Implications of intersecting socioeconomic and racial-ethnic identities for academic achievement and well-being

Widening Digital Divide: Family Investment, Digital Learning, and Educational Performance of Chinese High School Students During the COVID-19 Pandemic School Closures

The COVID-19 pandemic and school closures highlighted the need for research examining the effects of socio-economic status and digital learning on educational performance. Based on a panel dataset from a Chinese high school during school closures in 2020, our study explored whether the digital divide widened during the pandemic. The results showed that digital learning significantly mediates the association of socio-economic status with educational performance. In contrast, the indirect effects of digital learning were not significant before the outbreak of the COVID-19 pandemic. However, these effects immediately became significant during school closures and remote education instruction during the pandemic. After the schools reopened, the indirect effects of digital learning declined or even disappeared. Our findings provide new evidence for a widening digital divide during the COVID-19 pandemic school closures.

Supplementary Information

The online version contains supplementary material available at 10.1007/s11482-023-10191-y.

Discrimination and Perceived Cultural Mismatch Increase Status-Based Identity Uncertainty

Periods of social mobility, such as attending college, can challenge one's status-based identity, leading to uncertainty around one's status in society. Status uncertainty is associated with poorer well-being and academic outcomes. Little is known, however, about what experiences lead to status uncertainty. The current longitudinal study investigated discrimination experiences and cultural mismatch as predictors of status uncertainty. We propose that discrimination indirectly predicts increased status uncertainty by increasing perceived cultural mismatch with the university. Participants were Latinx college students, all of whom were low-income and/or first generation to college. Discrimination experiences were measured at the end of participants' first year. Cultural mismatch and status uncertainty were measured at the end of Year 2. Status uncertainty was measured again at the end of Year 3. Results indicated that students who experienced more frequent discrimination felt more cultural mismatch 1 year later, and, in turn, reported increased status uncertainty over the following year.

Context Matters: Stress for Minority Students Who Attend Minority-Majority Universities

Research on college student stress has typically focused on institutions where the student population is predominately White and continuing-generation. This study explored student stress in a unique context-a public regional university where the majority of students are Latinx, first-generation (FGCS), and of low socioeconomic status (SES). Of the 355 participants in the study, 72.4% self-identified as Latinx and 59.7% were FGCS. Additionally, on a subjective scale of socioeconomic status (1 = lowest, 10 = highest), the mean response was 5.76 (SD = 1.56). Participants (18 years old or older) who were enrolled in a first-year seminar course were recruited for this study. Through an online survey during Fall 2018, first-year students reported levels of perceived and experienced stress related to academic, economic, intrapersonal, and interpersonal concerns. Results of regression analyses indicated that most types of stress were predicted by students' Latinx identity status and SES; FGCS status did not significantly predict stress. These findings highlight the need to explore solutions to address stress for Latinx and/or low SES students. Additionally, the study underscores the necessity of conducting research at educational institutions in which Latinx, FGC, and low SES students comprise the majority of the student body.

Family Income Level, Variability, and Trend as Predictors of Child Achievement and Behavior

Recent decades have seen increases in the variability of family income, tepid income growth rates for all but the richest families, and widening income inequality. These trends are concerning for child well-being, given the importance of income to parental investments and parenting practices. Growing evidence suggests that a high level of change is disruptive to family processes and that chronic stress affects physiology as well as psychology. This study used the Panel Study of Income Dynamics Child Development Supplement to estimate associations between three dimensions of childhood income dynamics-level, variability, and trend-and child achievement and behavior. After income level was controlled for, income variability during childhood was not associated with child achievement or behavior, but an increasing five-year trend in income-to-needs was modestly beneficial to behavior measures. Subgroup analysis suggests some adverse effects of income variability and trend on reading and behavior for non-White children but no clear patterns by child's age or family income or wealth levels.

Perceived uncertainty stress and its predictors among residents in China during the COVID-19 pandemic

The prevalence of and risk factors for uncertainty stress among residents during the COVID-19 pandemic remain unclear. An online cross-sectional survey was conducted to explore and identify the risk factors for high perceived uncertainty stress among the general public in China during the COVID-19 outbreak. Information about the respondents' socioeconomic characteristics, knowledge of and attitudes towards COVID-19, perceived uncertainty stress, social capital, anxiety, and depressive symptoms was collected and analysed. Among the 1205 respondents, 45.3% (546) reported a high level of uncertainty stress. Multiple linear regression analysis indicated that anxiety (β=3.871,P<0.001) and depression symptoms (β=2.458, P<0.001), family residence (in towns or rural areas) (β=0.947, P<0.001), lack of support for local epidemic control strategies (β=1.253, P<0.001), worry about the pandemic (β=1.191, P<0.001), and symptoms of weakness among family members (β=1.525, P=0.002) were positively associated with perceived uncertainty stress. Cognitive social capital (β=-0.883, P<0.001) and social networks (β=-0.726, P<0.001) were negatively, but social participation (β=0.714, P<0.001) was positively associated with perceived uncertainty stress. Our findings identify factors associated with a higher level of uncertainty stress and should be helpful in the consideration of effective policies and interventions for uncertainty stress during the initial phases of public health emergencies.