Social Science–Based Pathways to Reduce Social Inequality in Youth Outcomes and Opportunities at Scale

Nalani, Andrew; Yoshikawa, Hirokazu; Carter, Prudence L.

doi:10.1177/23780231211020236

Cited by 22 publications

(39 citation statements)

References 70 publications

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“…In a recent special issue of Socius , Gamoran (2021), Nalani et al. (2021), and DiPrete and Fox‐Williams (2021) offered critiques on the field of sociology's response to inequality in the US, observing relative excellence in understanding inequality coupled with relative mediocrity in reducing inequality. Importantly, this collection was not wrought with impossibility and condemnation; rather, these scholars see potential in how social scientists can act as change‐agents through their science.…”

Section: Discussionmentioning

confidence: 99%

Building a framework to understand and address vulnerability to reading difficulties among children in schools in the United States

Terry

Gerido

Norris

et al. 2022

New Drctns Chld & Adlscnt

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This paper presents a vulnerability framework as a means to contextualize inequities in reading achievement among children who are vulnerable to poor reading outcomes. Models to understand vulnerability have been applied in the social sciences and public health to identify population disparities and design interventions to improve outcomes. Vulnerability is multifaceted and governed by context. Using a vulnerability framework for the science of reading provides an innovative approach for acknowledging multilevel factors contributing to disparities. The ecological considerations of both individual differences in learners and conditions within and outside of schools ensures that scientific advances are realized for learners who are more vulnerable to experiencing reading difficulty in school. K E Y W O R D S minority children, reading, risk, vulnerability INTRODUCTIONThe United States (US) has long been perplexed by persistent inequities in educational experiences and outcomes among school-age children. Whether characterized as achievement gaps or opportunity gaps (Coleman, 1968;Ladson-Billings, 2006;Reardon, 2013), significant differences are routinely observed on most indicators of school achievement and success. In particular, students growing up in poverty and low-income households and

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Section: Discussionmentioning

confidence: 99%

Building a framework to understand and address vulnerability to reading difficulties among children in schools in the United States

Terry

Gerido

Norris

et al. 2022

New Drctns Chld & Adlscnt

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“…Using state-level data on individual children, the study identified several differences in the distribution of outcomes in EI/ECSE by child background. Findings can be used in tandem with stakeholder-engaged research to understand inequities and to develop targeted implications for research, policy, and practices that improve equity across steps in the EI/ECSE pipeline (Nalani et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…First, analyses of these data only provide information on outcome distribution by child ethnicity and language, which are only proxy variables for underlying constructs such as cultural views on disability, acculturation to the US special education system, and health literacy; further research is needed to examine the interpersonal factors or relational inequities that ultimately lead to the distributional inequities identified in this study. Together, this information will provide a complete picture of interventions needed to improve equity in EI/ECSE (Nalani et al, 2021). Second, although missing data were low, data entry may have been subject to error.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Moving Through the Pipeline: Ethnic and Linguistic Disparities in Special Education from Birth Through Age Five

Cycyk

Anda

Ramsey

et al. 2022

Educational Researcher

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This study examined Oregon’s early intervention (EI) and early childhood special education (ECSE) pipelines as a function of children’s intersecting ethnicity and home language(s) with a focus on children from Latino/a backgrounds with communication disorders. We found differences in children’s referral source and age of referral, likelihood of evaluation and placement, and type of placement for conditions related to communication, including autism spectrum disorder and hearing impairment. Results showed differences in EI and ECSE; however, disproportionality appeared greatest among Spanish-speaking Latino/a children and non-Latino/a children who spoke languages other than English compared to non-Latino/a English-speaking counterparts. Our findings suggest that attending to children’s intersecting ethnicity and language backgrounds in referral, evaluation, and placement add nuance to examinations of disproportionality. Results also indicate that practices related to characterizing children’s communication disorders likely make substantial contributions to inequities in EI and ECSE. Precise identification of differences in service provision can lead to targeted policy and practice solutions to reduce structural barriers to care in EI/ECSE systems and improve equity, particularly as related to placement for children of color with communication concerns.

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“…Although solving this substantial problem requires a significant collaboration among experts, scholars, authorities, and people, long hours of discussions, and a considerable cost, it would have many advantages [13]. Every group of people, industry, university, and government authorities would benefit from a society without this issue [14].…”

Section: Introductionmentioning

confidence: 99%

We Are Oulu: Exploring Situated Empathy through a Communal Virtual Reality Experience

Kiarostami

Visuri

Hosio

2022

2022 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW)

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Equality among all humans, regardless of ethnicity, language, or nationality, is an essential topic in every community and society. Immigrants' hardships as foreigners in another community are issues that not only contrast with humans' equality but also cause irreparable damage to foreigners and society. Nowadays, Virtual Reality (VR) as an alluring technology is a promising approach to communicating people's hardship experiences in a simulated situation to enhance others' empathy. It has even been called the ultimate empathy machine.In this thesis, we developed a VR experience to showcase collected hardship experiences that the international community of the University of Oulu has faced during their studies and lives in Oulu to mainly local participants to explore their situated empathy. To this end, we first collected hardship stories and data from 40 members of the international community through an online questionnaire. The results highlight that social problems, language barriers, issues with bureaucracy, and racism are key issues in the community. Then, we developed and performed a VR experiment with 18 participants to let them read the hardship stories through simulated conversations and interactions with avatars in a virtual university environment. We asked our participants to respond to pre-and post-experiment questionnaires and participate in a semi-structured interview after the experiment. Analyzing questionnaire results indicated that after the experiment the average participant's responses to their knowledge and tendency to discuss the hardships increased by 1.05 and 1.11 on a 5-point scale, respectively. Likewise, their average responses comparing the international community's quality of life with themselves decreased by 0.77 on the 7-point scale, showing that they rated the international community's quality of life worse than they initially thought. The qualitative evaluation of participants' reflections yielded positive feedback on the VR experience's authenticity, the stories' plausibility, their increased situated empathy and awareness regarding the hardships, and VR as a promising technology in communicating these topics.Ultimately, the thesis contributes to collecting and understanding the hardship experiences of the international community of the University of Oulu. It demonstrates a feasible approach to enhancing empathy and awareness, and the experiment increased the participants' understanding of the University of Oulu's international community's hardships. Further, the thesis continues to add evidence to how VR is a promising approach to fostering empathy.

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Social Science–Based Pathways to Reduce Social Inequality in Youth Outcomes and Opportunities at Scale

Cited by 22 publications

References 70 publications

Building a framework to understand and address vulnerability to reading difficulties among children in schools in the United States

Building a framework to understand and address vulnerability to reading difficulties among children in schools in the United States

Moving Through the Pipeline: Ethnic and Linguistic Disparities in Special Education from Birth Through Age Five

We Are Oulu: Exploring Situated Empathy through a Communal Virtual Reality Experience

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