We measure trends in affective polarization in nine OECD countries over the past four decades. The US experienced the largest increase in polarization over this period. Three countries experienced a smaller increase in polarization. Five countries experienced a decrease in polarization. These findings are most consistent with explanations of polarization based on changes (e.g., changing party composition, growing racial divisions, the emergence of partisan cable news) that are more distinctive to the US, and less consistent with explanations based on changes (e.g., the emergence of the internet, rising economic inequality) that are more universal.

/pdf/cross-country-trends-in-affective-polarization-59o1gabelw.pdf

Cross-Country Trends in Affective Polarization

There are few certainties in our visions of post-COVID-19 careers, but change is inevitable. This article will explore how HRD can be proactive in addressing the immediate needs of the post-pandemi...

https://www.tandfonline.com/doi/pdf/10.1080/13678868.2020.1779576

Careers after COVID-19: challenges and changes

A large volume of econometric literature has studied the impact of economic globalisation on income inequality around the world. However, reported econometric estimates vary substantially, which makes it difficult to draw valid conclusions. This paper presents a quantitative summary and analysis of existing estimates regarding the globalisation–inequality relationship. We use a new data set consisting of 1,254 observations from 123 primary studies. By applying meta‐analysis and meta‐regression methods, we obtain several main findings. First, globalisation has a (small‐to‐moderate) inequality‐increasing effect. Second, while the effect of trade globalisation is small, financial globalisation shows a more sizeable and significantly stronger inequality‐increasing impact. Third, we find an average inequality‐increasing impact of globalisation in both advanced and developing countries. Fourth, education and technology moderate the impact of globalisation on income inequality.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/twec.13007

Does economic globalisation affect income inequality? A meta-analysis

The coronavirus pandemic has the potential to lead to an increase in inequality in almost every country at once, the first time this has happened since records began. The virus has exposed, fed off and increased existing inequalities of wealth, gender and race. Over two million people have died, and hundreds of millions of people are being forced into poverty while many of the richest – individuals and corporations – are thriving. Billionaire fortunes returned to their pre-pandemic highs in just nine months, while recovery for the world’s poorest people could take over a decade. The crisis has exposed our collective frailty and the inability of our deeply unequal economy to work for all. Yet it has also shown us the vital importance of government action to protect our health and livelihoods. Transformative policies that seemed unthinkable before the crisis have suddenly been shown to be possible. There can be no return to where we were before. Instead, citizens and governments must act on the urgency to create a more equal and sustainable world.

/pdf/the-inequality-virus-bringing-together-a-world-torn-apart-by-3xhtkhnbdl.pdf

The Inequality Virus: Bringing together a world torn apart by coronavirus through a fair, just and sustainable economy

Health and social scientists have documented the hospital revolving-door problem, the concentration of crime, and long-term welfare dependence. Have these distinct fields identified the same citizens? Using administrative databases linked to 1.7 million New Zealanders, we quantified and monetized inequality in distributions of health and social problems and tested whether they aggregate within individuals. Marked inequality was observed: Gini coefficients equalled 0.96 for criminal convictions, 0.91 for public-hospital nights, 0.86 for welfare benefits, 0.74 for prescription-drug fills and 0.54 for injury-insurance claims. Marked aggregation was uncovered: a small population segment accounted for a disproportionate share of use-events and costs across multiple sectors. These findings were replicated in 2.3 million Danes. We then integrated the New Zealand databases with the four-decade-long Dunedin Study. The high-need/high-cost population segment experienced early-life factors that reduce workforce readiness, including low education and poor mental health. In midlife they reported low life satisfaction. Investing in young people's education and training potential could reduce health and social inequalities and enhance population wellbeing.

/pdf/clustering-of-health-crime-and-social-welfare-inequality-in-1vqg65gf3q.pdf

Clustering of health, crime and social-welfare inequality in 4 million citizens from two nations

Between 1947 and 1974, income growth was distributed fairly evenly among households in various income groups. However, income inequality has increased over the past 30 or so years. Since the mid-1970s, real income growth for households at the 95th percentile of the distribution has grown at a pace nearly 3/2 times that of households at the 20th percentile. A similar pattern holds between men and women. The Gini coefficient (lower-left chart), a more complete measure of income inequality, considers the entire income distribution. It indicates that income inequality is rising overall. One explanation holds that the increasing disparity of income in the U.S. over the past 30 years results from skill-biased technological change that has benefited higher-skilled workers. The skill-biased hypothesis asserts that technology improvements boost the productivity (and hence the income) of skilled labor by more than it does the unskilled. Since the 1980s, demand for skilled labor has kept pace with the relatively greater supply of skilled workers (as estimated by the rising proportion of college-educated workers), exerting upward pressure on wages for higher-skilled workers. Since the early 1980s, the average real wage has risen roughly 30% for male college graduates and nearly 50% for males with a postgraduate degree. 0 25 50 75 100 125

Income Inequality : Understanding the Needs of Economically Disadvantaged Children and Families

In the United States, approximately 43% of children under age 18 are considered economically disadvantaged. Research suggests that these children are at a greater risk for academic underperformance and dropping out of school than their peers who are not from economically disadvantaged backgrounds. As such, they may need effective educational interventions to improve their academic performance. The purpose of the current article is to describe the degree to which economically disadvantaged children are included in educational research in behavioral journals. Ninety-four studies were analyzed to determine the publication trends between 1968 and 2017. Studies were scored and categorized based on journal; publication year; several demographic characteristics for participants including age, income status, and disability diagnosis; and research designs, interventions, and target behaviors. Results suggest that economically disadvantaged children are increasingly included in behavior-analytic literature. However, there are opportunities for research with English language learners and children with disabilities. Implications for practice and research are discussed.

A Descriptive Analysis of Applied Behavior Analysis Research With Economically Disadvantaged Children

The purpose of this article is to describe the theory of culturally relevant pedagogy (CRP) and its application to PK-12 education for behavior analysts working in schools. CRP is an educational framework that asserts that successful teachers of African American students help their students gain three repertoires: (1) sociopolitical awareness, (2) cultural competence, and (3) academic excellence. The CRP framework was designed to counter the effects that racial bias has on the academic and disciplinary experiences of some students of color. This article suggests that applied behavior analysis and CRP, when used together, may strengthen educators' efforts to reduce the effects of racism that some students of color experience. The authors first explain the tenets of CRP based on the work of Ladson-Billings (1995a, 1995b). Next, points of convergence between ABA and CRP are described. Finally, the authors offer recommendations for behavior analysts to consider when applying CRP in schools through the provision of examples of strategies and tactics derived from the behavioral literature that align with the CRP framework. The framework presented in this article has implications for behavior analysts interested in applying culturally relevant practices to their work as educators.

/pdf/culturally-relevant-pedagogy-and-applied-behavior-analysis-5ac5500cfe.pdf

Culturally Relevant Pedagogy and Applied Behavior Analysis: Addressing Educational Disparities in PK-12 Schools.

Poverty and low-socioeconomic status can have negative effects on the academic and social outcomes of children and youth. However, despite the growing number of children and families from low-income communities, the American Psychological Association reports that the field of psychology has not contributed significantly to research, education, and advocacy initiatives for low-income families. The purpose of the START model was to recruit and train psychology majors to work in lowincome communities by engaging them in service, research, and teaching activities in a middle school located in a high-poverty community. For one semester, psychology undergraduate and graduate students collaborated on a literacy and classroom management project with a local middle school in a low-income community. Results showed an increase in the number of psychology students interested in working with low-income populations and high rates of satisfaction for the teacher who participated. Barriers and facilitators to implementation are discussed. Tomesha Manora Farris Western Michigan University, USA Denise Ross Western Michigan University, USA Brandi Fontenot Western Michigan University, USA Gaige Johnson Western Michigan University, USA Margaret Uwayo Western Michigan University, USA Garrett D. Warrilow Western Michigan University, USA Community Service Learning

Community Service Learning: Recruiting Psychology Majors for Service in a Low-Income Community

During early childhood, economically disadvantaged children can experience challenges that affect their social-emotional, language, and physical health development across the lifespan. Psychologist...

Margaret Uwayo

Papers

Income Inequality : Understanding the Needs of Economically Disadvantaged Children and Families

A Descriptive Analysis of Applied Behavior Analysis Research With Economically Disadvantaged Children

Culturally Relevant Pedagogy and Applied Behavior Analysis: Addressing Educational Disparities in PK-12 Schools.

Community Service Learning: Recruiting Psychology Majors for Service in a Low-Income Community

Treatment and prevention approaches for economically disadvantaged young children: challenges and opportunities