Harms Madeline B, Garrett-Ruffin Sherona D
Department of Psychology, University of Minnesota Duluth, Duluth, USA.
Department of Psychology, Bowling Green State University, Bowling Green, USA.
NPJ Sci Learn. 2023 Nov 20;8(1):50. doi: 10.1038/s41539-023-00199-2.
The income-achievement gap is a significant and stubborn problem in the United States, which has been exacerbated by the Covid-19 pandemic. In this article, we link two emerging literatures that have historically been disparate: the neurobiology of poverty as a form of early life stress, and research on educational policies with the potential to reduce SES-based disparities in academic achievement. In doing so, we (1) integrate the literature on poverty-related mechanisms that contribute to early life stress, alter neurobiology, and lead to educational inequities, and (2) based on this research, highlight policies and practices at the school/classroom level and broader structural level that have the potential to address the problem of inequity in our educational systems. We emphasize that educational inequity is a systemic issue, and its resolution will require coordination of local, state, and national policies.
收入成就差距在美国是一个重大且棘手的问题，新冠疫情使其进一步恶化。在本文中，我们将两个历来相互脱节的新兴文献领域联系起来：将贫困的神经生物学作为一种早期生活压力形式，以及对有可能减少基于社会经济地位的学业成就差距的教育政策的研究。在此过程中，我们（1）整合了有关贫困相关机制的文献，这些机制导致早期生活压力、改变神经生物学并引发教育不平等，（2）基于此项研究，强调了学校/课堂层面以及更广泛结构层面上有可能解决我们教育系统中不平等问题的政策和实践。我们强调教育不平等是一个系统性问题，其解决需要地方、州和国家政策的协调配合。
