language therapy and speech-language therapist profession are still developing in Malaysia. We recommend continuous promotion of the profession of speech-language therapist to the public in order to improve community access to our therapy services. [ABSTRACT FROM AUTHOR]

Access to valid and reliable neuropsychological measures for use with culturally diverse groups in Australia is limited. The aim of this study was to adapt and translate a selection of English language neuropsychological tests, employ several existing standardised Greek language tests, and provide specific reference group normative data for Greek Australian older adults. A convenience sample of 90 healthy older Greek Australians (M = 77.14 ± 4.46; range = 70–85), with a primary school level of education (M = 5.60 ± 0.68; Range = 4–6), was recruited throughout the Melbourne metropolitan area. Several neuropsychological measures were administered which assessed domains such as verbal and visual memory, confrontational naming, and executive functions. Regression modelling revealed that age, education and sex predicted between 5% and 35% of the variance of test scores, with age being the most significant predictor of performance across a majority of measures. Therefore, the normative data for all tests were stratified according to three age bands (70–74, 75–79, 80–85). The use of culture-specific tests and norms for assessment of older Greek-Australians with limited education may facilitate accuracy of assessment findings, improve diagnostic outcomes, and reduce misclassification. What is already known about this topic: The use of English language tests with migrant populations and tests developed in nations of origin can lead to misclassification when applied to long-term immigrant peers. The use of test content derived from English language tests has been found to be inappropriate for use with culturally diverse groups. Access to norms and tests for assessment of culturally diverse groups in Australia are limited. What this topic adds: This paper provides a template for translating and adapting existing English language tests for use with culturally diverse groups. This is the first study to provide a set of comprehensive norms for Greek Australian older adults. Utilising culturally appropriate and specific reference group norms for Greek-Australians may improve the accuracy of assessment findings and reduce misclassification. [ABSTRACT FROM AUTHOR]

The study of disadvantages in education at all levels in Ireland is a well-researched field (Doyle and Keane 2019; Fleming and Harford 2021; Kellaghan 1995; Skerritt 2017; Tormey 2010). A variety of research approaches have been used by those involved in the endeavour to provide a range of valuable associated insights. We offer this paper at a time when other approaches yet again are called for as Ireland, like many other European countries, is hosting Ukranian children in schools as they seek to gain refuge from atrocities at home. In particular, we offer it as a response to an invitation to indicate how those insights can be enriched through the provision of expositions of a comparative nature so that Irish educationists can gain an international perspective on the national situation. Such expositions can be of various types, including those relating to the situation in other OECD nations. Expositions that provide stark contrasts are also helpful in that they can indicate where one's own circumstances are situated on a spectrum between those demonstrating extreme egalitarianism and those of extreme deprivation. This paper provides an exposition of the latter variety by detailing the results of a long-running research project orchestrated by the present authors on issues related to school leadership by school principals, deputy principals and local school-board members, in three such situations, namely, post-conflict contexts, extremely remote developing world contexts and disadvantaged post-communist societies. [ABSTRACT FROM AUTHOR]

This paper is one of two that bring together a range of education scholars to consider how education might be for democracy in a time of complex challenges facing twenty-first century societies. In this paper, scholars from Australia, Japan and the United Kingdom consider how sites of formal and informal education can respond to multiple unfolding crises, including the COVID-19 global pandemic, catastrophic climate change and ecological collapse, political upheaval, and growing social and economic inequality. What emerges is a wide-ranging set of reflections that engage with these complexities and challenges in a considered and hopeful way. [ABSTRACT FROM AUTHOR]

Grouping by attainment is a relatively new and contested practice in Norway, where strong historical discourses of heterogeneous education are under pressure from international test comparisons, particularly in mathematics. At the same time, research indicates that Norwegian teachers have a high degree of autonomy in education policy enactment. Analysing thirteen Norwegian mathematics teachers' reflections on grouping practices, we seek to understand their decision-making processes within this context. Our findings indicate that teachers report a high degree of autonomy in grouping practices which is exercised through considerable diversity in practice and defended when necessary. Using an ecological model of teacher agency reveals how teachers explore and explain their highly situated practice and its tensions and contradictions. We find that teachers who are removed from the central locus of autonomy have less to draw on in making and justifying their pedagogic choices, while those who are more central are able to continually reassess in this highly sensitive arena. We note the implications for practice and research on attainment grouping, particularly the need for teacher autonomy and support for professionally-based local decision-making. [ABSTRACT FROM AUTHOR]

The analysis uses a unique series of surveys of school students in Scotland, covering the whole of the second half of the twentieth century, to investigate whether educational reforms can reduce inequalities of educational progress and attainment, and the role of school history in mediating these intentions. This period included the policy reforms that ended selection for public-sector schools between the mid-1960s and the early 1980s. Information on school attended enables the analysis to investigate whether and how the histories of schools interact with national policy. The main conclusions are that inequality of attainment and progression fell throughout the half century, but that the change was slow. Although policy may have created the conditions under which this equalisation took place, it probably was not its main cause, and the ways in which policy had its impact was modified by schools' histories. The paper also illustrates the ways in which a series of surveys can be used to understand social change, and the compromises which have to be made to achieve comparability over a long period of time. [ABSTRACT FROM AUTHOR]

This paper works with theories of racial capitalism to show how formal education has been produced through interlocking systems of domination: capitalism, racism, and colonialism. With a focus on the enduring histories of British settler colonialism, we put forward a framework for analysing the constitutive relationship between contemporary systems of education and racial capitalism. The paper discusses three connected relations: (I) the ongoing enclosures and dispossession of land and people, with which the material infrastructures of education are built; (II) the racialised divisions of labour which education systems not only create but are also premised on, and; (III) the extraction of value in and through education, normalising hierarchised life, and steeped in racial capitalism's defining project of dehumanisation. The paper suggests that sociologies of education need to attend more fully to these relations of racial capitalism if they are to imagine beyond, and mobilise against, education's role in sustaining white supremacy. [ABSTRACT FROM AUTHOR]

Self-rated health (SRH) is a salient outcome for cancer survivors. Although depression is a well-studied correlate with SRH, few studies have focused on the role of cancer survivors' age on the association between depression and SRH. This study evaluates demographic and psychosocial factors associated with cancer survivors' SRH. We also assess the moderating role of age to the association between depression and SRH. This paper analyzed 2,470 U.S. cancer survivors from the 2019 National Health Interview Survey. Two ordered logistic regression models with complex survey weights were used for analyses. Missing data was addressed using multiple imputations by chained equations. Being female, higher education and higher income were positively associated with better SRH. While the relationship between higher education and higher income was consistent with previous findings, the positive association between being female and SRH was different from previous studies. Age significantly moderated the association between depression and SRH, evidenced by results of the joint tests of all interaction term coefficients being statistically significant, F(2, 544.6) = 5.13, p < 0.01. The findings of the study highlighted the significance of screening for social determinants of health and health disparity when supporting cancer survivors. Additionally, findings of this study emphasized the significance of adopting an age-specific approach when evaluating and addressing depression across different age groups of cancer survivors. [ABSTRACT FROM AUTHOR]