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Showing papers on "Disadvantaged published in 2020"


Journal ArticleDOI
TL;DR: It is crucial that the health authorities, the government and the population articulate to assist the vulnerable groups and promote emotional and psychological support strategies and it is fundamental that the population is provided with accurate information concerning the COVID-19 pandemic.
Abstract: The emergence of SARS-CoV-2 in December 2019 prompted consternation in many parts of the world. Due to its fast dissemination, the World Health Organization declared a pandemic in March 2020. Aiming to contain the spread of the virus, leaders of many countries restrained social movement, targeting to flatten the curve of contamination with social distancing. This review aimed to analyze how human behavior has changed throughout this period. We also approached the key components of the emotional reaction to the pandemic, how internal and external factors, such as personality traits, gender, the media, the economy and the governmental response, influence the social perception of the pandemic and the psychological outcomes of the current scenario. Moreover, we explored in depth the groups at increased risk of suffering mental health burden secondary to these circumstances. These include the healthcare professionals, elderly individuals, children, college students, black subjects, latin and LGBTQ+ communities, economically disadvantaged groups, the homeless, prisoners, the rural population and psychiatric patients. We also discussed several measures that might minimize the emotional impact derived from this scenario. It is crucial that the health authorities, the government and the population articulate to assist the vulnerable groups and promote emotional and psychological support strategies. Moreover, it is fundamental that the population is provided with accurate information concerning the COVID-19 pandemic.

249 citations


Journal ArticleDOI
TL;DR: In this paper, a two-year qualitative research project conducted at a South African university to explore students' experiences of the transition from face-to-face to e-learning was conducted.
Abstract: South African universities have been forced to transit from face-to-face to online learning (e-learning) as a result of the coronavirus pandemic (COVID-19) However, various challenges hinder disadvantaged students from realising the full potential of e-learning Therefore, this study’s main objective is to propose alternative pathways to overcome such challenges for students, to enable them to have access to effective e-learning This study draws on a two-year postdoctoral qualitative research project conducted at a South African university to explore students’ experiences of the transition from face-to-face to e-learning Twenty-six students completing a curriculum studies programme were purposively and conveniently sampled to generate data using e-reflective activity, Zoom group meetings and a WhatsApp one-on-one semi-structured interview Findings articulate the digital divide as a hindrance to students realising the full potential of e-learning, yet lecturers still want students to submit assessment tasks and engage with course activities on the Moodle learning management system With universities using face-to-face learning becoming vulnerable to the COVID-19 pandemic and other challenges which result in a shutdown of university sites, alternatives need to be sought to allow students, particularly disadvantaged students, to realise e-learning © 2020, The Author(s)

170 citations


Journal ArticleDOI
TL;DR: The authors’ analysis shows that learning opportunities varied significantly, with middle-class families able to maintain higher standards of education quality in a critical context, while children from socially disadvantaged families had few learning opportunities.
Abstract: The lockdown of schools in Spain to confront the effects of COVID-19 caused an enormous impact at both societal and educational levels. Schools and families had to react rapidly to a new teaching and learning scenario without the benefit of previous planning or government guidelines. In this context, some schools were better able to adapt to the new circumstances than others. Likewise, the structure and size of families' economic, social and cultural capital produced significant differences in the learning opportunities for children from different backgrounds. This article assesses the impact of the school lockdown on the learning gap between children from different social backgrounds in Catalonia. Based on 35,419 responses to an online survey administered between 26 and 30 March 2020 to families with children aged between 3 and 18, the authors' analysis shows that learning opportunities varied significantly. Middle-class families were able to maintain higher standards of education quality in a critical context, while children from socially disadvantaged families had few learning opportunities both in terms of time and learning experiences (schoolwork and maintenance of after-school activities). Results differed by type of school (public/private) where students were enrolled, family economic, social and cultural capital, and family living conditions. In the final part of the article, the authors highlight the importance of the role of the school in ensuring learning opportunities for children from low socioeconomic backgrounds, and they discuss some policy implications of their findings.

135 citations


Journal ArticleDOI
TL;DR: It is concluded that MOOCs which aim to widen participation in education are an alternative global practice that exists alongside more commercial MOOC offerings and recommendations are provided for addressing gaps in offerings, and improving design and research.
Abstract: In recent years, hopes that Massive Open Online Courses (MOOCs) would make access to education fairer faded in the light of research showing MOOCs favoured the already educated and relatively advantaged. This paper presents the results of a systematic review of literature from 2014 to 2018. The aim was to investigate the extent that MOOCs and other free open education programs provide equitable forms of online education to address global widening participation agendas. The literature fell into two main groups: empirical reports on outcomes for students, and those providing policy or practitioner guidance. A globally diverse set of 46 studies and reports were examined, including 24 empirical evaluations of programs reaching over 440,000 disadvantaged learners in both distance and blended learning settings. Most literature claimed an interest in advancing student equity (enrolled or tertiary preparation learners) and/or social inclusion (community learners) with low-skills, low confidence, and/or low levels of previous education. In contrast to the existing literature, this study found that there was a flourishing of multi-lingual and Languages other than English (LOTE) programs and those addressing regional socio-economic disadvantage. Most cases involved MOOCs and free online resources combined with additional forms of support, including face-to-face study groups. Contrary to the existing debate in the open education literature, the review also found that the legal status of the learning materials (copyright or openly licenced) was of little consequence so long as it was free to the end user. What seemed to matter most was the intentional and collaborative design for disadvantaged cohorts, including the provision of digital or face-to-face personal support. Successful design collaborations often featured learner-centred, non-technical partnerships with community groups which increased the understanding of the needs of particular marginalised learners, while also providing more sustainable and distributed learner support. The review concludes that MOOCs which aim to widen participation in education are an alternative global practice that exists alongside more commercial MOOC offerings. Recommendations are provided for addressing gaps in offerings, and improving design and research.

104 citations


Journal ArticleDOI
TL;DR: It is proposed that advantaged group members can be motivated to participate in these movements (a) to improve the status of the disadvantaged group, (b) to meet their own personal needs, and (d) because this behavior aligns with their moral beliefs.
Abstract: White Americans who participate in the Black Lives Matter movement, men who attended the Women's March, and people from the Global North who work to reduce poverty in the Global South-advantaged group members (sometimes referred to as allies) often engage in action for disadvantaged groups. Tensions can arise, however, over the inclusion of advantaged group members in these movements, which we argue can partly be explained by their motivations to participate. We propose that advantaged group members can be motivated to participate in these movements (a) to improve the status of the disadvantaged group, (b) on the condition that the status of their own group is maintained, (c) to meet their own personal needs, and (d) because this behavior aligns with their moral beliefs. We identify potential antecedents and behavioral outcomes associated with these motivations before describing the theoretical contribution our article makes to the psychological literature.

99 citations


Journal ArticleDOI
TL;DR: It is argued that the impacts of lockdown-induced school and rural child-care center closures on education and health outcomes for the urban and rural poor are likely to be much more severe for girls as well as for children from already disadvantaged ethnic and caste groups.
Abstract: A vast majority of the relief and rehabilitation packages announced in the months following the nationwide lockdown in India have focused on economic rehabilitation. However, the education sector has remained absent from this effort, including in India's central government's 250 billion dollar stimulus package. In this paper, we discuss the implications of lockdown-induced school and rural child-care center closures on education and health outcomes for the urban and rural poor. We especially focus on food and nutritional security of children who depend on school feeding and supplementary nutrition programs. We argue that the impacts are likely to be much more severe for girls as well as for children from already disadvantaged ethnic and caste groups. We also discuss ways in which existing social security programs can be leveraged and strengthened to ameliorate these impacts.

72 citations


Journal ArticleDOI
TL;DR: Using a large and heterogeneous dataset, Hässler et al. show that intergroup contact and support for social change towards greater equality are positively associated among members of advantaged groups, but negatively associated among disadvantaged groups.
Abstract: Guided by the early findings of social scientists, practitioners have long advocated for greater contact between groups to reduce prejudice and increase social cohesion. Recent work, however, suggests that intergroup contact can undermine support for social change towards greater equality, especially among disadvantaged group members. Using a large and heterogeneous dataset (12,997 individuals from 69 countries), we demonstrate that intergroup contact and support for social change towards greater equality are positively associated among members of advantaged groups (ethnic majorities and cis-heterosexuals) but negatively associated among disadvantaged groups (ethnic minorities and sexual and gender minorities). Specification-curve analysis revealed important variation in the size-and at times, direction-of correlations, depending on how contact and support for social change were measured. This allowed us to identify one type of support for change-willingness to work in solidarity- that is positively associated with intergroup contact among both advantaged and disadvantaged group members.

70 citations


Journal ArticleDOI
TL;DR: Millions of children could be adversely affected by the COVID‐19 pandemic and it is anticipated that the greatest impact could be on those in poor socioeconomic groups, who are already vulnerable and disadvantaged.
Abstract: Millions of children could be adversely affected by the COVID-19 pandemic and we anticipate that the greatest impact could be on those in poor socioeconomic groups, who are already vulnerable and disadvantaged. However, some positive changes could also come out of this global crisis. This paper discusses what we see as the possible effects of this pandemic.

69 citations


Journal ArticleDOI
TL;DR: There is an urgent need for research and policy solutions regarding the impact of the COVID-19, with particular attention to the needs of disadvantaged and vulnerable populations, a foundation for which is offered in this discussion.
Abstract: The COVID-19 pandemic has had disproportionately negative impacts on socially disadvantaged and underserved populations around the world. Inequality and the related social determinants that impact certain groups are directly related to the adverse health outcomes of vulnerable populations during the pandemic. People in disadvantaged communities are generally more prone to occupational exposure to the virus and tend to have limited access to health care and higher rates of comorbidities. Outcomes related to widespread school closures are also of particular concern for underserved communities. Additionally, these populations are more susceptible to the negative economic outcomes of the pandemic. There is an urgent need for research and policy solutions regarding the impact of the COVID-19, with particular attention to the needs of disadvantaged and vulnerable populations, a foundation for which is offered in this discussion.

68 citations


Journal ArticleDOI
TL;DR: Experiences of discrimination within the healthcare setting may present a barrier to healthcare for people that are socially disadvantaged due to gender, immigration, race/ethnicity, or religion, and researchers and policymakers should consider barriers to healthcare that lie within the Healthcare experience itself as potential intervention targets.
Abstract: People in socially disadvantaged groups face a myriad of challenges to their health. Discrimination, based on group status such as gender, immigration generation, race/ethnicity, or religion, are a well-documented health challenge. However, less is known about experiences of discrimination specifically within healthcare settings, and how it may act as a barrier to healthcare. Using data from a nationally representative survey of France (N = 21,761) with an oversample of immigrants, we examine rates of reported discrimination in healthcare settings, rates of foregoing healthcare, and whether discrimination could explain disparities in foregoing care across social groups. Rates of both reporting discrimination within healthcare and reporting foregone care in the past 12 months were generally highest among women, immigrants from Africa or Overseas France, and Muslims. For all of these groups, experiences of discrimination potentially explained significant proportions of their disparity in foregone care (Percent disparity in foregone care explained for: women = 17%, second-generation immigrants = 8%, Overseas France = 13%, North Africa = 22%, Sub-Saharan Africa = 32%, Muslims = 26%). Rates of foregone care were also higher for those of mixed origin and people who reported “Other Religion”, but foregone healthcare was not associated with discrimination for those groups. Experiences of discrimination within the healthcare setting may present a barrier to healthcare for people that are socially disadvantaged due to gender, immigration, race/ethnicity, or religion. Researchers and policymakers should consider barriers to healthcare that lie within the healthcare experience itself as potential intervention targets.

63 citations


Journal ArticleDOI
TL;DR: It is highlighted that eHealth literacy is generally overlooked in developing eHealth interventions targeted at socially disadvantaged groups, whereas evidence about the effectiveness of such interventions is limited.
Abstract: Background: Electronic health (eHealth) has the potential to improve health outcomes. However, eHealth systems need to match the eHealth literacy needs of users to be equitably adopted. Socially disadvantaged groups have lower access and skills to use technologies and are at risk of being digitally marginalized, leading to the potential widening of health disparities. Objective: This systematic review aims to explore the role of eHealth literacy and user involvement in developing eHealth interventions targeted at socially disadvantaged groups. Methods: A systematic search was conducted across 10 databases for eHealth interventions targeted at older adults, ethnic minority groups, low-income groups, low-literacy groups, and rural communities. The eHealth Literacy Framework was used to examine the eHealth literacy components of reviewed interventions. The results were analyzed using narrative synthesis. Results: A total of 51 studies reporting on the results of 48 interventions were evaluated. Most studies were targeted at older adults and ethnic minorities, with only 2 studies focusing on low-literacy groups. eHealth literacy was not considered in the development of any of the studies, and no eHealth literacy assessment was conducted. User involvement in designing interventions was limited, and eHealth intervention developmental frameworks were rarely used. Strategies to assist users in engaging with technical systems were seldom included in the interventions, and accessibility features were limited. The results of the included studies also provided inconclusive evidence on the effectiveness of eHealth interventions. Conclusions: The findings highlight that eHealth literacy is generally overlooked in developing eHealth interventions targeted at socially disadvantaged groups, whereas evidence about the effectiveness of such interventions is limited. To ensure equal access and inclusiveness in the age of eHealth, eHealth literacy of disadvantaged groups needs to be addressed to help avoid a digital divide. This will assist the realization of recent technological advancements and, importantly, improve health equity.

Journal ArticleDOI
TL;DR: It is suggested that efforts to address belonging concerns at broad-access, majority-minority institutions can improve core academic outcomes for historically disadvantaged students at institutions designed to increase college accessibility.
Abstract: Broad-access institutions play a democratizing role in American society, opening doors to many who might not otherwise pursue college. Yet these institutions struggle with persistence and completio...

Journal ArticleDOI
TL;DR: In this article, the authors report that evidence suggests that Black and minority ethnic (BME) students and staff continue to be disadvantaged in higher education institutions in the UK, and that policy making has been introduced to specif...
Abstract: Evidence suggests that Black and minority ethnic (BME) students and staff continue to be disadvantaged in higher education institutions (HEIs) in the UK. Policy making has been introduced to specif...

Journal ArticleDOI
TL;DR: The SPODER conceptual framework as mentioned in this paper explores the nature of poverty and its implications for various aspects of entrepreneurship, identifies problematic aspects of the typical low-income startup, and presents the SPODERS conceptual framework for fostering entrepreneurial development among the poor: supportive infrastructure, preparation of the entrepreneur; expanded opportunity horizons; finding sources of differentiation; a well-designed economic model; and leveraging community resources.

Journal ArticleDOI
TL;DR: The term “social distancing” has been widely used with the aim to encourage the general population to physically distance themselves from others in order to reduce the spread of the virus, but can have unintended but detrimental effects.

Journal ArticleDOI
TL;DR: This paper evaluated the impact of an argumentation intervention on the socioscientific issue of climate change with Year 10 students in a disadvantaged Australian school and found that the students became aware of the need to justify their decisions with scientific evidence.
Abstract: Improving the ability of young people to construct arguments about controversial science topics is a desired outcome of science education. The purpose of this research was to evaluate the impact of an argumentation intervention on the socioscientific issue of climate change with Year 10 students in a disadvantaged Australian school. After participation in a professional development workshop on climate change science, socioscientific issues and argumentation, an early career teacher explicitly taught argumentation over four non-consecutive lessons as part of a 4 week (16 lesson) topic on Earth science. Thirty students completed a pre- and post-test questionnaire to determine their understanding of climate change science and their ability to construct an argument about a climate change socioscientific issue. Students’ understanding of climate change improved significantly (p < .001) with a large effect size. There was also a significant increase (p < .05) in the number of categories provided in written arguments about a climate change issue. Qualitative data, comprising classroom observation field notes, lesson transcripts, work samples, and teacher and student interviews, were analysed for the extent to which the students’ argumentation skills improved. At the end of the intervention, students became aware of the need to justify their decisions with scientific evidence. It is concluded that introducing argumentation about climate change socioscientific issues to students in a disadvantaged school can improve their argumentation skills.

Journal ArticleDOI
TL;DR: In the South African health system, the socio-economically disadvantaged are discriminated against across the continuum of access, while NHI offers a means to enhance ability to pay and to address affordability, while disparities between actual and perceived need warrants investment in health literacy outreach programmes.
Abstract: The National Development Plan (NDP) strives that South Africa, by 2030, in pursuit of Universal Health Coverage (UHC) achieve a significant shift in the equity of health services provision. This paper provides a diagnosis of the extent of socio-economic inequalities in health and healthcare using an integrated conceptual framework. The 2012 South African National Health and Nutrition Examination Survey (SANHANES-1), a nationally representative study, collected data on a variety of questions related to health and healthcare. A range of concentration indices were calculated for health and healthcare outcomes that fit the various dimensions on the pathway of access. A decomposition analysis was employed to determine how downstream need and access barriers contribute to upstream inequality in healthcare utilisation. In terms of healthcare need, good and ill health are concentrated among the socio-economically advantaged and disadvantaged, respectively. The relatively wealthy perceived a greater desire for care than the relatively poor. However, postponement of care seeking and unmet need is concentrated among the socio-economically disadvantaged, as are difficulties with the affordability of healthcare. The socio-economic divide in the utilisation of public and private healthcare services remains stark. Those who are economically disadvantaged are less satisfied with healthcare services. Affordability and ability to pay are the main drivers of inequalities in healthcare utilisation. In the South African health system, the socio-economically disadvantaged are discriminated against across the continuum of access. NHI offers a means to enhance ability to pay and to address affordability, while disparities between actual and perceived need warrants investment in health literacy outreach programmes.

Journal ArticleDOI
TL;DR: The Covid‐19 pandemic needs to be considered from two perspectives simultaneously: ethical, epidemiological, and economic reasons demand that rationing approaches give priority to groups who have been structurally and historically disadvantaged, even if this means that overall life years gained may be lower.
Abstract: The Covid-19 pandemic needs to be considered from two perspectives simultaneously. First, there are questions about which policies are most effective and fair in the here and now, as the pandemic unfolds. These polices concern, for example, who should receive priority in being tested, how to implement contact tracing, or how to decide who should get ventilators or vaccines when not all can. Second, it is imperative to anticipate the medium- and longer-term consequences that these policies have. The case of vaccine rationing is particularly instructive. Ethical, epidemiological, and economic reasons demand that rationing approaches give priority to groups who have been structurally and historically disadvantaged, even if this means that overall life years gained may be lower.

Journal ArticleDOI
TL;DR: In this paper, the authors investigated the activity space of the low-income group in comparison with other income groups in Hong Kong from 2002 to 2011, a period when several subway lines were opened.

Journal ArticleDOI
TL;DR: Holiday clubs are public or privately operated organizations that provide child care services and healthy food to disadvantaged children in the United Kingdom (UK) when schools are not in session as mentioned in this paper.
Abstract: Holiday clubs—publicly or privately operated organizations that provide child care services and healthy food to disadvantaged children in the United Kingdom (UK) when schools are not in session—are...

Journal ArticleDOI
TL;DR: There was little evidence that digital technology access and use is negatively associated with young adolescents' well-being, and youth from economically disadvantaged families were equally likely to have access to digital technologies, but were more likely than their more affluent peers to report negative online experiences.

Journal ArticleDOI
TL;DR: For instance, this paper found that gender minorities experience significant challenges to their routine mobility on public transit, such as harassment, discrimination, and violence, while attempting to use public transit.

Journal ArticleDOI
TL;DR: There has been increasing access to higher education enrolment for disadvantaged individuals following the Bradley Review of Australian higher education as mentioned in this paper. But progress has been made, while progress was made, stude...
Abstract: There has been increasing access to higher education enrolment for disadvantaged individuals following the Bradley Review of Australian higher education. While progress has been made, stude...

Proceedings Article
01 Jul 2020
TL;DR: This work examined the utility of institutional data, learning management system (LMS) data, and survey data for accurately and fairly predicting short-term and long-term student success and found that institutional data and LMS data both have decent predictive power, but survey data shows very little predictive utility.
Abstract: In higher education, predictive analytics can provide actionable insights to diverse stakeholders such as administrators, instructors, and students. Separate feature sets are typically used for different prediction tasks, e.g., student activity logs for predicting in-course performance and registrar data for predicting long-term college success. However, little is known about the overall utility of different data sources across prediction tasks and the fairness of their predictions with respect to different subpopulations. Using data from over 2,000 college students at a large public university, we examined the utility of institutional data, learning management system (LMS) data, and survey data for accurately and fairly predicting short-term and long-term student success. We found that institutional data and LMS data both have decent predictive power, but survey data shows very little predictive utility. Combining institutional data with LMS data leads to even higher accuracy than using either alone. In terms of fairness, using institutional data consistently underestimates historically disadvantaged student subpopulations more than their peers, whereas LMS data tend to overestimate some of these groups more often. Combining the two data sources does not fully neutralize the biases and still leads to high rates of underestimation among disadvantaged groups. Moreover, algorithmic biases affect not only demographic minorities but also students with acquired disadvantages. These analyses serve to inform more cost-effective and equitable use of student data for predictive analytics applications in higher education.

Journal ArticleDOI
TL;DR: In this paper, the authors investigated salient features of built and social environments that are essential to support low-income ageing residents. And they found that these broad ideals enabled participants to cultivate residential wellbeing and fulfilling place attachment.
Abstract: What constitutes a ‘good place to grow old’? This study aimed to characterise salient features of built and social environments that are essential to support low-income ageing residents. Seated and mobile interviews were conducted with community-dwelling older participants (aged 55–92, mean = 71 years) in three distinct socio-economic and geographic samples of the Minneapolis (Minnesota, United States of America) metropolitan area. The interviews prompted participants to evaluate their homes and neighbourhoods, and probed for particular socio-spatial characteristics that impact residential wellbeing. Qualitative thematic analyses focused on 38 individuals living in subsidised housing and homeless shelters. Four interrelated themes encompassed essential residential qualities: (a) safety and comfort, (b) service access, (c) social connection, and (d) stimulation. These broad ideals, when achieved, enabled participants to cultivate residential wellbeing and fulfilling place attachment. Analyses of the empirical data complicate theoretical assumptions by recognising unequal access to, irregular opportunities for and potential dangers of place attachment. Rich descriptions of participant homelessness, health hazards, crime, lack of supportive infrastructure and social isolation illustrate how place attachment is not inherently positive or necessarily attainable; rather, it is problematic and can involve risk. This article extends geographical gerontology's address of socio-spatial inequalities by focusing on disadvantaged ageing individuals.

Journal ArticleDOI
17 Jun 2020
TL;DR: In this article, the authors argue that in the current situation, tel education, regardless of its virtues and support for education, exacerbates the educational inequalities of the students, and that the shift from presenciality to virtuality of education has affected, to a greater extent, students from the most disadvantaged socioeconomic strata, students of public education, even more so, those who reside in rural areas, and even Furthermore, students with parents with low levels of instruction.
Abstract: Due to the health emergency caused by COVID-19, countries were forced to suspend presencials school activities. In this context, in order to safeguard the health of students and guarantee the continuity of education, the Ministry of Education in Ecuador ordered from March 16, 2020, to continue the educational process at the national level through the use of telematics resources. However, experience shows that such a decision has once again marked the social inequalities that exist between different sectors of the population. Teleducation has exposed educational gaps among students. The shift from presenciality to virtuality of education has affected, to a greater extent, students from the most disadvantaged socioeconomic strata, students of public education, even more so, those who reside in rural areas, and even Furthermore, students with parents with low levels of instruction. This work argues that in the current situation, teleducation, regardless of its virtues and support for education, exacerbates the educational inequalities of the students.

Journal ArticleDOI
TL;DR: In this article, the authors explored refugee background students' perceptions of the barriers to higher education and built on previous research by including participants of varied ages, locations and study statuses, who were aspiring to enrol, or currently enrolled in universities.
Abstract: In view of the so-called ‘refugee crisis’ which began in late 2014, there is a growing potential demand for higher education opportunities amongst refugee communities in England and more widely in Europe. Whilst exact numbers are not certain, it is necessary to establish whether such demands can be met at all. Based on in-depth semi-structured interviews with nineteen refugees and asylum seekers residing in England, this study explores refugee background students’ perceptions of the barriers to higher education and builds on previous research by including participants of varied ages, locations and study statuses — namely, aspiring to enrol, or currently enrolled in universities. While existing previous research provided extensive accounts of barriers to access, these were presented as separate issues, where in reality, these factors rarely occur in isolation. Thus, the analytical focus in this paper concerns how these different barriers to access not only accumulate, but also inter-relate and exacerbate each other, leading to what can be described as a super-disadvantage. This new term is proposed here as indicating the extreme degree of denial of equal access to educational opportunities experienced by those with refugee background, resulting from the added, independent effect of their migration experiences, status, and the socio-economic realities of living as a refugee. It is argued that this ‘super-disadvantage’ cannot be overcome without deliberate changes to outreach and support delivered by universities. These must be developed in partnerships with third sector experts and the refugee background students themselves.

Journal ArticleDOI
TL;DR: The authors discusses the concept of democratic professionalism and argues that it offers a way to frame teacher education so that it can contribute to more productively managing long standing tens of thousands of teachers.
Abstract: This paper discusses the concept of democratic professionalism and argues that it offers a way to frame teacher education so that it can contribute to more productively managing long standing tensi...

Journal ArticleDOI
TL;DR: The impact of COVID-19 is highlighted on those already suffering health inequities through consideration of some of the social determinants of health on groups in affluent and poorer nations.
Abstract: The COVID-19 pandemic has had a significant impact globally. Most affected, however, are those individuals and groups routinely disadvantaged by the social injustice created by the misdistribution of power, money, and resources. Simple measures that prevent the spread of COVID-19, such as frequent hand washing and social distancing, are unavailable to millions of people in the wealthiest of nations and in the poorest of nations. Disadvantaged groups are impacted more directly and in disproportionately higher numbers due to existing poor health, and the disruption of services central to securing an income and an education will have lasting consequences for their futures. The unintended effect of exclusionary government policies is that privileged citizens and healthcare systems are also at greater risk. This paper seeks to highlight the impact of COVID-19 on those already suffering health inequities through consideration of some of the social determinants of health on groups in affluent and poorer nations. It also highlights some of the factors that may assist in tackling health inequities as we emerge from this pandemic.

Journal ArticleDOI
TL;DR: This article studied the UK's university application system, in which students apply based on predicted examination grades, rather than actual results, and used three years of UK university applications data to study it.
Abstract: We study the UK's university application system, in which students apply based on predicted examination grades, rather than actual results. Using three years of UK university applications data we f...