ORA (Round 5) The Development of Inequalities in Child Educational Achievement: A Six Country Study

ORA（第五轮）儿童教育成就不平等的发展：六国研究

• 批准号: ES/S015191/1
• 负责人: Elizabeth Washbrook
• 金额: $ 33.53万
• 依托单位: University of Bristol
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FS015191%2F1
• 关键词: ORA; Round; Development; Inequalities; Child

Inequalities in child development by parental socioeconomic status (SES) are a direct impediment to social mobility and life chances and hence are a concern across OECD countries. This project aims to advance understanding of SES disparities in child development by leveraging detailed cohort and administrative data from six rich countries - France, Germany, Japan, Netherlands, the UK, and the US -- that are similar enough to form valid comparisons, but also sufficiently different to allow us to learn about the role of context in the development of inequalities. Because different aspects of development matter, and may be differentially affected by SES and by country contexts, we conceptualize child development broadly, to include cognitive development (language/literacy and maths skills, school achievement) and also social/emotional development (attention skills, behaviour problems) and health (overall health, obesity). The novel features of the project are to move beyond cross-sectional and single country snapshots and to embed examination of multiple developmental stages, multiple outcomes, and multiple countries in a highly harmonized framework. We aim to provide new evidence on the dynamics of inequalities in childhood and adolescence, what factors influence them, and how national contexts strengthen or buffer these processes.

父母社会经济地位（SES）在儿童发展方面的不平等是社会流动性和生活机会的直接障碍，因此是经合组织国家关注的问题。该项目旨在通过利用来自六个富裕国家（法国、德国、日本、荷兰、英国和美国）的详细队列和行政数据，促进对SES儿童发展差异的理解。这些国家足够相似，可以形成有效的比较，但也足够不同，可以让我们了解背景在不平等发展中的作用。由于发展的不同方面很重要，而且可能受到社会经济地位和国家背景的不同影响，因此我们对儿童发展进行了广泛的概念化，包括认知发展（语言/识字和数学技能、学业成绩）、社会/情感发展（注意力技能、行为问题）和健康（整体健康、肥胖）。该项目的新颖之处在于，它超越了横断面和单一国家概况，将对多个发展阶段、多种成果和多个国家的考察纳入一个高度协调的框架。我们的目标是提供关于儿童和青少年不平等动态的新证据，哪些因素影响它们，以及国家背景如何加强或缓冲这些进程。

项目成果

Explaining gaps by parental education in children's early language and social outcomes at age 3-4 years: evidence from harmonised data from three countries

解释父母教育对儿童 3-4 岁早期语言和社会结果的差距：来自三个国家统一数据的证据

• DOI: 10.1007/s12144-022-03754-z
• 发表时间: 2022
• 期刊: Current Psychology
• 影响因子: 2.8
• 作者: Volodina A

Parental Education-related Gaps in Externalising Behaviour at age 3-4 Years: Evidence from a Harmonised Framework from the United Kingdom, the United States, and the Netherlands

• DOI: 10.1007/s10566-023-09759-4
• 发表时间: 2023-07-06
• 期刊: CHILD & YOUTH CARE FORUM
• 影响因子: 1.8
• 作者: Volodina，Anna;Weinert，Sabine;Kwon，Sarah Jiyoon
• 通讯作者: Kwon，Sarah Jiyoon

Cross-national differences in socioeconomic achievement inequality in early primary school: The role of parental education and income in six countries

小学早期社会经济成就不平等的跨国差异：六个国家父母教育和收入的作用

• DOI: 10.31235/osf.io/hzpwm
• 发表时间: 2023
• 作者: Dräger J

Teacher judgements, student social background, and student progress in primary school: a cross-country perspective

小学教师判断、学生社会背景和学生进步：跨国视角

• DOI: 10.1007/s11618-022-01119-7
• 发表时间: 2022
• 期刊: Zeitschrift für Erziehungswissenschaft
• 作者: Olczyk M

Teacher judgements and gender achievement gaps in primary education in England, Germany, and the US

• DOI: 10.1016/j.ssresearch.2023.102938
• 发表时间: 2023-10-21
• 期刊: SOCIAL SCIENCE RESEARCH
• 影响因子: 2.5
• 作者: Olczyk，Melanie;Gentrup，Sarah;Waldfogel，Jane
• 通讯作者: Waldfogel，Jane