极端事件,教育愿望和长期结果
René Iwo1,2, Elizabeth Frankenberg1,2, Cecep Sumantri3
1Department of Sociology, University of North Carolina, Chapel Hill, NC, USA.
Population and environment
|September 6, 2024
概括
2004年印度洋海暂时降低了印度尼西亚阿切的教育愿望. 然而,15年后,家庭背景和个人愿望,而不是灾难暴露,决定了教育成就,显示了幸存者的性.
科学领域:
- 灾难恢复研究的研究.
- 人力资本发展 人力资本发展
- 教育社会学教育的社会学
背景情况:
- 2004年印度洋海摧毁了印度尼西亚阿切岛,造成了广泛的破坏和生命损失.
- 了解这种灾害对教育的长期影响对于人力资本发展至关重要.
研究的目的:
- 检查灾难暴露对教育愿望和成就的影响.
- 为了评估教育轨迹在重大自然灾害后的弹性.
主要方法:
- 利用了来自海后果和恢复研究 (STAR) 的纵向数据.
- 分析了灾难暴露,社区损害和教育成果之间的关系.
- 研究了社会经济因素和父母教育对长期成就的影响.
主要成果:
- 社区损害导致短期教育愿望下降,随着时间的推移,这些愿望逐渐减少.
- 在海后的15年里,孩子的愿望,父母的教育和家庭的社会经济地位等因素是高中和高等教育完成的更强有力的预测因素,而不是灾难暴露.
- 这些发现突显了海幸存者之间显著的弹性.
结论:
- 虽然灾难的初始影响可能会降低教育愿望,但长期的成就更受个人和家庭因素的影响.
- 成功的灾后重建工作可能有助于缓解长期的教育中断.
- 这项研究强调了社区在面对灾难性自然灾害时的非凡性.
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