#socioeconomicstatus — Public Fediverse posts

DATE: September 22, 2026 at 12:00PM
SOURCE: PSYPOST.ORG

** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
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TITLE: Advanced math for whom? Study shows wealth rivals academic readiness in high school tracking

URL: https://www.psypost.org/how-social-status-and-academic-readiness-shape-high-school-math-tracks/

A recent study reveals that while high schools largely sort students into math and science classes based on academic readiness, social pressures from wealthier families also heavily dictate who gets access to advanced courses. The findings illustrate how curriculum tracking operates as both a practical teaching tool and a mechanism that can widen social divides. The research was published in the journal Social Science Research.

Educational tracking is the practice of assigning students to different educational paths based on their past academic performance. In American high schools, this often looks like placing some ninth graders in basic algebra while others take advanced geometry. Teachers and school administrators generally defend this practice by pointing to its practical benefits. When students in a single classroom share similar skill levels, teachers can tailor their instruction to match the pace and needs of the entire group.

Sociologists call this the functional perspective of education. From a functional standpoint, a school acts as a rational organization that efficiently matches a diverse student body with appropriate coursework. If a school has students with vastly different academic backgrounds, a functional tracking system will offer a wide variety of courses to accommodate everyone.

However, sociologists also view tracking through a conflict perspective. This alternate viewpoint suggests that tracking systems are shaped by social inequalities and competition for status. Affluent parents often lobby for highly exclusive academic tracks to ensure their children gain a competitive edge for college admissions. This behavior is sometimes called status competition. Another related concept, opportunity hoarding, occurs when privileged groups attempt to restrict access to premium educational resources, keeping marginalized groups out of advanced programs.

Researchers Shangmou Xu and Sean Kelly wanted to understand which of these opposing theories actually drives the way American high schools organize their science, technology, engineering, and mathematics courses. Xu is a researcher affiliated with both the University of Washington and the University of Pittsburgh. Kelly is a researcher at the University of Pittsburgh.

To test these theories, Xu and Kelly analyzed student transcripts and survey data from four massive national educational datasets. Their final sample included 3,620 high schools, covering student cohorts from 1982 through 2013. The researchers used this data to measure the demographic and socioeconomic makeup of each school, looking at factors like average test scores, family wealth, and racial diversity.

The researchers then built a detailed profile of how each school organized its math and science curriculum. They focused on four specific organizational dimensions of tracking. The first dimension, inclusiveness, measures the sheer volume of rigorous courses a school offers and how many students take them. The second dimension, selectivity, measures how strictly a school relies on past academic achievement to dictate a student’s current course placement.

The third dimension is scope, which evaluates whether a student’s placement in one subject mirrors their placement in another. In a school with high scope, a student placed in an advanced math class is highly likely to also be placed in an advanced English class. Finally, the researchers measured mobility. Mobility tracks how often students move into harder or easier classes as they progress from ninth grade to graduation.

When examining inclusiveness, the researchers found strong evidence for the functional theory of tracking. Schools with higher average achievement scores tended to offer more advanced math and science courses. This suggests that schools rationally expand their rigorous offerings to meet the needs of a high-achieving student body.

At the same time, the conflict theory also proved accurate. Schools with a higher average socioeconomic status offered more advanced courses, even after accounting for academic achievement. This indicates that privileged families exert pressure on schools to create more top-tier academic opportunities for their children. Over the three decades covered by the data, this specific wealth-based pressure on the overall volume of advanced courses grew weaker.

The researchers found a similar split when looking at the strictness and structure of the tracking systems. Schools with a wide range of academic abilities among their students tended to have a wider variety of math courses. They also tended to have highly selective placement systems, where past math scores strongly dictated future math placements. This aligns with the functional approach, showing that schools adapt their course structure to handle diverse skill levels.

Yet, social status again played a major role in shaping these structures. Schools with higher overall social status exhibited a wider gap in course difficulty among their students. These high-status schools were also much more selective in their placement processes. Privileged families appear to push for highly differentiated, strict tracks to maintain an educational advantage for their children.

The researchers did not find strong evidence for the theory of opportunity hoarding. If opportunity hoarding were a major factor, schools with highly diverse student populations would have the most rigid, exclusive tracking systems. The data did not support this assumption. Instead, competition among advantaged students within a school seemed to be the primary social force shaping the curriculum.

When looking at scope, the researchers noticed that affluent schools often linked placements across completely different subjects. In these high-status schools, a student in an advanced science class was very likely to be placed in an advanced English class. This practice restricts learning opportunities by locking students into a single generalized track, rather than evaluating their readiness subject by subject.

The data on track mobility offered a slightly more optimistic view of American high schools. Upward mobility in math and science classes increased gradually between 1982 and 2013. Schools became more flexible over time, providing more students with the chance to step up into harder courses as they progressed through high school.

This upward mobility was more common in schools with high average social status and in schools with diverse student populations. The researchers interpret this flexibility as a functional improvement. As schools open up learning opportunities and allow students to change paths, the tracking systems become more responsive to actual student growth.

There are a few limitations to keep in mind when interpreting these results. The study relied on student transcripts, which show the classes students ultimately took. Transcripts do not reveal the specific school policies, teacher recommendations, or private conversations with counselors that led to those final placements. The mechanisms of how parents lobby for advanced classes remain largely unseen in this type of data.

Additionally, the research evaluates the structure of curriculum tracking, but it does not measure how these systems affect actual student learning. The data cannot show whether placing students in highly tracked math classes improved their standardized test scores or helped them succeed in college. Future research should investigate how the design of science and math programs ultimately impacts long-term student success.

Educators and school administrators are often reluctant to discuss the social implications of how they sort students into classes. They tend to frame course placement as a purely objective, administrative task. This study demonstrates that while academic readiness is the primary driver of course placement, the social wealth of a school community also fundamentally shapes the curriculum.

The study, “Variation and change in high school STEM opportunity to learn in the US: Is the organization of the STEM curriculum functional or conflict driven?,” was authored by Shangmou Xu and Sean Kelly.

URL: https://www.psypost.org/how-social-status-and-academic-readiness-shape-high-school-math-tracks/

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#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #HighSchoolTracking #STEMEducation #EquityInEducation #AdvancedMathAccess #OpportunityHoarding #SocioeconomicStatus #EducationPolicy #CurriculumDesign #ScienceTechnologyMath #InclusiveEducation

DATE: September 19, 2026 at 07:00AM
SOURCE: PSYPOST.ORG

** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
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TITLE: What neuroscientists thought was a biological signature for IQ might actually be socioeconomic privilege

URL: https://www.psypost.org/neighborhood-socioeconomics-shape-childhood-brain-development-more-than-any-othe/

A child’s neighborhood and socioeconomic background appear to shape the function and structure of their developing brain more powerfully than any other behavioral or environmental factor. Brain activity patterns previously thought to represent innate intelligence are actually a reflection of socioeconomic status, likely driven by environmental stressors like sleep deprivation, according to findings published in the journal Science.

For years, neuroscientists have mapped single human traits to brain imaging data. Researchers typically look for the biological basis of a specific cognitive ability, such as intelligence quotient, or a clinical symptom, like anxiety. They compare these traits against physical brain measurements to find overlapping physiological patterns.

However, the environment in which a person grows up exerts an enormous influence on their physical and cognitive development. A team led by Scott Marek, a researcher at Washington University School of Medicine in St. Louis, wanted to evaluate how a vast array of different lifestyle, environmental, and cognitive variables relate to brain biology simultaneously. By looking at hundreds of factors at once, the researchers could determine which aspects of a child’s life are most strongly tied to brain organization.

The researchers utilized data from the Adolescent Brain Cognitive Development Study. This massive project tracked the development of thousands of nine and ten year old children across the United States. The team analyzed two common brain measurements taken via magnetic resonance imaging, or MRI.

The first measurement was resting-state functional connectivity, which maps how different regions of the brain communicate. It works by tracking spontaneous blood flow while a person is resting, revealing which brain networks naturally fire together. The second measurement was cortical thickness, which measures the physical depth of the brain’s outer layer of gray matter.

The team took these brain scans and compared them against 649 different non-imaging variables, evaluating the strength of the association for each one. These variables spanned a dozen categories, including physical health, parenting, personality, substance use, and social adjustment.

Out of all 649 variables, socioeconomic measures exhibited the strongest and most reliable associations with the children’s brain data. The single most powerful association was linked to the socioeconomic opportunities afforded by the child’s home zip code. This metric captures neighborhood-level factors like school quality, environmental toxins, and access to resources.

Other highly ranked variables included sleep duration and the amount of time children spent on screens. Traditional metrics of cognition and overall mental health symptoms ranked much lower on the list.

The researchers then mapped out exactly where these socioeconomic associations appeared in the physical brain. They found that socioeconomic status was strongly linked to differences in the primary motor and sensory regions. These are areas of the brain that process physical movement and immediate sensory input.

To understand what this specific biological pattern meant, the team compared it to established reference maps of the brain. They looked at positron emission tomography scans tracking neurotransmitters, brainwave recordings monitoring sleep patterns, and imaging that captured the physical effects of task-based reasoning.

The socioeconomic brain pattern closely matched the biological signatures of physiological arousal, sleep deprivation, stress, and the effects of stimulant medications. The pattern did not map onto the frontal and parietal cortices. These are the associative regions of the brain known to handle higher-order cognitive tasks, such as logic, mathematics, and complex thought.

The team noticed an unexpected similarity when they looked at the brain map for intelligence quotient, or IQ. The physical pattern associated with IQ scores was nearly identical to the socioeconomic pattern. It was concentrated in the exact same motor and sensory regions, completely bypassing the brain areas actually responsible for complex reasoning.

Suspecting a mathematical overlap, the researchers adjusted their data to remove the statistical influence of socioeconomic status from the test scores. After this adjustment, the strong associations between the brain and IQ scores largely vanished. The faint pattern that remained shifted away from the sensory and arousal regions and looked slightly more aligned with known cognitive networks.

The researchers tested this overlap further using multivariate analysis, an advanced machine learning technique. They trained computer models to predict a child’s IQ score based entirely on their brain connectivity patterns. The team manipulated the data fed into the models, restricting some training sets to only include children from high socioeconomic backgrounds.

When the models were trained exclusively on affluent children, they completely failed to predict test scores in a new, separate group of participants. The predictive models only worked when the training data included children from neighborhoods with lower socioeconomic status. The researchers concluded that the algorithm was engaging in shortcut learning.

Shortcut learning happens when a computer model relies on a secondary, background variable instead of the intended target. In this case, the algorithm was not detecting a biological signature for intelligence. It was simply detecting the socioeconomic status of the child, which happened to correlate with their test scores.

These population-level associations observe data across large groups at a single moment in time. Group averages cannot predict the future outcomes or cognitive potential of an individual child. Socioeconomic opportunity only explained about 16 percent of the total differences seen across the children’s brain scans, meaning many other biological and environmental factors contribute to human development.

The findings do challenge the notion that IQ scores measure a fixed, essentialized biological trait. The results suggest that past studies linking brain networks to intelligence were likely documenting the physiological toll of environmental stressors.

Future longitudinal research is needed to track these developmental pathways as children age. Researchers might also investigate whether interventions focused on sleep quality and stress reduction can positively influence brain development in under-resourced communities.

The study, “Patterns of brain-wide associations reflect socioeconomics,” was authored by Scott Marek, Meghan Rose Donohue, Nicole R. Karcher, Caroline P. Hoyniak, Roselyne J. Chauvin, Ashley C. Meyer, John Miller, Andrew N. Van, Anxu Wang, Noah J. Baden, Vahdeta Suljic, Kristen M. Scheidter, Julia Monk, Forrest I. Whiting, Nadeshka J. Ramirez-Perez, Samuel R. Krimmel, Athanasia Metoki, Sarah E. Paul, Aaron J. Gorelik, Timothy J. Hendrickson, Stephen M. Malone, Rebecca F. Schwarzlose, Carlos Cardenas-Iniguez, Megan M. Herting, Steven E. Petersen, Joan Luby, Anita C. Randolph, Michael J. Shanahan, Eric Turkheimer, Benjamin P. Kay, Evan M. Gordon, Timothy O. Laumann, Deanna M. Barch, Damien A. Fair, Brenden Tervo-Clemmens, and Nico U. F. Dosenbach.

URL: https://www.psypost.org/neighborhood-socioeconomics-shape-childhood-brain-development-more-than-any-othe/

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#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #SocioeconomicStatus #BrainDevelopment #IQDebunked #Neuroscience #SleepAndStress #EnvironmentalImpact #BrainConnectivity #AdolescentDevelopment #ScienceNews #HealthEquity

DATE: September 18, 2026 at 06:00PM
SOURCE: PSYPOST.ORG

** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
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TITLE: Screen time isn’t linked to language delays in autistic children, large U.S. study finds

URL: https://www.psypost.org/screen-time-isnt-linked-to-language-delays-in-autistic-children-large-u-s-study-finds/

A recent study suggests that reading books together at home is associated with better language abilities in young autistic children. The research provides evidence that this shared reading time helps explain why children from higher-income families tend to have stronger communication skills, but finds that screen time does not have a negative impact on these abilities. The findings were published in Autism Research.

Language skills vary widely among children on the autism spectrum. Autism is a developmental condition characterized by differences in social communication and restricted or repetitive behaviors. Some autistic children experience challenges producing or understanding spoken language, whereas others develop abilities similar to or exceeding those of their neurotypical peers. To understand this variation, scientists are increasingly looking at environmental influences that shape early development.

Human development is shaped by different layers of a child’s environment. Broad, distant factors include a family’s socioeconomic status, which generally refers to household income and the parents’ education levels. Closer, everyday factors include the specific activities a child experiences at home, such as shared book reading and screen time. Shared book reading involves an adult caregiver looking at and reading a story with a child, encouraging them to actively participate.

Screen time refers to the hours a child spends in front of televisions, tablets, computers, or smartphones. In the general population, researchers have observed that reading together provides benefits for communication skills. For example, a 2026 study of early childhood development indicated that interactive home literacy routines, like reading books and discussing past events, directly promote language growth over time.

However, reading with an autistic child might look different. In fact, a study covered by PsyPost in 2024 indicated that autistic children tend to focus their attention differently during shared reading than neurotypical children, looking less at the reader’s face and more at background objects. Because autistic children might engage with their environment in unique ways, scientists wanted to see if the typical patterns seen in other children hold true for them.

“Children with autism are likely to experience language delays and other challenges using and/or understanding spoken language that emerge early in childhood and sometimes persist into adulthood,” said lead author Meredith Pecukonis, an assistant professor in the Department of Psychology at Smith College and director of the Autism & Neurodevelopment (AND) Lab. “Identifying how certain aspects of the home environment relate to language abilities in autistic children is an important first step towards understanding how children’s experiences at home are shaping their language development, and developing interventions that lead to stronger language outcomes for autistic children.”

“Prior to publication of our study, only three studies had looked at the association between screen time and language abilities in autistic children,” Pecukonis told PsyPost. “All of these studies were conducted in China, and therefore no studies had been done in the U.S. on this topic. This gap in the literature was surprising to us, given that several studies have linked excessive screen time to language delays in neurotypical children, and autistic children engage in more screen time than their neurotypical peers.”

To address this gap, the researchers aimed to map out how socioeconomic status, reading habits, and screen use connect to language development. They wanted to see if the broader impact of a family’s income and education might operate through the daily routines children experience at home. To investigate this, the researchers analyzed data from the National Survey of Children’s Health collected between 2018 and 2022.

They focused on a nationally representative group of 1,217 autistic children living in the United States. The children in the sample were between the ages of two and five. Data was collected through surveys completed by parents or adult caregivers who lived with the children.

The survey assessed socioeconomic status by recording the highest level of parent education and calculating the family’s poverty ratio based on their income. It also tracked daily habits, asking parents how many days per week they read to their child and how many hours per weekday the child spent on electronic devices. To measure language, the researchers looked at both expressive and receptive skills.

Expressive language included abilities like speaking single words, asking questions, and telling a story. Receptive language involved understanding instructions, pointing to objects, and recognizing the beginning sounds of words. The statistical models accounted for both the age and sex of the children.

The results showed that autistic children from households with a higher socioeconomic status tended to have higher expressive and receptive language skills. These children were also read to more often and spent less time using screens. The researchers found a direct association between reading frequency and communication abilities. Autistic children who experienced more shared book reading at home demonstrated better language skills across the board.

When analyzing the connections between these variables, the researchers found that shared book reading partially explained the link between socioeconomic status and language skills. This suggests that children from higher-income families experience more frequent shared reading, which in turn helps build their communication abilities. The daily habit of reading acts as a bridge connecting a family’s broader resources to a child’s specific developmental gains.

“Effect sizes are small, meaning that the environment has a small yet significant impact on language development in autism,” Pecukonis said. “Parents raising children in lower SES households may have less time and energy to devote to shared book reading if they are working multiple jobs to pay their bills. Lower SES households may also have reduced access to books in the home.”

“If we want to support autistic children’s language development, we need to acknowledge that children are shaped by various aspects of their environments,” she continued. While some aspects can be addressed through direct family interventions, she noted that others “will likely require systemic change through public policy (e.g., providing greater financial support and services to lower SES families).”

The study found that screen time was not statistically associated with expressive or receptive language skills in autistic children. This means that the amount of time these children spent on devices did not predict better or worse communication abilities. This lack of an association stood out to the researchers, as previous studies of neurotypical children frequently link heavy screen use to developmental delays.

“We were really surprised that the association between amount of screen time and children’s language abilities was non-significant,” Pecukonis said. “This contradicts with what has been reported in the literature on neurotypical children.”

“The non-significant association between screen time and language abilities doesn’t suggest that screen time is ‘good’ or ‘bad’ for autistic children… it just shows that there is no association,” she added.

The results are in tension with research covered by PsyPost earlier this year, which found that replacing shared reading with screen time was linked to lower developmental scores. However, that earlier study looked at neurotypical preschoolers, whereas the new study focused exclusively on autistic children. Similarly, a 2024 study linked higher screen time to poorer language skills in the general population, which contrasts with the neutral effect observed here for autistic children.

As with all research, there are some caveats to consider. The study relied on parent surveys, which can sometimes be subject to reporting biases, such as overestimating reading time or underestimating screen use. The data also captured a single snapshot in time rather than tracking the children over many years. Because of this, it is not possible to declare that reading directly causes better language skills in this group.

“We only looked at two household activities (shared book reading and screen time) as our measures of the environment when in reality there are probably hundreds, if not thousands, of other aspects of the environment that are shaping language development in autism that we just didn’t measure here,” Pecukonis explained.

“The purpose of this work isn’t to ‘blame’ parents for their children’s language delays, but rather to document trends, show that the environment does matter for language development, and find ways to support autistic children through modifications to their environment,” she emphasized. “Our hope is that these findings will ultimately help autistic children and their families by showing that there is a need for greater support for those from lower SES households.”

The study also measured the sheer quantity of screen time and reading without looking at the quality of those activities. It is entirely possible that autistic children with stronger language skills are more likely to request story time, leading to more frequent reading sessions. Future studies could use direct observation to see how the types of digital media and the specific reading strategies parents use shape language development.

“We just applied for funding to run a longitudinal study to see how screen time measured early in development relates to language abilities measured later in development,” Pecukonis noted. “This study will also measure both the quantity and quality of screen time.”

The study, “Socioeconomic Status and Quantity of Shared Book Reading, But Not Screen Time, are Positively Associated With Language Skills in a Nationally Representative Sample of Autistic Children,” was authored by M. Pecukonis and A. Geffin.

URL: https://www.psypost.org/screen-time-isnt-linked-to-language-delays-in-autistic-children-large-u-s-study-finds/

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#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #AutismLanguageDevelopment #SharedBookReading #ScreenTimeAndLanguage #AutisticChildren # EarlyLiteracy #SocioeconomicStatus #HomeReadingHabits #PediatricResearch #AutismEducation #LanguageSkillsAllChildren

Socioeconomic Status Leaves Deep Imprints on Developing Brains

Summary: A new study has completely transformed our understanding of neurodevelopment, proving that a child’s socioenvironmental reality leaves…
#NewsBeep #News #Health #braindevelopment #brainresearch #childhoodpoverty #developmentalneuroscience #GB #Intelligence #IQ #neurobiology #neurodevelopment #Neuroscience #Psychology #socioeconomicstatus #UK #UnitedKingdom #WUSTL
https://www.newsbeep.com/uk/636119/

A meta-analysis of 140 studies with over 65,000 individuals evaluated different epigenetic clocks in relation to ethnicity and socioeconomic status. Newer epigenetic clocks yielded stronger associations between measures of marginalization and biological aging. Epigenetic markers of biological aging showed up in children of families with low socioeconomic status, and these persisted into adulthood.

https://www.nature.com/articles/s41562-026-02477-6

#Science #Epigenetics #BiologicalAge #Aging #SocioeconomicStatus

Socioeconomic Status Leaves Deep Imprints on Developing Brains

Summary: A new study has completely transformed our understanding of neurodevelopment, proving that a child’s socioenvironmental reality leaves…
#NewsBeep #News #US #USA #UnitedStates #UnitedStatesOfAmerica #Health #braindevelopment #brainresearch #childhoodpoverty #developmentalneuroscience #Intelligence #IQ #neurobiology #neurodevelopment #Neuroscience #Psychology #Socioeconomicstatus #WUSTL
https://www.newsbeep.com/us/699499/

This, precisely, is the problem:
https://www.contrariannews.org/p/america-becomes-outraged-only-when?utm_source=substack&utm_medium=email
#scotus #votingrights #vra #dei #louisiana #alabama #votersuppression #gerrymandering #rigged #cherrypicking #mlk #callaisrequirements #callais #minorityrepresentation #reconstruction #justiceelenakagan #nikolehannahjones #attackondemocracy #votingrightsact #civilwar #confederacy #southernstrategy #supplysideeconomics #trickledowntheory #race #gender #socioeconomicstatus #educationallevel #obbb #nabj #project2025 #heritagefoundation

A study of 233 middle-aged Korean men, including PET scanning of the brain to measure glucose metabolism, found a positive association between family income and glucose metabolism in brain regions associated with reward processing and stress regulation (caudate, putamen, anterior cinculate, hippocampus, and amygdala regions).

Summary: https://www.psypost.org/wealthier-men-show-higher-metabolism-in-brain-regions-controlling-reward-and-stress/

Original paper: https://onlinelibrary.wiley.com/doi/10.1111/ejn.70303

#Science #Brain #Income #SocioeconomicStatus

Male victimhood ideology driven by perceived status loss, not economic hardship, among Korean men https://www.psypost.org/male-victimhood-ideology-driven-by-perceived-status-loss-not-economic-hardship-among-korean-men/?utm_source=dlvr.it&utm_medium=mastodon #MaleVictimhood #KoreanMen #SocioeconomicStatus #GenderStudies #SexRoles

Childhood neglect is linked to troubling health outcomes, but two factors can dramatically change this trajectory, study suggests https://www.psypost.org/childhood-neglect-is-linked-to-troubling-health-outcomes-but-two-factors-can-dramatically-change-this-trajectory-study-suggests/?utm_source=dlvr.it&utm_medium=mastodon #ChildhoodNeglect #MentalHealth #PhysicalHealth #ProtectiveRelationships #SocioeconomicStatus

Achievement gaps between white, Black and Hispanic students in elementary school are primarily explained by differences in family socioeconomic status. #AchievementGap #EducationalEquity #SocioeconomicStatus @blackmastodon #BlackMastodon @sociology
https://theconversation.com/socioeconomic-status-explains-most-of-the-racial-and-ethnic-achievement-gaps-in-elementary-school-237931

Intelligence, socioeconomic status, and gender impact ADHD diagnosis timing https://www.psypost.org/intelligence-socioeconomic-status-and-gender-impact-adhd-diagnosis-timing/?utm_source=dlvr.it&utm_medium=mastodon #ADHDdiagnosis #intelligence #socioeconomicstatus #genderimpact #ADHDsymptoms

#Inequality in Science: Who Becomes a Star?

"... children from low-SES [socioeconomic status] homes were already severely underrepresented in the early 1900s."

"Scientists from high-SES families have 38% higher odds of becoming stars, controlling for age, publications, and disciplines."

Paper 10.2024 by Prof. Petra Moser, NYU and Dr. Anna Airoldi, NYU

https://cepr.org/publications/dp19572

#science #ses #socioeconomicstatus #socioeconomic #socioeconomics #womenscience #socialscience #economics #nyu

Low family income linked to altered patterns of brain connectivity in children
https://www.msn.com/en-gb/health/other/low-family-income-linked-to-altered-patterns-of-brain-connectivity-in-children/ar-BB1kn7wC?cvid=96ace574ca754656fd2efd51e6b6d25a&ocid=winp2fptaskbarhover&ei=8

#LowIncome
#SocioeconomicStatus
#Brain
#BrainConnectivity
#Poverty
#AdolescentBrainCognitiveDevelopmentStudy
#fMRI
#FunctionalMagneticResonance
#DefaultModeNetwork
#DMN

Living in disadvantaged neighborhoods linked to lower cognitive abilities, independent of brain pathology
https://www.msn.com/en-gb/health/other/living-in-disadvantaged-neighborhoods-linked-to-lower-cognitive-abilities-independent-of-brain-pathology/ar-BB1jPigX?cvid=2d75e695d35045e399f86a9f2f49a55c&ocid=winp2fptaskbarhover&ei=17

#Disadvantage
#CognitiveAbilities
#DisadvantagedNeighbourhoods
#SocioeconomicStatus
#Brain
#Alzheimers
#Dementia

Socioeconomic conditions can shape the brain's sensitivity to rewarding experiences
https://www.msn.com/en-gb/health/other/socioeconomic-conditions-can-shape-the-brain-s-sensitivity-to-rewarding-experiences/ar-BB1h6Oed?cvid=444b8c1041ea43c8984106008e38285a&ocid=winp2fptaskbarhover&ei=10

#SocioeconomicStatus
#Brain
#Reward
#FunctionalMagneticResonance
#fMRI

Maltreatment linked to altered brain structure and spontaneous thought patterns in children, study finds
https://www.msn.com/en-gb/health/other/maltreatment-linked-to-altered-brain-structure-and-spontaneous-thought-patterns-in-children-study-finds/ar-BB1ihhZ5?cvid=f7b63813445a45abf685e2ac4841d70d&ocid=winp2fptaskbarhover&ei=6

#ChildAbuse
#Brain
#ThoughtPatterns
#Rumination
#Cortisol
#StressHormone
#SnijdersOomenNonverbalIntelligenceTest
#WinklerAndStolzenbergIndex
#CentreForEpidemiologicalStudiesDepressiveScale
#ScheduleForAffectiveDisordersAndSchizophreniaForSchoolAgeChildren
#KiddieSADSPresentAndLifetimeVersion
#KiddieSADS
#MRI
#SocioeconomicStatus
#SubcallosalCingulateCortex
#SelfGeneratedThoughts

MCCSC board wants public to mull elementary school merger, meant to balance socio-economic status

https://bsquarebulletin.com/2023/12/15/mccsc-board-wants-public-to-mull-elementary-school-merger-meant-to-balance-socio-economic-status/

@bloomington_in

#MCCSC #School #Attendance #District #SES #SocioEconomicStatus

The educational system has failed if attainment gaps are dependent on your socioeconomic background. Learning outcomes should be despite if this, not because of it. #AttainmentGap #SocioeconomicStatus #education https://www.theguardian.com/education/2023/aug/14/disadvantaged-students-to-bear-brunt-of-grade-deflation-say-experts?CMP=share_btn_tw

"The accent of the better off, for want of a better term, does not denote any kind of geographical identity. Their accent is one of class identity. An upper class Irishman doesn’t sound of Cork or Dublin or Limerick. He just sounds of his status."

#class #language #accent #dialect #SocioeconomicStatus

https://languagelog.ldc.upenn.edu/nll/?p=60156&utm_source=feedly&utm_medium=rss&utm_campaign=irish-accents

Today I do not feel like working.
But I have an underling
Who wants to work.
I shouldn't steal their opportunity
Just because I'd rather sink
To the bottom of the ocean
For the next decade.
When did I get older,
When did I lose my hope? Or perhaps
I just lost the rose tinted glasses,
And the reality of my own conditions
Finally came to a head--
Good decisions cannot outpace
Bad conditions, I've learnt.
To unlock the shackles of status,
Every note must be played in tune,
But without an instructor from privilege,
The song itself is a cursed mystery.
I took the path of investment and stress
Only to cash out my life
Before the time came.
Ugly, old, and poor,
The beauty of the well-adjusted
Haunts me like duty unaddressed,
How they twirl and glow
In a world I could never know.
For now, I'll get ready to work--
Only god knows if it'll matter.
A distraction is welcome,
A pause, not a "feel better".

#micropoetry #poetry #SocioeconomicStatus #work #life

Children in low income households with parents with low education levels face a higher risk of early death (< age 24) than peers—mainly due to unintentional injury & homicide

www.ncbi.nlm.nih.gov/pubmed/31273497

@uncpopcenter #NICHDImpact #Education #Death #Mortality #Injury #Homocide #SocioeconomicStatus #EducationDisparities

Long Covid risk higher for people living in poorest areas, Royal Society of Medicine finds | The Independent
#LongCovid
#Poverty
#ONS
#Fatigue
#ConcentrationDifficulties
#MuscleAches
#ShortnessOfBreath
#SocioeconomicStatus
#PoorerHealthOutcomes
#PrematureMortality
#Sex
#Occupation
#Deprivation
#Inequality
https://www.independent.co.uk/news/health/long-covid-symptoms-risk-uk-b2338590.html

Fitting in at University:

Longitudinal study (N = 829) finds first-generation university students conceal their social background more than continuing-generation students in order to fit in at university, but their identity concealment results in poorer well-being.

Veldman et al. (2022): https://doi.org/10.1177/13684302221089116

#HigherEducation
#HigherEd
#EducationalResearch
#EDI
@edutooters
#StudentSuccess
#SocialClass
#SocioEconomicStatus
#FirstGenerationStudents
#MentalHealth
#Belonging

Lovely study addressing some limitations of two of our past studies on students’ social class and social integration at university (Rubin & Kelly, 2015; Rubin et al., 2016):

“Neither study tested the contribution of support stemming specifically from teachers [or] assessed students’ perceptions of whether they might be rejected by others specifically due to their SES”

https://josi.org.au/articles/267/galley/266/download/

#SocioeconomicStatus
#SocialClass
#SocialSupport
#MentalHealth
#EDI
#HigherEducation
#Education

@kaitclark Great idea! Please do add me too! #ChildDevelopment #SocioeconomicStatus #Disgust (If this seems random, that’s because my research interests are…)