Losing the race before its start:inequities in early childhood development interventions in China

Extensive research demonstrates the far-reaching impacts of early childhood development (ECD) interventions, including both pre-primary education (PPE) and in-home nurturing. At the same time, a limited understanding of inequalities in ECD exposure across groups of children in many countries poses a fundamental challenge to effective policymaking. This research investigates key factors driving unequal access to PPE and positive parenting for children in China using data from the nationally representative China Family Panel Studies 2010–2018. The research finds substantial and persistent disparities by children’s ethnicity, migration status, household wealth, and mother’s education. While mother’s education dominates variation in both PPE participation and parenting practices, household wealth and ethnicity strongly influence PPE participation but exert less influence than migration status on positive parenting. The research contributes to a deeper understanding of the factors driving inequality in ECD in China, with important implications for targeted policies and programmes in China and beyond.</p

Socio-emotional Skills and the Socioeconomic Achievement Gap

Empirical evidence suggests children’s socio-emotional skills—an important determinant of school achievement—vary according to socioeconomic family background. This study assesses the degree to which differences in socio-emotional skills contribute to the achievement gap between socioeconomically advantaged and disadvantaged children. We used data on 74 countries from the 2018 Programme for International Student Assessment, which contains an extensive set of psychological measures, including growth mindset, self-efficacy, and work mastery. We developed three conceptual scenarios to analyze the role of socio-emotional skills in learning inequality: simple accumulation, multiplicative accumulation, and compensatory accumulation. Our findings are in line with the simple accumulation scenario: Socioeconomically advantaged children have somewhat higher levels of socio-emotional skills than their disadvantaged peers, but the effect of these skills on academic performance is largely similar in both groups. Using a counterfactual decomposition method, we show that the measured socio-emotional skills explain no more than 8.8 percent of the socioeconomic achievement gap. Based on these findings, we argue that initiatives to promote social and emotional learning are unlikely to substantially reduce educational inequality

The life course boat: A theoretical framework for analyzing variation in family lives across time, place, and social location

Objective: We propose a life course theoretical framework for understanding variation in family life courses between birth cohorts (historical time), societies (place), and social groups (social location). Building on the life course paradigm, we explain how key predictors on different levels of analysis can reinforce, precondition, counteract, preclude, or alter each other's influence on family life courses in specific contexts. The proposed framework re‐organizes and extends core principles of the life course paradigm into family life course predictors and outcomes on the individual, relational, and population levels. Background: The life course approach is a well‐recognized interdisciplinary paradigm in family research but often remains too abstract to guide hypotheses about family life course variation. Method: We demonstrate the utility of the proposed framework with a qualitative case study on family life courses in Senegal and a quantitative case study on family life course change between Baby Boomer and Millennial cohorts in the United States using sequence analysis. Results: Findings of the two example applications support that fertility decline in Senegal was primarily driven by material considerations and not by ideational change and that family life course de‐standardization was greater between White Baby Boomers and Millennials compared to Black Boomers and Millennials. Conclusion: Developing narrower mid‐range theories that fill the basic life course principles with substantive content and target specific fields of application, such as family life courses, is promising to advance life course theory

Regional sediment deficits in the Dutch lowlands:Implications for long-term land-use options

Background, Aim and Scope. Coastal and river plains are the surfaces of depositional systems, to which sediment input is a parameter of key-importance. Their habitation and economic development usually requires protection with dikes, quays, etc., which are effective in retaining floods but have the side effect of impeding sedimentation in their hinterlands. The flood-protected Dutch lowlands (so-called dike-ring areas) have been sediment-starved for up to about a millennium. In addition to this, peat decomposition and soil compaction, brought about by land drainage, have caused significant land subsidence. Sediment deficiency, defined as the combined effect of sediment-starvation and drainage-induced volume losses, has already been substantial in this area, and it is expected to become urgent in view of the forecasted effects of climate change (sea-level rise, intensified precipitation and run-off). We therefore explore this deficiency, compare it with natural (Holocene) and current human sediment inputs, and discuss it in terms of long-term land-use options. Materials and Methods. We use available 3D geological models to define natural sediment inputs to our study area. Recent progress in large-scale modelling of peat oxidation and compaction enables us to address volume loss associated with these processes. Human sediment inputs are based on published minerals statistics. All results are given as first-order approximations. Results. The current sediment deficit in the diked lowlands of the Netherlands is estimated at 136 ± 67 million m3/a. About 85% of this volume is the hypothetical amount of sediment required to keep up with sea-level rise, and 15% is the effect of land drainage (peat decomposition and compaction). The average Holocene sediment input to our study area (based on a total of 145 km3) is -14 million m3/a, and the maximum (millennium-averaged) input ∼26 million m3/a. Historical sediment deficiency has resulted in an unused sediment accommodation space of about 13.3 km3. Net human input of sediment material currently amounts to ∼23 million m3/a. Discussion. As sedimentary processes in the Dutch lowlands have been retarded, the depositional system's natural resilience to sea-level rise is low, and all that is left to cope is human counter-measure. Preserving some sort of status quo with water management solutions may reach its limits in the foreseeable future. The most viable long-term option therefore seems a combination of allowing for more water in open country (anything from flood-buffer zones to open water) and raising lands that are to be built up (enabling their lasting protection). As to the latter, doubling or tripling the use of filling sand in a planned and sustained effort may resolve up to one half of the Dutch sediment deficiency problems in about a century. Conclusions, Recommendations and Perspectives. We conclude that sediment deficiency - past, present and future - challenges the sustainable habitation of the Dutch lowlands. In order to explore possible solutions, we recommend the development of long-term scenarios for the changing lowland physiography, that include the effects of Global Change, compensation measures, costs and benefits, and the implications for long-term land-use options. © 2007 ecomed publishers (Verlagsgruppe Hüthig Jehle Rehm GmbH)

Family care-giving and living arrangements of functionally impaired elders in rural China

China has seen a rapid decline of the traditional multi-generational household and an increase in rural-to-urban migration, raising concerns about a possible breakdown of the informal support system. Against this background, the paper looks at family care-giving (or the absence thereof) to parents in three different living arrangements: with any child or child-in-law (co-resident); independent with at least one child living in the same community (networked); and without any children in either the household or the community (isolated). It also compares the care-giving arrangements of single elders to those living with a spouse. The sample, which is derived from the comprehensive China Health and Retirement Longitudinal Study (CHARLS), contains data on 887 functionally impaired individuals aged 60 and above. The findings suggest that married parents are mostly cared for by their spouse, even if they co-reside with adult children. Proximity to children is particularly important for single elders, who are more likely to lack a care-giver when living independently. There appears to be a hierarchy in family care responsibilities, where children step in as care-givers only when the spouse is no longer able to fulfil this role. While these findings imply a significant deviation from traditional practices and norms of 'filial piety', they can be interpreted as a rational adaptation to the changed economic circumstances in rural China.</p

Trends in educational stratification during China’s Great Transformation

This study looks at educational inequality in China, a country that has greatly expanded access to education in recent decades. It uses a sequential logit model to study the changing impact of family background on educational transitions, comparing birth cohorts that completed their schooling during different stages of the market transition process. Data are derived from the China Family Panel Studies (CFPS), a large and nationally representative household survey that provides detailed retrospective information. The findings show that educational inequality in reform-era China followed a pattern of maximally maintained inequality. Although educational expansion diminished disparities in obtaining basic education, inequality persisted or even increased in the more advanced levels, especially at the crucial transition to senior high school. Inequalities only started to decrease for the most recent cohorts, when higher-level transitions became almost universal among high-status groups. These findings can be explained by the nature of China’s economic and educational policies, which heavily favoured urban residents and other privileged groups.</p

Segplot: A new method for visualizing patterns of multi-group segregation

Social science research on between-group segregation relies heavily on mathematical indices of exposure and unevenness, which tell us very little about the underlying patterns of segregation. We present a new visual method for analyzing two-group and multi-group segregation patterns, which we call a segplot. Segplots provide an intuitive illustration of segregation between schools, neighborhoods, occupations, or other units, adding to the depth and communicability of scholarly research. The visualization shows the entire segregation pattern, as well as the relevant reference distribution used in many measures of segregation. Segplots are particularly useful when comparing patterns of segregation over time, between locations, or between different types of units. For more complex, high-dimensional segregation patterns, we also present an algorithm that can be used to “compress” the pattern to obtain a visually clearer result. We provide illustrative applications to typical problems in segregation research, demonstrating how segplots can be used to complement and enrich a traditional mathematical analysis of between-group segregation.</p

Supplementary_Material – Supplemental material for Daughters’ and Sons’ Remittances in Rural China: Findings From a National Survey

<p>Supplemental material, Supplementary_Material for Daughters’ and Sons’ Remittances in Rural China: Findings From a National Survey by Rob J. Gruijters in Journal of Family Issues</p

Opportunity Hoarding and Elite Reproduction: School Segregation in Post-Apartheid South Africa

Abstract School integration is an important indicator of equality of opportunity and racial reconciliation in contemporary South Africa. Despite its prominence in public and political discourse, however, there is no systemic evidence on the levels and patterns of school segregation. Drawing on the literature on the post-apartheid political settlement and sociological theories of opportunity hoarding, we explain how the small White minority and, to a lesser extent, the new Black middle class monopolized access to South Africa’s most prestigious schools following the abolition of de jure segregation in 1994. Using the 2021 Annual School Survey—an administrative dataset covering all South African schools—and the 2019 Trends in International Mathematics and Science Study school survey, we find very high levels of school segregation along racial as well as socioeconomic lines. White students almost exclusively attend former White schools, have little exposure to the low-income Black majority, and are vastly overrepresented in elite public and private schools. We argue that in South Africa and other contexts with under-resourced education systems, elite capture of the few high-performing schools serves to reproduce race and class privilege.</jats:p