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Related Concept Videos

Parenting Styles01:27

Parenting Styles

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Diana Baumrind's four parenting styles — authoritarian, authoritative, neglectful, and permissive — each influence children's socio-emotional development differently.
Authoritarian Parenting
This style is strict and controlling, with little room for open dialogue. Authoritarian parents demand obedience and often enforce rules with minimal warmth. Children raised this way may lack social skills and initiative, usually comparing themselves to others unfavorably.
Authoritative...
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Socioemotional Experience and Gender Development01:30

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Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
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Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
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Stereotypes, Prejudice, and Discrimination02:55

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Humans are very diverse and although we share many similarities, we also have many differences. The social groups we belong to help form our identities (Tajfel, 1974). These differences may be difficult for some people to reconcile, which may lead to prejudice toward people who are different. Prejudice is a negative attitude and feeling toward an individual based solely on one’s membership in a particular social group (Allport, 1954; Brown, 2010). Prejudice is common against people who...
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Conduct Disorder01:28

Conduct Disorder

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Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
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Bullying02:04

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A modern form of aggression is bullying. As you learn in your study of child development, socializing and playing with other children is beneficial for children’s psychological development. However, as you may have experienced as a child, not all play behavior has positive outcomes. Some children are aggressive and want to play roughly. Other children are selfish and do not want to share toys. One form of negative social interactions among children that has become a national concern is...
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Racial differences in parent response to COVID schooling policies.

Micah Y Baum1, Brian A Jacob1,2

  • 1Gerald R. Ford School of Public Policy, University of Michigan, Ann Arbor, MI 48109.

Proceedings of the National Academy of Sciences of the United States of America
|January 8, 2024
PubMed
Summary

School COVID-19 policies impacted student enrollment differently based on race. White students declined more in virtual settings, while non-White students declined more in in-person settings.

Keywords:
COVID-19racial disparitiesschool enrollment

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Area of Science:

  • Education Policy
  • Public Health
  • Sociology

Background:

  • The COVID-19 pandemic prompted varied school policies, including remote and in-person learning.
  • Disparities in educational experiences and outcomes related to race and ethnicity are a persistent concern.

Purpose of the Study:

  • To investigate how school COVID-19 policies affected student enrollment across different age and racial/ethnic groups.
  • To analyze enrollment trends within school districts to isolate subgroup heterogeneity.

Main Methods:

  • Analysis of enrollment data for over 9,000 U.S. public school districts, covering the 2020-2021 and 2021-2022 school years.
  • Comparison of enrollment trends within districts to control for district-level characteristics.
  • Accounting for district selection into different learning modes (virtual vs. in-person).

Main Results:

  • Enrollment responses to COVID-19 policies varied significantly by race/ethnicity.
  • In districts starting virtually, White enrollment declined more; in districts starting in-person, non-White enrollment declined more.
  • Black, Hispanic, and Asian families showed greater enrollment responses to higher COVID-19 death rates compared to White families.

Conclusions:

  • School COVID-19 policies created disparate impacts on student enrollment, particularly affecting racial and ethnic minority groups.
  • Enrollment differences persisted into the 2021-2022 school year, highlighting the long-term effects of pandemic policies.
  • Findings underscore the disproportionate risks faced by communities of color during the pandemic.