Socioeconomic status and school absenteeism: A systematic review and narrative synthesis
Socioeconomic status and school absenteeism: A systematic review and narrative synthesis
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社会经济地位和学校缺勤：系统回顾和叙述综合
DOI：
10.1002/rev3.3291
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发表时间：
2021
影响因子：
2.4
通讯作者：
Sosu E
中科院分区：
文献类型：
--
作者：
Sosu E
旷课对人生的结果是有害的，而且众所周知是社会经济分层的。然而，考虑到家庭社会经济地位（SES）的多层面性质（例如，收入、教育、职业地位）和缺勤（例如，逃学、生病、停课）。尽管有大量关于入学方面社会经济不平等的文献，但没有关于社会经济地位和缺课的系统性综述。这项研究系统地回顾并提供了1998年至2019年期间发表的关于SES维度与缺勤形式之间关系的期刊文章（n= 55）的叙述性综合。大多数来自高收入背景的研究发现，社会经济地位与缺勤之间存在预期方向的关联，尽管平均效应量很小。研究在很大程度上证实了这些研究结果，这些研究结果适用于处于失学风险的人群以及来自低收入和中等收入国家的人群。有更多的证据表明，缺勤和SES之间的关联在家庭比学校的水平。使用社会经济地位衡量财政资源的研究（例如，免费或减价午餐）比测量社会文化资源的研究（例如，家长教育）。我们发现有限的证据表明，缺勤的社会经济差距因缺勤原因而异。关于社会经济地位和缺勤之间的中介途径的研究很少。一个关键的含义是，试图解决不平等的教育成果必须包括解决SES差距在schoolattendance.Context和implicationsRationale为这项研究我们的叙述性综述综合了文献的社会经济地位（SES）和学校absentionis.Why的新发现matterInequalities在学校缺勤可能部分占社会经济差距在儿童的学业成就。我们发现，在我们回顾的大多数研究中，较低的社会经济地位与较高的缺勤率相关，包括弱势群体。对政策制定者和教育工作者的影响鉴于强有力的证据表明，缺课对儿童的学业成绩有害，政策制定者和实践者需要明确关注解决入学方面的社会经济差异，以缩小社会经济地位成就差距。这对于应对全球各地因新冠肺炎疫情而关闭学校的后果尤为重要。应采取一种解决多种不利因素的交叉办法，以解决入学率不平等的问题。研究人员应该解决几个差距，例如直接比较SES对不同缺勤原因的影响，并研究SES导致缺勤的机制。
School absenteeism is detrimental to life course outcomes and is known to be socioeconomically stratified. However, the link between socioeconomic status (SES) and school absence is complex given the multidimensional nature of both family SES (e.g., income, education, occupational status) and absenteeism (e.g., truancy, sickness, suspension). Despite the vast literature on socioeconomic inequalities in school attendance, no systematic review on SES and school absenteeism exists. This study systematically reviewed and provides a narrative synthesis of journal articles (n= 55) published between 1998 to 2019 on the association between SES dimensions and forms of absenteeism. The majority of studies from high‐income contexts found an association between SES and absenteeism in the expected direction, albeit on average with small effect sizes. Studies largely confirmed these findings among populations at risk of school absence and those from low‐ and middle‐income countries. There was greater evidence for an association between absenteeism and SES measured at the family than the school level. Studies using SES measures of financial resources (e.g., free or reduced‐price lunch) provided more evidence for this association than studies measuring sociocultural resources (e.g., parental education). We found limited evidence that socioeconomic gaps in absenteeism vary by the reasons for absence. Research on the mediating pathways between SES and absenteeism is sparse. A key implication is that attempts to address inequalities in educational outcomes must include tackling SES gaps in school attendance.Context and implicationsRationale for this studyOur narrative review synthesised the literature on socioeconomic status (SES) and school absenteeism.Why the new findings matterInequalities in school absenteeism may partly account for socioeconomic disparities in children’s academic achievement. We found that lower SES is associated with higher levels of absenteeism in most of the studies we reviewed, including among disadvantaged groups.Implications for policy‐makers and practitionersGiven robust evidence that school absences are detrimental to children’s academic achievement, policy‐makers and practitioners need to place an explicit focus on addressing socioeconomic disparities in school attendance in order to close SES achievement gaps. This will be particularly important in tackling the consequences of Covid‐19 related school closures around the world. An intersectional approach that addresses multiple disadvantages should be adopted to tackle inequalities in school attendance. Researchers should address several gaps, such as directly comparing SES effects across different reasons for absenteeism and examining the mechanisms by which SES leads to absenteeism.
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DOI：
10.1111/j.1741-3737.2010.00725.x
发表时间：
2010-06
期刊：
Journal of marriage and the family
影响因子：
--
作者：
Conger RD;Conger KJ;Martin MJ
通讯作者：
Martin MJ
DOI：
10.1177/10634266070150010401
发表时间：
2007-03-01
影响因子：
1.9
作者：
Achilles, Georgianna M.;McLaughlin, Margaret J.;Croninger, Robert G.
通讯作者：
Croninger, Robert G.
DOI：
--
发表时间：
2008
期刊：
影响因子：
--
作者：
M. Darmody;E. Smyth;S. McCoy
通讯作者：
S. McCoy
影响因子：
10.5
作者：
Elwert F;Winship C
通讯作者：
Winship C
阿巴拉契亚学前班的缺勤率和儿童的学业成绩
影响因子：
3
作者：
Anna Rhoad;L. Justice
通讯作者：
L. Justice