The Matthew Effect: What Post-Pandemic COVID-19 Readings?

Abstract

The Matthew effect is a theory created by sociologist Robert K. Merton (1968) to denote that initial benefits of various kinds accumulate over time. He describes the economic and social phenomenon whereby the riches tend to get richer and the powerful more powerful. The Matthew effect, as a concept, is used today to describe the general model of self-reinforcing inequalities linked to economic wealth, power, prestige, knowledge or any other rare or valued resource. In this research, we will use Merton's theory to analyze the transient inequalities generated following the COVID-19 pandemic which materialized the Matthew effect in all its glory by focusing more specifically on Morocco. We based our analysis on a review of the literature that dealt with indicators of fluctuating wealth. The indices raised during the pandemic showed that inequalities have been reinforced. The inequality gap is now deeper and deeper.

Supporting adult working learners

“…In the words of Alvin Toffler, “the illiterate of the 21st century will not be those who cannot read or write, but those who cannot learn, unlearn, and relearn” (Ratcliff, 2016). The profound truth of Alvin's statement became increasingly evident during the COVID‐19 pandemic, as it revealed and intensified significant disparities in education, occupation, and socioeconomic status (Hanine & Dinar, 2022; Kovács et al., 2022). Thus, in the face of challenging labor market conditions, individuals with lower levels of education find themselves compelled to bridge the competency gaps at their own peril.…”