Disrupting links between poverty, chronic stress, and educational inequality.

IF 3.6 1区 心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH npj Science of Learning Pub Date : 2023-11-20 DOI:10.1038/s41539-023-00199-2
Madeline B Harms, Sherona D Garrett-Ruffin
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Abstract

The income-achievement gap is a significant and stubborn problem in the United States, which has been exacerbated by the Covid-19 pandemic. In this article, we link two emerging literatures that have historically been disparate: the neurobiology of poverty as a form of early life stress, and research on educational policies with the potential to reduce SES-based disparities in academic achievement. In doing so, we (1) integrate the literature on poverty-related mechanisms that contribute to early life stress, alter neurobiology, and lead to educational inequities, and (2) based on this research, highlight policies and practices at the school/classroom level and broader structural level that have the potential to address the problem of inequity in our educational systems. We emphasize that educational inequity is a systemic issue, and its resolution will require coordination of local, state, and national policies.

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打破贫困、慢性压力和教育不平等之间的联系。
在美国,收入成就差距是一个严重而顽固的问题,新冠肺炎疫情加剧了这一问题。在本文中,我们将两种历史上截然不同的新兴文献联系起来:贫困作为一种早期生活压力形式的神经生物学,以及关于教育政策的研究,这些研究具有减少基于ses的学业成就差异的潜力。在此过程中,我们(1)整合了有关贫困相关机制的文献,这些机制会导致早期生活压力、改变神经生物学并导致教育不公平;(2)在此研究的基础上,强调学校/课堂层面和更广泛的结构层面的政策和实践,这些政策和实践有可能解决我们教育系统中的不公平问题。我们强调,教育不平等是一个系统性问题,解决这个问题需要地方、州和国家政策的协调。
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来源期刊
CiteScore
5.40
自引率
7.10%
发文量
29
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