- Sep 2022
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Consider another example—education. It is true that in most countries, asin the United States, a higher level of educational attainment is typically as-sociated with a lower risk of economic insecurity. But the penalties associatedwith low levels of educational attainment, and the rewards associated with highlevels of attainment, vary significantly by country. Full-time workers without ahigh school degree in Finland, for instance, report the same earnings as thosewith a high school degree. In the United States, however, these workers ex-perience a 24 percent earnings penalty for not completing high school.23 InNorway, a college degree yields only a 20 percent earnings increase over a highschool degree for full-time workers, versus a much higher 68 percent increase inthe United States.24 The percentage of those with a high school degree earningat or below the poverty threshold is more than 4 times higher in the UnitedStates than in Belgium.25
The US penalizes those who don't complete high school to a higher degree than other countries and this can tend to lower our economic resiliency.
American exceptionalism at play?
Another factor at play with respect to https://hypothes.is/a/2uAmuEENEe2KentYKORSww
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- Aug 2022
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Local file Local file
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In U.S.schools, young people, regardless of their race, ethnicity, or socioeconomic status, live amidenduring patterns of social and economic inequality. Indeed, American public schools arecharacterized by the many significant gaps between communities in the provision of educationand educational enrichment opportunities (Kozol 2012)
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- Jul 2022
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www.oxfam.org www.oxfam.org
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The richest 10 percent accounted for over half (52 percent) of the emissions added to the atmosphere between 1990 and 2015. The richest one percent were responsible for 15 percent of emissions during this time – more than all the citizens of the EU and more than twice that of the poorest half of humanity (7 percent).
This is a key leverage point strategy for Stop Reset Go for Rapid Whole System Change (RWSC) strategy. As argued by Kevin Anderson https://youtu.be/mBtehlDpLlU, the wealthy are a crucial subculture to target and success can lead to big decarbonization payoffs.
The key is to leverage what contemplative practitioners and happiness studies both reveal - after reaching a specific level of material needs being met, which is achievable for staying within planetary boundaries, we don’t need any more material consumption to be happy. We need an anti-money song: https://youtu.be/_awAH-JJx1kamd and enliven Martin Luther King Junior’s quote aspirational: the only time to look down at another person is to give them a hand up. Educate the elites on the critical role they now play to solve the double problem of i equality and runaway carbon emissions.
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- Jun 2022
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windowsontheory.org windowsontheory.org
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The inequalities in the US arise from huge disparities in the resources at school, and a highly unequal society at large. I personally think that improving education is much more about support for students, resources, tutoring, teacher training, etc, than whether we teach logarithms using method X or method Y.
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- Nov 2021
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twitter.com twitter.com
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Stephen Reicher. (2021, November 10). Look at this quite shameful graph (from Bob Hawkins) on Covid catch up spending per pupil. All four UK nations provide a few hundred pounds per pupil while others provide thousands. But to make things still worse... Https://t.co/Keprj2qzWN [Tweet]. @ReicherStephen. https://twitter.com/ReicherStephen/status/1458380613346541576
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- Oct 2021
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www.apmreports.org www.apmreports.org
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"The story of the American college is largely the story of the rise of the slave economy in the Atlantic world," says Craig Steven Wilder, a historian at MIT and author of "Ebony and Ivy: Race, Slavery, and the Troubled History of America's Universities."
In this way, the past seeps into the present. This is a literal example of the legacy of structural inequality.
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- Sep 2021
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www.theguardian.com www.theguardian.com
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Dehghan, S. K. (2021, September 23). More than 100 countries face spending cuts as Covid worsens debt crisis, report warns. The Guardian. https://www.theguardian.com/global-development/2021/sep/23/more-than-100-countries-face-spending-cuts-as-covid-worsens-debt-crisis-report-warns
Tags
- education
- global south
- COVID-19
- is:news
- social protection
- inequality
- debt crisis
- spending cut
- health
- developing country
- lang:en
Annotators
URL
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- Jun 2021
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psyarxiv.com psyarxiv.com
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Hammerstein, S., König, C., Dreisoerner, T., & Frey, A. (2021). Effects of COVID-19-Related School Closures on Student Achievement—A Systematic Review [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/mcnvk
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- May 2021
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Alper, S. (2021). When Conspiracy Theories Make Sense: The Role of Social Inclusiveness. PsyArXiv. https://doi.org/10.31234/osf.io/2umfe
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www.sciencedirect.com www.sciencedirect.com
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Robertson, E., Reeve, K. S., Niedzwiedz, C. L., Moore, J., Blake, M., Green, M., Katikireddi, S. V., & Benzeval, M. J. (2021). Predictors of COVID-19 vaccine hesitancy in the UK household longitudinal study. Brain, Behavior, and Immunity, 94, 41–50. https://doi.org/10.1016/j.bbi.2021.03.008
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- Mar 2021
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psyarxiv.com psyarxiv.com
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Davies, Catherine, Alexandra Hendry, Shannon P. Gibson, Teodora Gliga, Michelle McGillion, and Nayeli Gonzalez-Gomez. ‘Early Childhood Education and Care (ECEC) during COVID-19 Boosts Growth in Language and Executive Function’. PsyArXiv, 10 March 2021. https://doi.org/10.31234/osf.io/74gkz.
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- Aug 2020
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annehelen.substack.com annehelen.substack.com
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Petersen, A. H. (n.d.). Between f**ked and a hard place. Retrieved August 30, 2020, from https://annehelen.substack.com/p/between-fked-and-a-hard-place
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covid-19.iza.org covid-19.iza.org
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Inequality in the Impact of the Coronavirus Shock: Evidence from Real Time Surveys. COVID-19 and the Labor Market. (n.d.). IZA – Institute of Labor Economics. Retrieved August 7, 2020, from https://covid-19.iza.org/publications/dp13183/
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osf.io osf.io
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Bol, T. (2020). Inequality in homeschooling during the Corona crisis in the Netherlands. First results from the LISS Panel. https://doi.org/10.31235/osf.io/hf32q
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www.nber.org www.nber.org
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Bacher-Hicks, A., Goodman, J., & Mulhern, C. (2020). Inequality in Household Adaptation to Schooling Shocks: Covid-Induced Online Learning Engagement in Real Time (Working Paper No. 27555; Working Paper Series). National Bureau of Economic Research. https://doi.org/10.3386/w27555
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- Jul 2020
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Mishra, S. V. (2020). COVID-19, online teaching, and deepening digital divide in India [Preprint]. SocArXiv. https://doi.org/10.31235/osf.io/wzrak
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- Jun 2020
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read.oecd-ilibrary.org read.oecd-ilibrary.org
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Youth and COVID 19: Response, Recovery and Resilience—OECD. (n.d.). Retrieved June 17, 2020, from https://read.oecd-ilibrary.org/view/?ref=134_134356-ud5kox3g26&title=Youth-and-COVID-19-Response-Recovery-and-Resilience
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pubmed.ncbi.nlm.nih.gov pubmed.ncbi.nlm.nih.gov
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Bertoncello, C., Ferro, A., Fonzo, M., Zanovello, S., Napoletano, G., Russo, F., Baldo, V., & Cocchio, S. (2020). Socioeconomic Determinants in Vaccine Hesitancy and Vaccine Refusal in Italy. Vaccines, 8(2). https://doi.org/10.3390/vaccines8020276
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www.ifs.org.uk www.ifs.org.uk
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Andrew, A., Cattan, S., Dias, M. C., Farquharson, C., Kraftman, L., Krutikova, S., Phimister, A., & Sevilla, A. (2020, May 18). Learning during the lockdown: Real-time data on children’s experiences during home learning. https://doi.org/10.1920/BN.IFS.2020.BN0288
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- May 2020
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www.thelancet.com www.thelancet.com
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The Lancet Child & Adolescent Health. (2020). Pandemic school closures: Risks and opportunities. The Lancet Child & Adolescent Health, S235246422030105X. https://doi.org/10.1016/S2352-4642(20)30105-X
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- Apr 2020
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psyarxiv.com psyarxiv.com
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Im, H., Ahn, C., Wang, P., & Chen, C. (2020, April 13). An Early Examination: Psychological, Health, and Economic Correlates and Determinants of Social Distancing Amidst COVID-19. https://doi.org/10.31234/osf.io/9ravu
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- Jul 2017
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clalliance.org clalliance.org
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While wealthy families are embracing the potential of new technologies for learning, and investing more and more in out-of-school and connected learning, less privileged kids are being left behind. Access to specialized, interest-driven and personalized learning used to be difficult and scarce. But in today’s networked world, there’s no reason why all children should not have the opportunity to pursue connected learning.
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