scholarly journals in education

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Harvard educational review.

Edited by Hannah Castner, Jane Choi, Moisés G. Contreras, Jen Ha, Woohee Kim, Melina Melgoza, Brien Y. Mosely, Catherine E. Pitcher, Anakaren Quintero Davalos, Elizabeth Salinas, Jesse Y. Tang

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Journal Information

ISSN: 0017-8055
eISSN: 1943-5045
Keywords: scholarly journal, education research
First Issue: 1930
Frequency: Quarterly

Description

The Harvard Educational Review (HER) is a scholarly journal of opinion and research in education. The Editorial Board aims to publish pieces from interdisciplinary and wide-ranging fields that advance our understanding of educational theory, equity, and practice. HER encourages submissions from established and emerging scholars, as well as from practitioners working in the field of education. Since its founding in 1930, HER has been central to elevating pieces and debates that tackle various dimensions of educational justice, with circulation to researchers, policymakers, teachers, and administrators.

Our Editorial Board is composed entirely of doctoral students from the Harvard Graduate School of Education who review all manuscripts considered for publication. For more information on the current Editorial Board, please see here.

A subscription to the Review includes access to the full-text electronic archives at our Subscribers-Only-Website .

Editorial Board

2024-2025 Harvard Educational Review Editorial Board Members

Hannah Castner

Editor, 2024-2026

Hannah Castner is a second year PhD student in the Sociology Department at Harvard University. She studies how culture shapes and reproduces inequality within education organizations. In particular, she is interested in how parents, teachers, politicians, and administrators lay claim to education curricula and systems and the consequences of these assertions. One of her ongoing areas of research investigates how teachers respond to state laws restricting discussion of race, gender, and sexuality in U.S. schools. Prior to starting her doctoral studies, Hannah taught English to middle and high school students in France. Hannah holds BAs in sociology and data science from Mount Holyoke College.

Jane Choi

Content Editor 2024-2025 Editor 2023-2025 [email protected] [email protected]

Jane Choi is a third-year PhD student in Sociology with broad interests in culture, race, education, and inequality. Her research examines intra-racial and interracial boundaries in US educational contexts. She has researched legacy and first-generation students at Ivy League colleges, families served by Head Start and Early Head Start programs, and parents of pre-K and kindergarten-age children in the New York City School District. Previously, Jane worked as a Research Assistant in the Family Well-Being and Children’s Development policy area at MDRC and received a BA in Sociology from Columbia University.

Moisés G. Contreras

Moisés G. Contreras is a third-year PhD student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. He is interested in the promise and potential of liberatory and humanizing education occurring within community-based educational spaces. Moisés’s work is informed by diverse youth work experiences both locally and transnationally, having been an English teaching assistant with the Fulbright Program in Italy and a tutor and mentor in a predominantly-Latine Chicago public high school with the AmeriCorps program, City Year. Moisés holds an MA in Educational Policy Studies from the University of Wisconsin-Madison and a BS in Psychology and Italian, with a minor in Latina/Latino Studies, from the University of Illinois at Urbana-Champaign. 

Content Editor 2024-2025 Editor 2023-2025 [email protected] [email protected]

Jen Ha is a third-year PhD student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. Her research explores how high school and undergraduate students produce personal narratives for school applications, scholarships, and professional opportunities. Prior to doctoral studies, Jen served as the Coordinator of Public Humanities at Bard Graduate Center and worked in several roles organizing academic enrichment opportunities and supporting postsecondary planning for students in New Haven and New York City. Jen holds a BA in Humanities from Yale University, where she was an Education Studies Scholar.

Woohee Kim

Co-Chair 2024-2025 Editor 2023-2025 [email protected]

Woohee Kim is a PhD student studying youth activists’ civic and pedagogical practices. Shaped by her activism and research across South Korea, the US, and the UK, Woohee seeks to interrogate how educational spaces are shaped as cultural and political sites and reshaped by activists as sites of struggle. Grounded in her scholar-activist commitments to creating spaces for pedagogies of resistance and transformative possibilities, Woohee hopes to continue exploring the intersections of education, knowledge, power, and resistance.

Melina Melgoza

Melina Melgoza (she/her/ella) is a third-year doctoral student in the Culture, Institutions, and Society concentration at the Harvard Graduate School of Education. She was born and raised in Los Angeles, California, and taught Ethnic Studies and Social Studies in Los Angeles public schools. She is enthusiastic and hopeful about advocating for and participating in liberatory Ethnic Studies practices, both within an educational setting and as an integral aspect of life. Through her research, she hopes to collaborate with various communities in Los Angeles to shed light on the power, message, and potential of Ethnic Studies praxis in educational environments. She sees Ethnic Studies as a social, political, and educational pathway for self-exploration, healing, community building, and solidarity. Prior to starting the doctoral program, she received her B.A. in History and Chicana/o Studies, and her M.Ed. and teaching credential from UCLA, specializing in Social Studies and Ethnic Studies. She also has a Master of Arts in Education from the Harvard Graduate School of Education. 

Brein Y. Mosely

Brein Y. Mosely is a third-year doctoral student in the Education Policy and Program Evaluation concentration at HGSE. She is interested in how quantitative educational researchers use race-based deficit narratives and perpetuate injustice in academic language. She is both a PIER and Stone Inequality fellow. She is also a research assistant for Harvard’s Hutchins Center for African & African American Research Institute on Policing, Incarceration & Public Safety. Prior to their doctoral studies, Brein pursued both a MS and BS in Statistics from the University of Illinois at Urbana-Champaign. 

Catherine E. Pitcher

Development Editor 2024-2025 Editor 2023-2025 [email protected]

Catherine E. Pitcher is a third-year doctoral student at Harvard Graduate School of Education in the Culture, Institutions, and Society program. She has over 10 years of experience in US education in roles that range from special education teacher to instructional coach to department head to educational game designer. She started working in Palestine in 2017, first teaching and then designing and implementing educational programming. Currently, she is working on research to understand how Palestinian youth think about and build their futures. She holds an Ed.M. from Harvard in International Education Policy.

Anakaren Quintero Davalos

Anakaren Quintero Davalos is a 3rd year PhD student at the Harvard Graduate School of Education in the Culture, Institutions, and Society concentration. Her research interests include exploring the manner in which undocumented and immigrant origin students create counterspaces in response and in spite of oppressive institutions, and their advocacy for institutional supports in higher education contexts. Advocating for immigrant rights and working toward collective liberation is the forefront of all the work that she does. She has dedicated many years to serving undocumented students in higher education institutions. She holds a BA from UC Santa Cruz and is a product of the wealth of the community college system.

Elizabeth Salinas

Elizabeth Salinas is a doctoral student in the Education Policy and Program Evaluation concentration at HGSE. She is interested in the intersection of higher education and the social safety net and hopes to examine policies that address basic needs insecurity among college students. Before her doctoral studies, Liz was a research director at a public policy consulting firm. There, she supported government, education, and philanthropy leaders by conducting and translating research into clear and actionable information. Previously, Liz served as a high school physics teacher in her hometown in Texas and as a STEM outreach program director at her alma mater. She currently sits on the Board of Directors at Leadership Enterprise for a Diverse America, a nonprofit organization working to diversify the leadership pipeline in the United States. Liz holds a bachelor’s degree in civil engineering from the Massachusetts Institute of Technology and a master’s degree in higher education from the Harvard Graduate School of Education.

Jesse Y. Tang

Editor, 2024-2025

Jesse Y. Tang is a second-year student in the Doctor of Education Leadership (EdLD) program at Harvard Graduate School of Education. A son of immigrants from Thailand and Hong Kong, Jesse was drawn to education for the powerful potential of schools to transform opportunities in each student’s life. He has two decades of experience working in PreK-8th Grade urban schools in Chicago, Boston, New York City, and Denver. Prior to his doctoral studies, Jesse served as Founding Principal for two schools, Central Queens Academy and Denver Online Elementary, as well as Turnaround Principal at Schmitt Elementary in Denver, CO. Jesse is passionate about increasing diversity within school leadership pipelines, as well as supporting, mentoring and sustaining new principals in their early years. Jesse holds a BS in Psychology from Carnegie Mellon University, an MAT in Teaching from Dominican University, and an EdM in School Leadership from Harvard Graduate School of Education. 

Submission Information

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Contact Information

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Subscriber Support

Individual subscriptions must have an individual name in the given address for shipment. Individual copies are not for multiple readers or libraries. Individual accounts come with a personal username and password for access to online archives. Online access instructions will be attached to your order confirmation e-mail.

Institutional rates apply to libraries and organizations with multiple readers. Institutions receive digital access to content on Meridian from IP addresses via theIPregistry.org (by sending HER your PSI Org ID).

Online access instructions will be attached to your order confirmation e-mail. If you have questions about using theIPregistry.org you may find the answers in their FAQs. Otherwise please let us know at [email protected] .

How to Subscribe

To order online via credit card, please use the subscribe button at the top of this page.

To order by phone, please call 888-437-1437.

Checks can be mailed to Harvard Educational Review C/O Fulco, 30 Broad Street, Suite 6, Denville, NJ 07834. (Please include reference to your subscriber number if you are renewing. Institutions must include their PSI Org ID or follow up with this information via email to [email protected] .)

Permissions

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Article Submission FAQ

Submissions, question: “what manuscripts are a good fit for her ”.

Answer: As a generalist scholarly journal, HER publishes on a wide range of topics within the field of education and related disciplines. We receive many articles that deserve publication, but due to the restrictions of print publication, we are only able to publish very few in the journal. The originality and import of the findings, as well as the accessibility of a piece to HER’s interdisciplinary, international audience which includes education practitioners, are key criteria in determining if an article will be selected for publication.

We strongly recommend that prospective authors review the current and past issues of HER to see the types of articles we have published recently. If you are unsure whether your manuscript is a good fit, please reach out to the Content Editor at [email protected] .

Question: “What makes HER a developmental journal?”

Answer: Supporting the development of high-quality education research is a key tenet of HER’s mission. HER promotes this development through offering comprehensive feedback to authors. All manuscripts that pass the first stage of our review process (see below) receive detailed feedback. For accepted manuscripts, HER also has a unique feedback process called casting whereby two editors carefully read a manuscript and offer overarching suggestions to strengthen and clarify the argument.

Question: “What is a Voices piece and how does it differ from an essay?”

Answer: Voices pieces are first-person reflections about an education-related topic rather than empirical or theoretical essays. Our strongest pieces have often come from educators and policy makers who draw on their personal experiences in the education field. Although they may not present data or generate theory, Voices pieces should still advance a cogent argument, drawing on appropriate literature to support any claims asserted. For examples of Voices pieces, please see Alvarez et al. (2021) and Snow (2021).

Question: “Does HER accept Book Note or book review submissions?”

Answer: No, all Book Notes are written internally by members of the Editorial Board.

Question: “If I want to submit a book for review consideration, who do I contact?”

Answer: Please send details about your book to the Content Editor at [email protected].

Manuscript Formatting

Question: “the submission guidelines state that manuscripts should be a maximum of 9,000 words – including abstract, appendices, and references. is this applicable only for research articles, or should the word count limit be followed for other manuscripts, such as essays”.

Answer: The 9,000-word limit is the same for all categories of manuscripts.

Question: “We are trying to figure out the best way to mask our names in the references. Is it OK if we do not cite any of our references in the reference list? Our names have been removed in the in-text citations. We just cite Author (date).”

Answer: Any references that identify the author/s in the text must be masked or made anonymous (e.g., instead of citing “Field & Bloom, 2007,” cite “Author/s, 2007”). For the reference list, place the citations alphabetically as “Author/s. (2007)” You can also indicate that details are omitted for blind review. Articles can also be blinded effectively by use of the third person in the manuscript. For example, rather than “in an earlier article, we showed that” substitute something like “as has been shown in Field & Bloom, 2007.” In this case, there is no need to mask the reference in the list. Please do not submit a title page as part of your manuscript. We will capture the contact information and any author statement about the fit and scope of the work in the submission form. Finally, please save the uploaded manuscript as the title of the manuscript and do not include the author/s name/s.

Invitations

Question: “can i be invited to submit a manuscript how”.

Answer: If you think your manuscript is a strong fit for HER, we welcome a request for invitation. Invited manuscripts receive one round of feedback from Editors before the piece enters the formal review process. To submit information about your manuscript, please complete the Invitation Request Form . Please provide as many details as possible. The decision to invite a manuscript largely depends on the capacity of current Board members and on how closely the proposed manuscript reflects HER publication scope and criteria. Once you submit the form, We hope to update you in about 2–3 weeks, and will let you know whether there are Editors who are available to invite the manuscript.

Review Timeline

Question: “who reviews manuscripts”.

Answer: All manuscripts are reviewed by the Editorial Board composed of doctoral students at Harvard University.

Question: “What is the HER evaluation process as a student-run journal?”

Answer: HER does not utilize the traditional external peer review process and instead has an internal, two-stage review procedure.

Upon submission, every manuscript receives a preliminary assessment by the Content Editor to confirm that the formatting requirements have been carefully followed in preparation of the manuscript, and that the manuscript is in accord with the scope and aim of the journal. The manuscript then formally enters the review process.

In the first stage of review, all manuscripts are read by a minimum of two Editorial Board members. During the second stage of review, manuscripts are read by the full Editorial Board at a weekly meeting.

Question: “How long after submission can I expect a decision on my manuscript?”

Answer: It usually takes 6 to 10 weeks for a manuscript to complete the first stage of review and an additional 12 weeks for a manuscript to complete the second stage. Due to time constraints and the large volume of manuscripts received, HER only provides detailed comments on manuscripts that complete the second stage of review.

Question: “How soon are accepted pieces published?”

Answer: The date of publication depends entirely on how many manuscripts are already in the queue for an issue. Typically, however, it takes about 6 months post-acceptance for a piece to be published.

Submission Process

Question: “how do i submit a manuscript for publication in her”.

Answer: Manuscripts are submitted through HER’s Submittable platform, accessible here. All first-time submitters must create an account to access the platform. You can find details on our submission guidelines on our Submissions page.

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Cambridge Journal of Education publishes original contributions on all aspects of education with a particular emphasis on articles that span the divide between academic researchers and teachers.

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Published on behalf of the University of Cambridge Faculty of Education by Taylor and Francis Ltd; you can download the Cambridge Journal of Education now (and order copies). The website also provides a variety of online services and information for the Journal.

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Dr. James Craske - University of East Anglia, UK

Dr. Thomas Leeder - University of East Anglia, UK

Dr. Elly Tai - University of Cambridge, UK

Dr. Shuling Wang - University of Southampton, UK

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Tom Patterson cjeadmin @ educ.cam.ac.uk

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British Education Index covers all aspects of educational policy and administration, evaluation and assessment, technology and special educational needs. Indexing British education journals, theses and more, this resource is searchable by educational level and age group.

Education Abstracts is an education research database providing high-quality indexing and abstracts for hundreds of journals. Coverage spans all levels of education and includes adult education, multicultural education and teaching methods.

Education Source is a leading full-text research database designed for education students, researchers and policymakers. Coverage spans all levels of education and includes educational specialties such as multilingual education, health education and testing.

Education Full Text is a research database for education students, professionals and policymakers. It includes full-text education journals that cover the essentials of education and related fields of study, including in-depth coverage of special education.

Education Research Complete is a robust database for education students, professionals and policymakers. Providing hundreds of full-text education journals, it covers all levels of education, from early childhood to higher education.

Educational Administration Abstracts is a database providing bibliographic records covering all areas of educational administration, including educational leadership, educational management and educational research.

ERIC (Education Resources Information Center) is an authoritative database of indexed and full-text education literature and resources. Sponsored by the Institute of Education Sciences of the U.S. Department of Education, it is an essential tool for education researchers of all kinds.

Produced by the Buros Center for Testing at the University of Nebraska, this database provides a comprehensive guide to contemporary testing instruments. Designed for an audience ranging from novice test consumers to experienced professionals, the series contains information for evaluating test products in psychology, education, business and leadership.

Produced by the Buros Center for Testing at the University of Nebraska, this resource is essential for evaluating contemporary testing instruments. Designed for novices and professionals alike, it contains full-text reviews for test products in psychology, education, business and leadership. In addition, it provides a bibliography to all known commercially available English-language tests currently in print.

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Finding Scholarly Articles

PreK-12 Education (Teaching & Learning) Research: Finding Scholarly Articles

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What is a Scholary, Academic, or Peer-Reviewed Journal?

A scholarly, academic, or peer-reviewed journal is a published collection of articles written by scholars in the field. The articles present original research and undergo a peer-review process before publication. Before the article can be published, it is vetted by other scholars for quality and accuracy according to the journal's editorial standards (i.e. the peer-review process). To find these articles, you can browse by journal title listed in the Scholarly Journals in Education (listed by subject) below. To do a targeted search on a topic, you will want to search in the databases listed below.

Browse the Latest Research in Education

Associations & research centers.

Professional associations and research centers are good sites to find research-based information outside of the typical publication stream. Scholars and practitioners in the field usually produce the content found on these sites.

International Literacy Association
National Council for the Social Studies
National Council of Teachers of English
National Council of Teachers of Mathematics
National Science Teachers Association

Databases for finding Journal Articles

The following databases will help you find scholarly articles on education topics:

Articles, periodicals, yearbooks, series, and supplements on special education, educational tests, adult education, multicultural/ethnic education, teaching methods, continuing education, literacy standards, multicultural/ethnic education, etc.

Coverage: 1929 to present. Full text begins 1996

ERIC (ProQuest version) This link opens in a new window Journal articles, conferences, meetings, government documents, theses, dissertations, reports, audiovisual media, bibliographies, directories, books and monographs on education-related literature. more... less... Coverage: 1966 to present.
Child Care and Early Education Research Connections This link opens in a new window Research in child care and early education and promotion of that research in policy making.

Depending on your topic, you may need to broaden your search to include research from other areas such as psychology or history. Here are databases that include scholarly research adjacent to education:

Index of literature covering the history and culture of the United States and Canada. Journal articles, book titles, book reviews, and dissertations.

Coverage: 1910 to present.

Use this link to seamlessly access VU resources via Google Scholar both on and off campus. You can also adjust your Google Scholar settings to display the Vanderbilt Findit@VU link to appear in search results and allow for access from on or off-campus. Access Google Scholar settings by visiting this page (https://scholar.google.com/scholar_settings). Click library links on the left hand menu. in the search box, search for Vanderbilt and select: “Vanderbilt University Library – Findit@VU” (with uppercase F), Click Save.

Add VU to your Google profile: https://scholar.google.com/scholar_settings

Linguistics and Language Behavior Abstracts (LLBA) This link opens in a new window Abstracts and indexing of all areas of linguistics. Applied linguistics, psycholinguistics, history and philosophy of language, syntax and morphology, lexicography, sociolinguistics, nonverbal communication, phonetics, learning disabilities, hearing and speech physiology. more... less... Coverage: 1973 to present.

Search all ProQuest databases simultaneously. Includes arts, humanities, social sciences, news, and science and technology.

PsycINFO This link opens in a new window APA PsycINFO is a comprehensive indexing and abstracts of the international psychological literature. Journals, articles, books, dissertations, etc. Subjects include: applied psychology, communication systems, developmental psychology, educational psychology, experimental human and animal psychology, personality, psychological and physical disorders, physiological psychology and neuroscience, professional personnel and issues, psychometrics and statistics, social psychology, social processes and issues, sports psychology and leisure, treatment and prevention. more... less... Coverage: 1800s to present.
Web of Science: Social Sciences Citation Index (SSCI) This link opens in a new window Social sciences journals, and science and technical journals related to the social sciences. Complete bibliographic data, author abstracts, and references cited. more... less... Coverage: 1900-present.

Scholarly Journals in Education

ELA and Literacy Education
Math Education
Music Education
Science Education
Social Studies Education
Annals of Dyslexia
Early Childhood Research Quarterly
Educational Researcher
Elementary School Journal
Gifted Child Quarterly
Harvard Educational Review
Journal of Adolescent & Adult Literacy
Journal of Early Childhood Literacy
Journal of Educational Psychology
Journal of Learning Disabillities
Journal of Literacy Research
Journal of Research in Reading
Language Arts
Literacy, Research & Instruction
Reading & Writing Quarterly
Reading Research Quarterly
Reading Teacher
Research in the Teaching of English
Scientific Studies of Reading
Voices From the Middle
Yearbook of the Literacy Research Association Prior to 2011, this title was known as 'Yearbook of the National Reading Conference'. Copies of the earlier years are on the shelves with the newer volumes.
American Educational Research Journal
Cognition & Instruction
Educational Studies in Mathematics
Journal for Research in Mathematics Education
Journal of Curriculum Studies
Journal of Mathematical Behavior
Journal of Mathematics Education at Teachers College
Journal of the Learning Sciences
Journal of Urban Mathematics Education
Mathematical Thinking & Learning
Teachers College Record
Urban Education
ZDM = International reviews on mathematical education

These following journals do not have empirical research but could have articles on related topics and cite empirical research:

Mathematics Teacher
Mathematics Teaching in the Middle School
British Journal of Music Education (BJME)
Bulletin of the Council for Research in Music Education.
Contributions to Music Education
General Music Today
International Journal of Music Education (IJME)
International Journal of Research in Choral Singing
Journal of Band Research
Journal of General Music Education
Journal of Music, Technology, and Education
Journal of Research in Music Education (JRME)
Music Educators Journal
Update: Applications of Research in Music Education
International Journal of Science Education
Journal of Research in Science Teaching
Journal of Science Teacher Education
School Science & Mathematics
Science & Children
Science Scope
Critical Education
The Geography Teacher
The Journal of Geography
Journal of Social Studies Research
Learning for Democracy
Social Education
The Social Studies
Social Studies and the Young Learner
Social Studies Research and Practice
Theory & Research in Social Education
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Citable Docs. (3years)
Total Cites (3years)

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	Type
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3	journal	3.956 Q1	151	67	205	3036	2030	198	6.76	45.31	48.23
4	journal	3.914 Q1	73	58	116	4766	837	109	7.32	82.17	27.78
5	journal	3.874 Q1	100	48	130	5704	2101	129	12.20	118.83	57.87
6	journal	3.863 Q1	130	84	216	7477	2702	214	4.93	89.01	55.99
7	journal	3.651 Q1	232	163	597	13475	9892	596	12.14	82.67	47.96
8	journal	3.520 Q1	68	72	199	2880	2148	182	10.46	40.00	44.83
9	journal	3.313 Q1	11	14	46	400	635	40	18.34	28.57	62.96
10	journal	3.227 Q1	29	79	106	5426	2196	105	18.85	68.68	31.47
11	journal	2.966 Q1	185	62	269	5579	3184	253	6.30	89.98	54.17
12	journal	2.838 Q1	54	12	21	1493	236	21	8.20	124.42	61.90
13	journal	2.808 Q1	116	20	74	3639	621	74	7.31	181.95	63.08
14	journal	2.774 Q1	252	53	307	5250	2234	306	6.45	99.06	57.48
15	journal	2.761 Q1	118	51	104	5425	885	103	6.56	106.37	68.78
16	journal	2.738 Q1	106	130	273	5755	2125	272	6.97	44.27	55.08
17	journal	2.606 Q1	105	61	101	2688	644	81	5.00	44.07	52.53
18	journal	2.601 Q1	60	94	161	5032	1493	146	4.15	53.53	58.00
19	journal	2.578 Q1	61	62	183	3613	2510	178	11.28	58.27	52.17
20	journal	2.426 Q1	117	18	76	1500	827	75	9.75	83.33	52.38
21	journal	2.425 Q1	119	120	387	7794	3894	366	9.33	64.95	48.14
22	journal	2.357 Q1	144	80	243	4949	1824	236	6.12	61.86	47.45
23	journal	2.249 Q1	88	229	835	18525	11016	834	12.66	80.90	34.93
24	journal	2.232 Q1	144	35	142	2674	802	141	4.99	76.40	61.98
25	journal	2.198 Q1	107	42	190	3459	1159	174	4.85	82.36	68.75
26	journal	2.158 Q1	109	56	129	2747	762	115	5.14	49.05	63.64
27	journal	2.155 Q1	29	84	192	3501	1345	99	5.38	41.68	45.53
28	journal	2.124 Q1	115	82	166	5522	836	153	4.52	67.34	52.29
29	journal	2.105 Q1	111	23	71	1314	388	66	3.79	57.13	54.90
30	journal	2.082 Q1	289	172	621	11356	3257	614	4.57	66.02	61.38
31	journal	2.075 Q1	104	146	461	9456	3132	458	6.12	64.77	43.27
32	journal	2.065 Q1	127	256	396	15378	3075	392	7.11	60.07	52.47
33	journal	2.041 Q1	113	22	55	1730	276	53	4.17	78.64	50.00
34	journal	2.035 Q1	50	68	187	5429	1767	174	7.37	79.84	55.85
35	journal	2.007 Q1	95	38	106	3403	550	97	4.51	89.55	43.02
36	journal	1.987 Q1	74	0	43	0	328	40	3.11	0.00	0.00
37	journal	1.982 Q1	21	40	63	1645	288	56	4.46	41.13	68.25
38	journal	1.954 Q1	144	186	494	11252	2846	489	5.44	60.49	61.37
39	journal	1.937 Q1	120	899	1482	45502	12101	136	5.91	50.61	34.69
40	journal	1.933 Q1	95	16	58	1494	236	58	3.84	93.38	62.00
41	journal	1.908 Q1	132	96	127	4236	669	122	5.03	44.13	61.15
42	journal	1.906 Q1	157	99	181	9134	1171	168	5.19	92.26	59.22
43	journal	1.898 Q1	60	235	544	12273	3423	526	4.26	52.23	70.75
44	journal	1.888 Q1	122	112	178	5739	923	171	4.44	51.24	47.51
45	journal	1.866 Q1	112	71	150	3408	620	150	3.57	48.00	37.28
46	journal	1.866 Q1	75	98	124	6503	1063	121	8.11	66.36	51.61
47	journal	1.852 Q1	62	89	123	4840	1140	112	5.56	54.38	57.95
48	journal	1.842 Q1	62	76	99	5306	789	91	7.30	69.82	41.16
49	journal	1.842 Q1	114	179	313	12758	2443	312	7.41	71.27	46.41
50	journal	1.840 Q1	111	55	151	5498	837	149	4.29	99.96	65.33

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ulrichsweb.com (Ulrich's Periodicals Directory) Ulrich's is a database containing information on over 300,000 periodicals of all types, including academic, scholarly, peer-reviewed and more. (NOTE: Ulrich’s is not used to search for specific articles, rather it is a tool used to identify specific journals in your field of study.)
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AERA Open "A peer-reviewed, open access journal published by the American Educational Research Association (AERA)."
Afterschool Matters An open access peer-reviewed journal from the National Institute on Out-of-School Time.
American Educational Research Journal AERJ "publishes original empirical and theoretical studies and analyses in education that constitute significant contributions to the understanding and/or improvement of educational processes and outcomes." A blind peer reviewed journal from the American Educational Research Association.
American Journal of Education Sponsored by the Pennsylvania State College of Education, this peer reviewed journal publishes articles "that present research, theoretical statements, philosophical arguments, critical syntheses of a field of educational inquiry, and integrations of educational scholarship, policy, and practice."
Australian Journal of Teacher Education This open access peer- reviewed journal publishes research related to teacher education.
Child Development "As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930." Uses blind peer review.
Cognition and Instruction This peer reviewed journal publishes articles on the "rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence." Articles are sometimes blind reviewed.
Comparative and International Education This open access peer-reviewed journal "is published twice a year and is devoted to publishing articles dealing with education in a comparative and international perspective."
Computers and Education Publishes peer reviewed articles on the use of computing technology in education.
Contemporary Educational Psychology "publishes articles that involve the application of psychological theory and science to the educational process."
Current Issues in Emerging eLearning (CIEE) "an open access, peer-reviewed, online journal of research and critical thought on eLearning practice and emerging pedagogical methods."
Democracy and Education Open access peer-reviewed journal "seeks to support and sustain conversations that take as their focus the conceptual foundations, social policies, institutional structures, and teaching/learning practices associated with democratic education."
Developmental Review This peer reviewed journal "emphasizes human developmental processes and gives particular attention to issues relevant to child developmental psychology."
Education 3-13: International Journal of Primary, Elementary and Early Years Education This official publication of the Association for the Study of Primary Education (ASPE) publishes peer reviewed articles related to the education of children between the ages of 3-13.
Educational Administration Quarterly This peer reviewed journal from the University Council for Educational Administration (UCEA) offers conceptual and theoretical articles, research analyses, and reviews of books in educational administration."
Educational and Psychological Measurement "scholarly work from all academic disciplines interested in the study of measurement theory, problems, and issues."
Educational Evaluation and Policy Analysis EEPA "publishes scholarly articles of theoretical, methodological, or policy interest to those engaged in educational policy analysis, evaluation, and decision making." Blind peer reviewed journal from the American Educational Research Association.
Educational Measurement: Issues and Practice Sponsored by the National Council on Measurement in Education, this journal promotes "a better understanding of and reasoned debate on assessment, evaluation, testing, and related issues."
Educational Policy "focuses on the practical consequences of educational policy decisions and alternatives"
Educational Researcher "Educational Researcher publishes scholarly articles that are of general significance to the education research community and that come from a wide range of areas of education research and related disciplines." A peer reviewed journal from the American Educational Research Association.
Educational Research Quarterly ERQ "publishes evaluative, integrative, theoretical and methodological manuscripts reporting the results of research; current issues in education; synthetic review articles which result in new syntheses or research directions; book reviews; theoretical, empirical or applied research in psychometrics, edumetrics, evaluation, research methodology or statistics" and more. Uses blind peer review.
Educational Research Review Publishes review articles "in education and instruction at any level," including research reviews, theoretical reviews, methodological reviews, thematic reviews, theory papers, and research critiques. From the European Association for Research on Learning and Instruction (EARLI).
Educational Studies "publishes fully refereed papers which cover applied and theoretical approaches to the study of education"
Education and Culture This peer reviewed journal from Purdue University Press "takes an integrated view of philosophical, historical, and sociological issues in education" with a special focus on Dewey.
FIRE: Forum of International Research in Education This open access, peer reviewed journal promotes "interdisciplinary scholarship on the use of internationally comparative data for evidence-based and innovative change in educational systems, schools, and classrooms worldwide."
Frontline Learning Research An official journal of EARLI, European Association for Research on Learning and Instruction. Open Access.
Future of Children Articles on policy topics relevant to children and youth. An open access journal from the Woodrow Wilson School of Public and International Affairs at Princeton University and the Brookings Institution.
Harvard Educational Review "a scholarly journal of opinion and research in education. It provides an interdisciplinary forum for discussion and debate about the field's most vital issues."
High School Journal "The High School Journal publishes research, scholarship, essays, and reviews that critically examine the broad and complex field of secondary education."
IDEA Papers A national forum for the publication of peer-reviewed articles pertaining to the general areas of teaching and learning, faculty evaluation, curriculum design, assessment, and administration in higher education.
Impact: A Journal of Community and Cultural Inquiry in Education A peer-reviewed, open-access journal devoted to the examination and analysis of education in a variety of local, regional, national, and transnational contexts.
Instructional Science "Instructional Science promotes a deeper understanding of the nature, theory, and practice of the instructional process and resultant learning. Published papers represent a variety of perspectives from the learning sciences and cover learning by people of all ages, in all areas of the curriculum, and in informal and formal learning contexts." Peer reviewed.
Interdisciplinary Journal of Problem-based Learning - IJPBL This open access, peer reviewed journal "publishes relevant, interesting, and challenging articles of research, analysis, or promising practice related to all aspects of implementing problem-based learning (PBL) in K–12 and post-secondary classrooms."
International Journal of Computer-Supported Collaborative Learning An Official Publication of the International Society of the Learning Sciences
International Journal of Educational Leadership Preparation - IJELP An open access journal from the National Council of Professors of Educational Administration. Articles undergo a double-blind peer review process.
Internet and Higher Education Publishes peer reviewed articles "devoted to addressing contemporary issues and future developments related to online learning, teaching, and administration on the Internet in post-secondary settings."
Journal for Research in Mathematics Education An official journal of the National Council of Teachers of Mathematics (NCTM), JRME publishes peer reviewed research articles and literature reviews, as well as commentaries and book reviews. Concerned with mathematics education at both the K-12 and college level.
Journal of Applied Research on Children - JARC Published by the CHILDREN AT RISK Institute, this open access. peer reviewed journal publishes "interdisciplinary research that is linked to practical, evidenced-based policy solutions for children’s issues."
Journal of Computer Assisted Learning JCAL "is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange."
Journal of Education A scholarly peer-reviewed journal focusing on K-12 education. This long-standing journal is sponsored by the Boston University School of Education.
Journal of Educational Psychology This blind peer reviewed journal from the American Psychological Association publishes "original, primary psychological research pertaining to education across all ages and educational levels," as well as "exceptionally important theoretical and review articles that are pertinent to educational psychology."
Journal of Educational Research "publishes manuscripts that describe or synthesize research of direct relevance to educational practice in elementary and secondary schools, pre-K–12."
Journal of Interactive Media in Education - JIME This long-standing peer reviewed open access journal publishes research on the theories, practices and experiences in the field of educational technology.
Journal of Research in Science Teaching - JRST This blind peer reviewed journal is the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, which "publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy."
Journal of Teacher Education The flagship journal of the American Association of Colleges for Teacher Education (AACTE) publishes peer reviewed articles on teacher education and continued support for teachers.
Journal of the Learning Sciences "JLS provides a multidisciplinary forum for research on education and learning as theoretical and design sciences." This official journal of the International Society of the Learning Sciences uses a double blind review process.
Journal of Vocational Behavior "The Journal of Vocational Behavior publishes empirical and theoretical articles that expand knowledge of vocational behavior and career development across the life span. " Peer reviewed.
Learning and Instruction This peer reviewed journal from the European Association for Research on Learning and Instruction (EARLI) publishes "advanced scientific research in the areas of learning, development, instruction and teaching."
Mentoring & Tutoring: Partnership in Learning - National Council of Professors of Educational Administration (NCPEA) Publishes "papers on all aspects of mentoring, tutoring and partnership in education, other academic disciplines and the professions."
Merrill-Palmer Quarterly Publishes "empirical and theoretical papers on child development and family-child relationships."
Michigan Journal of Community Service Learning MJCSL is an open-access journal focusing on research, theory, pedagogy, and other matters related to academic service-learning, campus-community partnerships, and engaged/public scholarship in higher education. Published by the University of Michigan. All articles are free online --don't worry about the "Buy a copy" messages.
Michigan Reading Journal Open access journal from the Michigan Reading Association.
NACADA Journal - National Academic Advising Association "The NACADA Journal is the biannual refereed journal of the National Academic Advising Association. It exists to advance scholarly discourse about the research, theory and practice of academic advising in higher education."
Numeracy Published by the National Numeracy Network, this open access and peer reviewed journal "supports education at all levels that integrates quantitative skills across disciplines."
Policy and Society A highly ranked open access journal that publishes peer-reviewed research on critical issues in policy theory and practice at the local, national and international levels. Includes articles on Education policy.
Reading Research Quarterly RRQ publishes peer reviewed scholarship on literacy, including original research, theoretical and methodological essays, review articles, scholarly analysis of trends and issues, as well as reports and viewpoints. Published by the International Literacy Association.
Review of Educational Research RER "publishes critical, integrative reviews of research literature bearing on education." A blind peer reviewed journal from the American Educational Research Association.
Review of Higher Education Published by the Association for the Study of Higher Education this journal provides peer-reviewed research studies, scholarly essays, and theoretically-driven reviews on higher education issues.
Review of Research in Education RRE "provides an annual overview and descriptive analysis of selected topics of relevant research literature through critical and synthesizing essays."
Science Education "Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice."
Scientific Studies of Reading The official Journal of the Society for the Scientific Study of Reading "publishes original empirical investigations dealing with all aspects of reading and its related areas, and occasionally, scholarly reviews of the literature and papers focused on theory development. " Uses blind peer review.
Sociology of Education "SOE publishes research that examines how social institutions and individuals' experiences within these institutions affect educational processes and social development." A blind peer reviewed journal from the American Sociological Association.
Studies in Science Education This blind peer reviewed journal publishes review articles that offer "analytical syntheses of research into key topics and issues in science education."
Teachers College Record "The Teachers College Record is a journal of research, analysis, and commentary in the field of education. It has been published continuously since 1900 by Teachers College, Columbia University."
Theory into Practice "TIP publishes articles covering all levels and areas of education, including learning and teaching; assessment; educational psychology; teacher education and professional development; classroom management; counseling; administration and supervision; curriculum; policy; and technology." Peer reviewed.
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Open access
Published: 17 September 2024

Intergenerational effects of a casino-funded family transfer program on educational outcomes in an American Indian community

Tim A. Bruckner ORCID: orcid.org/0000-0002-6927-964X 1 , 2 ,
Brenda Bustos 2 ,
Kenneth A. Dodge 3 ,
Jennifer E. Lansford ORCID: orcid.org/0000-0003-1956-4917 3 ,
Candice L. Odgers ORCID: orcid.org/0000-0003-4937-6618 4 &
William E. Copeland ORCID: orcid.org/0000-0002-1348-7781 5

Nature Communications volume 15 , Article number: 8168 ( 2024 ) Cite this article

Metrics details

Human behaviour
Social sciences

Cash transfer policies have been widely discussed as mechanisms to curb intergenerational transmission of socioeconomic disadvantage. In this paper, we take advantage of a large casino-funded family transfer program introduced in a Southeastern American Indian Tribe to generate difference-in-difference estimates of the link between children’s cash transfer exposure and third grade math and reading test scores of their offspring. Here we show greater math (0.25 standard deviation [SD], p =.0148, 95% Confidence Interval [CI]: 0.05, 0.45) and reading (0.28 SD, p = .0066, 95% CI: 0.08, 0.49) scores among American Indian students whose mother was exposed ten years longer than other American Indian students to the cash transfer during her childhood (or relative to the non-American Indian student referent group). Exploratory analyses find that a mother’s decision to pursue higher education and delay fertility appears to explain some, but not all, of the relation between cash transfers and children’s test scores. In this rural population, large cash transfers have the potential to reduce intergenerational cycles of poverty-related educational outcomes.

The effect of intergenerational mobility on family education investment: evidence from China

Effects of a monthly unconditional cash transfer starting at birth on family investments among US families with low income

Persistent association between family socioeconomic status and primary school performance in Britain over 95 years

Introduction.

Parents’ wealth plays a substantial role in their children’s life chances 1 , 2 . In the United States, 13 million children live in families with incomes below the poverty line 3 . Extensive literature finds that these children show an increased risk of poor physical and cognitive outcomes 4 , 5 , 6 , 7 , 8 , 9 as well as lower socioeconomic status attainment in adulthood 10 , 11 . Increasing recognition of the strong intergenerational transmission of disadvantage, and the relatively high fraction of children living in poverty in the US 12 , has led to a variety of interventions which aim to improve life outcomes for low-income children. Some scholars and policymakers, for instance, have proposed direct cash transfers (e.g., a child tax credit) to boost the financial resources of low-income families with children 12 , 13 , 14 .

Accumulating evidence 15 , including from the Great Smoky Mountains Study (GSMS) in rural North Carolina which began recruitment before a “natural experiment,” supports causal long-term benefits of a large family cash transfer during childhood. In the late 1990s, a Southeastern American Indian Tribe underwent a natural experiment by way of the introduction of a casino on their lands. Under the terms of an agreement with the tribe, the casino allocated a percentage of profits in acute lump sums to all enrolled members. Gaming proved profitable; since 1996, per capita payments to members have averaged approximately $5000 per year. These disbursements raised income levels of an entire community that previously exhibited a high rate of poverty. GSMS findings indicate improved educational attainment 13 , health 16 and financial well-being into adulthood among American Indian participants whose families received cash transfers during their childhood 17 . Importantly, findings appear stronger with increasing duration of time that their American Indian families received the transfers while the child lived at home 17 . This result coheres with work in economics which finds that early childhood investments offer greater long-term gains to human capital than do investments later in life 18 .

Whereas many interventions aim to improve outcomes for low-income children, few examine whether their effects persist into the next generation. In this study, we exploit the quasi-random timing of the cash transfer during childhood among the tribe to test whether the next generation of children show human capital gains. We use the second generation’s math and reading test score data in third grade—a reliable predictor of later-life educational attainment 19 , 20 and the earliest year in which standardized educational outcomes are obtained—as a gauge of intergenerational effects. In addition, unlike earlier work, we focus on the population base of American Indians that had children (rather than a selected cohort) which permits not only increased study power but also external validity to the affected region.

In this work, we use American Indian race/ethnicity as a proxy for tribal membership and find improved third grade math and reading scores among American Indian students whose mother was exposed longer to the cash transfer during her childhood. A mother’s decision to pursue higher education and delay fertility explains some, but not all, of the discovered relation. In this rural population, large cash transfers have the potential to enhance human capital of the next generation.

Exposure and sample characteristics

Consistent with prior work, we used American Indian race/ethnicity in Jackson, Swain, and Graham counties in North Carolina as a proxy for the Eastern Band of Cherokee. These residents received the large family cash transfer beginning in 1996. By contrast, non- American Indian residents in these counties received no cash transfer. Figure 1 provides a timeline of the cash transfers to American Indian families, the timing of births, and the data linkage to third grade test scores.

Casino payments begin in 1996 and are disbursed to adults (G1). The young children of G1 (i.e., G2) grow to childbearing age, and 2000 is the first birth year of their children (G3) for whom we retrieved third grade reading and math test scores from 2008 to 2017. G2 women who were relatively young in 1996 –when G1 received the first Casino payment– are considered more exposed to the cash transfers than are G2 women who were at or above 18 years of age in 1996.

Using state administrative records housed at the North Carolina Education Research Data Center (NCERDC), we accessed the linked North Carolina Birth file to math ( N = 4289) and reading test scores ( N = 4254) for third grade public school students in the three treated counties, from 2008 to 2017. Whereas mean scores for non- American Indian children ( N = 3549) lie slightly above the state mean, those for American Indian children ( N = 740) fall, on average, 0.39 standard deviations ( SD ) below the state mean (Fig. 2 ).

Third grade math ( a ) and reading ( b ) scores among children born to American Indian (orange bar) and non-American Indian mothers (blue bar), Jackson, Swain, and Graham counties, for test years 2008–2017. The orange bars represent the proportion of a z-score to children of American Indian mothers. The blue bars represent the proportion of a z-score to children of non- American Indian mothers.

Table 1 describes maternal and birth characteristics of the children with valid third grade test scores. American Indian mothers tend to report lower completed education, younger age at birth, and lower frequency of being married than do non- American Indian mothers. By contrast, the prevalence of preterm (<37 weeks completed gestational age at delivery) and/or low weight (<2500 g) delivery is lower among births to American Indian mothers (vs. non-American Indian mothers). These patterns appear consistent with the broader literature describing racial/ethnic differences, which indicates minimal bias in the NCERDC algorithm used to link birth records to third grade test scores.

Regression for third grade math and reading scores

We employed a “difference-in-difference” (DiD) regression strategy to isolate potential benefits of the family cash transfer on educational outcomes of children born to American Indian mothers who were relatively young in 1996—the first year of the family cash transfer program. This approach uses two control populations (e.g., non- American Indian children as well as children born to American Indian mothers who were relatively older, around age 17 in 1996) to adjust for unmeasured confounding and other threats to validity. Our DiD specification is a time-varying treatment effect design in which duration of exposure to the cash transfer as a child serves as the “intensity” of exposure for American Indian mothers 21 . We examine the influence of the cash transfer by regressing children’s test scores on time exposed to the cash transfer and American Indian status, and then testing whether the relation between test scores and time exposed to the cash transfer differs by American Indian status. Here, duration of time exposed before age 18 is a continuous variable (range: 0–15 years; see Supplementary Table 1 ). A person over 18 in 1996 receives a “0” duration value and we retain them in the sample. Importantly, our dataset also permits a test of the parallel trends assumption in the pre-treatment period (see Supplementary Tables 2 and 3 ).

Results from the DiD regressions (Model 1 column in Table 2 for Math; Model 1 column in Table 3 for Reading) show a positive relation between test scores and the interaction term of American Indian race/ethnicity and childhood remaining at the start of the family cash transfer. The positive relation reaches conventional levels of statistical detection (i.e., p < 0.05) for both reading ( p = 0.0014, 95% CI: 0.013, 0.055) and math ( p = 0.0055, 95% CI: 0.009, 0.050) scores. The strength of the relation is slightly larger (i.e., ~17%) for reading relative to math. Inclusion of child age at time of test (with a squared and cubed term; see Model 2 column in Tables 2 and 3 ) and infant sex slightly attenuates main results but does not affect statistical inference. Figure 3 (math) and Figure 4 (reading) illustrate the regression results of Model 2 in Tables 2 and 3 by showing fitted third grade test scores by American Indian status and category of duration exposure. Within the context of the declining trend in third grade test scores in this rural population (which mirrors national trends 22 ), the race-based disparity in test scores narrows for American Indian children whose mothers had a relatively greater duration exposure.

Within the context of the declining trend in third grade math test scores in this rural population (which mirrors national trends), the race-based disparity in test scores narrows for American Indian children whose mothers had a relatively greater duration exposure. American Indian scores are represented by the orange line. Non-American Indian scores are represented by the blue line.

Summary of findings

To give the reader a sense of the magnitude of the findings, a child whose American Indian mother with ten years of exposure to the family cash transfer before age 18 years scores 0.25 SD higher in math, and 0.28 SD higher in reading, relative to a child whose American Indian mother had no exposure to the family cash transfer before age 18 years (per coefficients in Model 2 column). This value, while smaller than the observed American Indian/non- American Indian gap in test scores at third grade, is greater than the average score gap between a child whose mother graduated from high school and a child whose mother did not graduate from high school. This value is similar in magnitude to $1000 per pupil per year investments in early childhood education interventions in North Carolina 23 . When scaled to other early childhood educational interventions 23 , the magnitude of the test score increases equates to an additional half school year of learning. Furthermore, these results appear consistent with a continued educational benefit, of moderate magnitude, that affects not only the generation of parents (G2; see Akee et al. 13 ) but also their children.

The discovered support for our hypothesis as well as recent published literature 24 led us to explore whether life course decisions and behaviors of the mother, which precede the child’s birth, may help to explain test score gains among children whose mothers were exposed to the cash transfer for longer periods of time. A mother’s decision to, for instance, pursue higher education, marry, delay fertility, or refrain from smoking during pregnancy all could plausibly lead to improvements in child’s test scores. Results from the exploration (Model 3, Tables 2 and 3 ) indicate that several of these variables predict children’s test scores. Inclusion of these variables, moreover, attenuates the interaction term by ~20%. The interaction term, however, reaches conventional levels of statistical detection for both math and reading, which indicates that these factors may not fully account for American Indian children’s gain in test scores.

Within the context of the declining trend in third grade reading test scores in this rural population (which mirrors national trends), the race-based disparity in test scores narrows for American Indian children whose mothers had a relatively greater duration exposure. American Indian scores are represented by the orange line. Non- American Indian scores are represented by the blue line.

Sensitivity analyses

We conducted several additional checks to assess robustness of results. First, to support the validity of the DiD model, we tested the parallel trends assumption in the pre-treatment period 21 by interacting a time-invariant treatment indicator (American Indian status) with the age of the mother in 1996 minus 18 years of age, and then testing whether the coefficient of the interaction term (i.e., American Indian*pre_treatment) rejects the null for the periods prior to treatment. Results of the American Indian*pre_treatment coefficient in the pre-treatment period do not reject the null for either math or reading test scores (see Supplementary Tables 2 and 3 ), which supports parallel trends in the pre-treatment period.

Second, we restricted the analysis to mothers (G2) who received between 0 and 12 years of duration exposure by 1996 to rule out the possibility that outliers in exposure drive results. Inference for both math and reading did not change (Supplementary Tables 4 and 5 ). Third, we restricted the mother’s (G2) age of delivering children to 16–35 years. We arrived at this range by inspecting the age distribution of mothers at the time of the child’s (G3’s) birth, by American Indian status, and dropping the maternal ages for which fewer than 10 participants fell into that cell. This sensitivity check rules out the possibility that high “outliers” in maternal age drive results. Findings remain similar to those in columns 2 of Tables 2 and 3 , albeit with less precision owing to dropping 8% (math) and 11% (reading) of observations after these restrictions (Supplementary Tables 6 and 7 ). Fourth, to rule out the possibility that trends over time in test scores (such as declines reported nationally 22 and in rural areas 25 ) drive results, we controlled for test year in several ways (including a continuous year variable and, separately, test year indicator variables) and re-ran analyses. This time control also adjusts for any potential response to the 2007-2009 Great Recession. Inference for the American Indian*duration coefficient does not change (Supplementary Tables 8 – 11 ).

We investigated whether childhood investments, in the form of family cash transfers, could improve human capital outcomes in the next generation of children. We focused on a Southeastern American Indian tribe in rural North Carolina who, via a natural experiment by the introduction of a successful casino, received a large cash transfer. Findings indicate statistically significant increases in both reading and math third grade test scores among students born to American Indian mothers with more years of exposure to the cash transfers as children. Results, which control for general changes in the region over time that could have benefited American Indian and non- American Indian students equally, support the hypothesis that large early-life investments show human capital benefits into subsequent generations.

Many American Indian (G2) mothers who were very young in 1996 (i.e., <5 years old) have children that are scheduled to attend third grade after 2017—the last year in which we could link test score information. This circumstance means that our analysis includes very few (G2) mothers who had early-life exposure (i.e., from infancy to age 5) to the cash transfer. Our results may therefore underestimate the potentially larger benefit of cash transfers (especially before age 5 years among G2) that may accrue to the subsequent generation of American Indian children and produce large returns to health and education 26 , 27 .

The magnitude of the statistically significant test score increases in reading and math for children born to American Indian mothers seems reasonable in relation to prior interventions in North Carolina 23 . The slightly larger benefits observed for reading, moreover, cohere with the notion that non-school factors play a substantial role. The education literature generally finds that reading skills develop in much broader (i.e., non-school) settings relative to math skills 28 , 29 , 30 . This work implies that our discovered results likely do not arise from unmeasured factors in which American Indian mothers (but not non- American Indian mothers) chose high-performing schools for their children. We also note, importantly, that non-American Indian children show a steep declining trend over time in test scores, and that American Indian children do not show increases in the absolute level of test scores with increased exposure to the cash transfer. National studies similarly find declining trends in test scores over this time period 22 , as well as persistently lower test scores among white and American Indian children in rural areas 25 , 31 of the US (vs. suburban and urban areas). Explanations for these geographic patterns and time-trends remain elusive. We encourage more careful research in this area to understand the broader national educational landscape within which the cash transfer accrues to American Indian families and children in this rural population.

Since the introduction of the casino in the late 1990s, the Tribe constructed several new facilities including healthcare centers and educational academies. The New Kituwah Academy 32 , for instance, is a private facility (accredited in 2015) which offers, among other programs, dual-immersion elementary school education focused on preserving the Cherokee language, culture, traditions, and history. Whereas American Indian children enrolled in this Academy would not appear in our dataset (i.e., NCERDC linked test scores only for public school-enrolled children), this resource as well as others may benefit human capital especially among American Indian children. Although we have no reason to believe that these benefits covary with the number of childhood years remaining at the start of the family cash transfer, our methods cannot rule out this explanation. We, however, note that much of the infrastructure improvements on Tribal lands remain available to all residents regardless of race/ethnicity. Therefore, our DiD analyses help to control for this rival explanation.

Whereas our findings are among the first to document statistically significant intergenerational test score improvements—25 years after the inception of large family cash transfers—several caveats deserve mention. First, the magnitude of the gains to American Indian children depicts a narrowing of the differences between American Indian and non- American Indian math and reading scores since the onset of the cash transfer in 1996. Despite the higher American Indian math and reading scores, the large American Indian/non- American Indian score gap in math (0.46 SD) and reading (0.54 SD) scores did not close during this time. The latter is as expected considering cash transfers alone are unlikely to rectify the education effects of multi-generational discrimination among American Indian and non- American Indian populations 33 . This discrimination includes past and present unequal treatment as well as structural factors that may lead to a higher prevalence of predictors of low educational attainment among American Indian populations (e.g., poverty, residing near low quality schools, high levels of teen pregnancy; see Demmert and colleagues) 30 , 34

Second, NCERDC could not link the full population of births in this region to their third-grade test score. Non-matches are attributed to moves out of state, private school attendance, name changes, or errors in spelling on records. Third, substantial missing/unknown paternity on the birth file did not permit an examination of whether having an American Indian father who received the cash transfer, or having two American Indian parents (vs. solely an American Indian mother) that received the cash transfer, confers stronger intergenerational associations. Fourth, given the nature of the timing of cash transfers to this population, we cannot determine which factor (child age at initiation of cash transfer or duration of cash transfer exposure before 18 years) seems most relevant in designing new interventions. Fifth, some other work examining this large cash transfer to this population shows adverse outcomes, such as risk of accidental death during months of large casino payments 35 , 36 . This circumstance indicates that any policy discussion about the value of family cash transfers to the next generation should include a careful assessment of their costs and benefits to all generations as well as an assessment of the type (e.g., in-kind vs. cash) and frequency (e.g., lump sum or monthly payment) of the transfer.

Whereas the population-based nature of our linked datasets provides a larger sample size than do cohort studies of this population (i.e., GSMS), the birth and test score data lack contextual variables that may illuminate mechanistic pathways. American Indian mothers with more years of exposure to the family cash transfer as children could, for instance, make a variety of life course decisions that ultimately benefit their children. Previous work on this population finds that fertility 37 , attitudes around fertility timing 38 as well as educational attainment 13 may change after the introduction of the family cash transfer. Recent work also finds that American Indian mothers exposed for a longer duration to the cash transfer show improved maternal/infant health at birth 24 . These pathways, as well as prenatal investments or changes in parenting quality, could account for gains in children’s test scores. We await the availability of additional contextual data, as well as a richer set of school-level variables (e.g., attendance, test scores at later ages) in coming years.

Within the context of the secular decline in third grade test scores in this rural population (Supplementary Figs. 1 and 2 ), the American Indian / non- American Indian disparity in test scores narrows as mothers of American Indian children have a relatively greater duration of exposure. Whereas we infer that this finding arises from the benefit of the cash transfer to American Indian families, we cannot rule out the possibility of unmeasured confounding. Such a confounder would have to correlate positively with our exposure (but not be caused by it), occur only among American Indian families (but not among non- American Indian families), and vary positively with third grade test scores. School-based investments particular to American Indian children that concentrate in recent years, or broader employment gains to American Indian families that concentrate in recent years, could meet these criteria. We, however, know of no such trend in school-based investments unique to American Indian children in public schools. In addition, both American Indian and non- American Indian adults show employment gains following the opening of the casino, which minimizes the plausibility that this factor introduces bias.

The casino opening led to several community improvements besides the cash transfer to tribal members. The tribe designated half of the gaming revenues to community investments, including behavioral health, drug abuse prevention, health care, education, and social services 39 , 40 . In addition, the casino itself is the largest employer in the region and boosts other local businesses 41 . These improvements may lead to gains in health and functioning for all American Indian members (regardless of age) as well as non- American Indian individuals in the study region.

The establishment of the cash transfer payments among this population in the 1990s substantially raised median income in a community that previously exhibited a high poverty rate. Between the years of 1995 and 2000, the percent of American Indian families below the poverty line fell from almost 60% to less than 25% 42 . This circumstance, coupled with accumulating literature documenting improved adult health among recipients who were at earlier childhood ages at the onset of the family cash transfer 17 , compelled us to examine the potential intergenerational benefits among those who were young in 1995 and later decided to have children. An intuitive follow-up question involves whether these intergenerational associations would persist, or even become stronger, among those who were in infancy or under age five at the inception of the family cash transfer in the 1990s and later had children of their own. For American Indian females born in this region in 1995, we can expect their children to have completed third grade and test scores to be available by 2050. In the near term, however, we encourage replication in other settings in the US to determine external validity. A more complete picture of educational outcomes (e.g., subject-matter test scores other than reading and math, school attendance, social and emotional well-being), which we aim to collect in future work, may also better capture academic ability. Other extensions of this work should identify potential pathways in which less impoverished childhood environments affect later-life adult school choice, fertility decisions, and parental investments that in turn enhance human capital of the next generation.

Study population

We examined American Indians in Jackson, Swain, and Graham counties in North Carolina as a proxy for the Eastern Band of Cherokee. According to the 2020 Census, American Indian residents comprise 14.8% of the population in these three counties. No other federally recognized, state recognized, or even unrecognized Tribes claim lands in the western North Carolina area, and the Eastern Band of Cherokee have historically been the only Tribe in this region of western North Carolina. Previous studies have used the census indicator of American Indians as a proxy for Eastern Band of Cherokee in this region 42 . These American Indians residents received the large family cash transfer beginning in 1996. By contrast, non- American Indians residents in these counties received no cash transfer but (as with the American Indian population) experienced the broader economic and infrastructural changes to that region. We therefore use children born to non- American Indians residents of Jackson, Swain, and Graham counties as a comparison group when examining the relation between the family cash transfer and educational outcomes among American Indians residents’ children.

Inclusion and ethics statement

This study was completed using education and birth records from a number of counties in western North Carolina. The data for the current manuscript were obtained from the North Carolina Education Research Data Center (NCERDC), which houses data files from State of North Carolina administrative records 43 . Through data use agreements between Duke University and the State of North Carolina, the NCERDC receives state data files with identified records, merges files as needed, de-identifies the merged files, and then provides access to de-identified files to researchers. None of the NCERDC staff members who worked on the current data set are researchers or authors of the current study. The NCERDC is described here: https://childandfamilypolicy.duke.edu/north-carolina-education-research-data/ . This study is relevant to the educational functioning of families receiving the cash transfer in western North Carolina, but this was not determined in collaboration with local partners. The roles and responsibilities for compiling the data were agreed upon by collaborators ahead of time.

This study was approved by the IRB at Duke University which is located in North Carolina but not specifically in western North Carolina. Also, the research does not result in discrimination as it was focused on a quasi-experiment design resulting from the introduction of a community-wide transfer. The Southeastern American Indian Tribe which co-generated (along with the casino) the cash transfer has promoted this transfer as a public good. We have taken local and regional research relevant to our study into account by citing prior studies of this cash transfer.

Variables and data

Starting in the third grade, North Carolina conducts end-of-grade standards-based achievement tests for math and reading for all students enrolled in public school. The reading and mathematics tests align with the North Carolina Standard Course of Study 44 . We used third grade test scores as our key dependent variable because education scholars view these measures as a stable indicator of student achievement and a reliable predictor of longer-term educational outcomes, not only nationally but also in North Carolina 23 , 45 . Test scores by third grade predict both likelihood of high school graduation and college attendance 19 , 20 . We standardized each raw score to Z-score values using the mean and standard deviation (SD) of all third-grade scores in North Carolina for that test year. This standardization permits direct comparison of student scores across years because it controls for variation over time in difficulty or scaling of the state tests (e.g., if mean test scores show a trend over time, the Z-score values [normed within each test year] are less subject to such trends).

We acquired third grade math and reading test scores among infants born in Jackson, Swain, and Graham counties using linked administrative data files from the Duke University North Carolina Education Research Data Center (NCERDC). The NCERDC receives educational administrative data files from the North Carolina Department of Public Instruction (NC DPI), which collects files submitted annually by each of 115 school districts. To identify the child’s county of birth, NCERDC links individual birth records from the Birth File of the North Carolina Office of Vital Records for all children born in the state with education records from NC DPI. The sample includes only children born in North Carolina and then enrolled (by third grade) in a public elementary school in the state. This process necessarily excludes children who enroll in a private school as well as those whose families moved out of North Carolina by third grade. Over 200 peer-reviewed publications use NCERDC-linked data, which attests to the quality and coverage of the dataset 46 .

Beginning in 2008, in our study region NCERDC reports a match rate of >74% between birth records and third grade test scores. 2017 represents the last year for which we have matched data available at the time of our study. Our test population includes over 4000 American Indian and non- American Indian children who have a valid third grade test score from 2008 to 2017—and who were born from 1998 to 2009 in Jackson, Swain, and Graham counties.

Prior literature finds a positive relation between American Indian later-life health and the number of years during which the individual was exposed to the family cash transfer before reaching age 18 years 17 . This relation coheres with the notion that the duration of the family cash transfer during childhood can exert a positive influence later in life. We, similarly, reasoned that additional benefits could include life-course maternal investments and behaviors which in turn may improve the next generation’s educational outcomes. For this reason, and consistent with prior literature 17 , 42 , we used as the primary exposure the number of years before age 18 that the index individual’s family received the cash transfer.

The Birth File contains several variables that may control for confounding bias but do not plausibly lie on the causal pathway between family cash transfer and the next generation of children’s test scores. These variables, which show associations with test scores, include infant sex and child age (i.e., date of birth). We retrieved these variables from the birth file and used them (as well as other variables in the birth file [maternal education, maternal age], described below in Analysis section) as controls for potential confounding. We determined infant sex based on sex assigned at birth, as recorded on the birth certificate.

All data analyses were conducted using SAS version 9.4. Examination of American Indian and non-American Indian cohorts at varying ages at the inception of the family cash transfer in 1996 confers the methodological benefit of using the family cash transfer as a “natural experiment” which randomly assigns income to American Indian families. We employ a “difference-in-difference” (DiD) regression strategy to isolate potential benefits of the family cash transfer on educational outcomes of children born to American Indian mothers who were relatively young in 1996—the first year of the family cash transfer program. This approach uses a series of control populations to adjust for unmeasured confounding and other threats to validity. It remains plausible, for instance, that the level of social, educational, and economic resources increased over time in Jackson, Swain, and Graham counties in ways that benefited younger-age cohorts in 1996 (relative to older-age cohorts in 1996). This circumstance could result in improved math and reading test scores of children born to younger (relative to older) cohorts. Such a circumstance would confound our test if we falsely attributed this positive relation to the duration of the family cash transfer in childhood.

Our DiD regression approach minimizes the problem of unmeasured confounding. This strategy compares the test scores outcome of children born to American Indian mothers who were young in 1996 to that of children born to American Indian mothers who were relatively older in 1996. Importantly, we also adjust for general cohort differences in access to social, educational, and economic resources in Jackson, Swain, and Graham counties.

The key features of a DiD design involve (i.) comparison of outcomes between two alternative treatment regimes (i.e., treatment and control), (ii.) the availability of pre-treatment and post-treatment time periods in both the treatment and control group, and (iii.) a well-defined study population 21 . We augment this standard DiD with a time-varying treatment effects design, also called DiD with treatment as intensity of exposure. This design assumes that the relation of the treatment to the outcome increases with longer duration of exposure to the treatment. In our case, duration of exposure to the cash transfer as a child serves as the intensity of exposure for American Indian mothers.

The DiD approach (shown below) minimizes the problem of unmeasured confounding. This strategy compares the test scores outcome ( θ , representing third grade math or reading Z-score) of children born to American Indian mothers who were young in 1996 to that of children born to American Indian mothers who were relatively older in 1996. Importantly, we also adjust for general cohort differences in access to social, educational, and economic resources in Jackson, Swain, and Graham counties by subtracting the difference in test scores observed between children born to non-American Indian mothers who were young in 1996 and non-American Indian mothers who were relatively older (i.e., around age 17) in 1996.

Social scientists have employed this approach to examine the effect of large “shocks” on children’s outcomes 28 , 47 , 48 , 49 .

Estimation of the equation above entails pooling data for American Indian and non-American Indian births in Jackson, Swain, and Graham counties, and regressing the third grade test score outcomes from 2008 to 2017 (Z-score for math, and Z-score for reading) on a dichotomous indicator capturing (1) American Indian race/ethnicity (as measured by mother’s race/ethnicity from the Birth file), (2) a continuous indicator of childhood years remaining before age 18 at the start of the family cash transfer and the two-way interaction between American Indian race/ethnicity and childhood years remaining at the start of the family cash transfer. The estimate of interest is the coefficient on the two-way interaction term, which captures the difference in test score outcome between American Indian children born to residents who were relatively young in 1996 and those who were older in 1996, net of that same difference in non-American Indian children. Specifically, we examine the influence of the cash transfer by regressing Y (children’s test scores) on X 1 (time exposed before age 18; continuous) and X 2 (American Indian status), and then testing whether the relation between Y and X 1 differs by American Indian Status (X 2 ). The DiD regression also includes controls for the child’s age in months at third grade test and assigned sex at birth. We applied generalized estimating equation regressions 50 using maximum likelihood estimators to predict the two continuous outcomes (PROC GENMOD in SAS). The test score data (for both math and reading) meet the assumptions for use of these methods. We used two-tailed tests for all statistical analyses.

If we discovered support for a positive relation between the interaction term and Z-score of test (i.e., more childhood years remaining at the start of family cash transfer varies positively with subsequent generation’s third grade test score), we then explored potential pathways of this association. Such an exploration included the addition of maternal education, maternal behavior during pregnancy, and infant health information contained in the Birth File. In addition, as a falsification check we examined the assumption of parallel trends in a DiD framework by testing pre-treatment trends between the treated group and the control group prior to the treatment. To do so, we interacted a time-invariant treatment indicator (American Indian status) with the age of the mother in 1996 minus 18 years of age—but only among mothers 18 years or older in 1996 and therefore never exposed as a child to the cash transfer treatment—and then tested whether the coefficient of this interaction term (American Indian*pre-treatment) rejected the null for both children’s math and reading test scores (see Supplementary Tables 2 and 3 ). Failure to reject the null would satisfy the parallel trends assumption in the pre-treatment period.

Reporting summary

Further information on research design is available in the Nature Portfolio Reporting Summary linked to this article.

Data availability

The individual-level linked birth records and education outcomes, deriving from existing administrative records, are housed by the NCERDC and derive from existing administrative records. The individual-level raw data are available under restricted access given the usage of personal identifiable information, the state of North Carolina’s restrictions on dissemination without prior consent, and the regulations set by the IRB protocol (Protocol: Pro00090215 with Duke University). The raw data are protected and are not available due to privacy laws. Request for raw data can be made to the NCERDC here: https://childandfamilypolicy.duke.edu/north-carolina-education-research-data/ . Data are only provided to researchers who meet the requirements of the NCERDC Data Use Agreement which stipulates primary affiliation with an institution of higher education, non-profit organization, or government agency within the United States. Additional information can be found at the link provided above. In addition, to comply with open science requirements and that of NCERDC, the processed group-level data used in this study are available within the Figshare database 51 and are available here: https://doi.org/10.6084/m9.figshare.26288080.v1 . These data include the covariance matrix of the data analyzed along with a vector of means, standard deviations, and number of observations, separately by American Indian and non-American Indian participants. This information allows interested readers to re-create the regression analyses. The data file also provides the summary data points used to create all figures.

Code availability

The SAS program code is available upon request to the first Author, who can provide the code via email.

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Acknowledgements

This work was supported by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (5R01HD093651-05)(K.A.D.).

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Bruckner, T.A., Bustos, B., Dodge, K.A. et al. Intergenerational effects of a casino-funded family transfer program on educational outcomes in an American Indian community. Nat Commun 15 , 8168 (2024). https://doi.org/10.1038/s41467-024-52428-w

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Published: 18 September 2024

Academic difficulties, education-related problems, and discrimination among Thai gender-diverse medical students: a cross-sectional study of Thai medical schools

Awirut Oon-arom 1 ,
Pakawat Wiwattanaworaset 2 ,
Teeravut Wiwattarangkul 3 ,
Papan Vadhanavikkit 4 ,
Maytinee Srifuengfung 5 ,
Mayteewat Chiddaycha 3 &
Sorawit Wainipitapong 3 , 6 , 7

BMC Medical Education volume 24 , Article number: 1025 ( 2024 ) Cite this article

Metrics details

Medical students with sexual and gender diversity (SGD) often face challenges in educational performance and encounter more education-related problems, potentially due to discrimination in medical schools. This study aimed to compare academic difficulties, education-related issues, and experiences of discrimination among medical students with SGD versus those identifying as non-SGD.

This was a cross-sectional study. Participants included a convenient sample of medical students aged at least 18 from five Thai medical schools, all recruited during the 2021 academic year. General demographic data, academic difficulties, education-related problems, and both positive and negative aspects of medical education, encompassing physical aspects, supporting systems, and discrimination, were assessed. The descriptive data and comparison between SGD and non-SGD medical students were performed. Binary logistic regression was adopted to evaluate the association between characteristics of discrimination in each categorized type of gender diversity.

Among 1322 medical students, 412 (31.2%) described themselves as having SGD. There was no significant difference in academic performance between SGD and non-SGD students. However, SGD students reported higher dropout thoughts (39.8% vs. 23.1%, p < 0.001) and self-perceived burnouts (84.2% vs. 74.9%, p < 0.001). The SGD group perceived lower support from medical staff and higher inadequate financial support (30.3% vs. 22.1%, p < 0.01; 11.2% vs. 23.1%, p < 0.01, respectively). 64.44% of students reported witnessing at least one form of discrimination. Lesbian students were more likely to report witnessing discrimination (OR = 3.85, [1.05–14.16]). Gay students were significantly associated with experiencing sexist remarks (OR = 6.53 [3.93–10.84]) and lower selectively prohibited educational opportunities (OR = 0.36 [0.21–0.63]).

Conclusions

While academic performance did not differ between medical students with SGD and their non-SGD peers, SGD students reported more academic difficulties and perceived less support from medical staff and financial support. They also reported a higher incidence of discrimination. The need for specific interventions to address these issues should be further explored.

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People with sexual and gender diversity (SGD) include people who report themselves to have diversities in gender identity, sexual identity, sexual orientation, and sexual behavior. Some might define these diversities into categories of LGBTQ + which refers to lesbian, gay, bisexual, transgender, queers/questioning, and other diversity (e.g., non-binary, asexual) [ 1 ]. Healthcare professionals with SGD reported encountering mistreatment, discrimination, and harassment from colleagues and patients [ 2 ]. This condition could lead to worse mental health outcomes such as burnout, depression, substance use, and suicidal behavior [ 3 , 4 , 5 ]. Seven out of ten medical students face moderate to high stress [ 6 ]. Concerningly, medical students with SGD might suffer higher stress than their peers due to fear of discrimination, concern over future career options, and lack of a supportive environment in medical school [ 7 ].

Medical students with SGD were also found to have more education-related problems. A large cross-sectional study of graduating medical students in the US demonstrated that bisexual, gay, and lesbian medical students perceived less favorable medical school learning environments in terms of emotional climate and faculty-student interactions [ 8 ]. The mistreatment of medical students was reported as a higher perception of being bullied and a lower perception of acceptance of SGD, especially from the department of general surgery and surgical subspecialties [ 9 ]. The previously mentioned mistreatment or inequality in medical school could lead medical students to perceive discrimination in medical school settings. The students with SGD also reported that the sources of discrimination are the faculty members and fellow medical students [ 10 ]. Furthermore, witnessing the derogatory comments from faculty members towards the patients who have SGD could lead medical students with SGD to abandon hopes of creating close relationships with the faculty member [ 11 ]. The burden of concealing essential aspects of the students’ identities and the external expectation of good academic performance creates a stressful work environment that contributes to poor mental health [ 4 ].

Although previous reports showing the important links between SGD, academic performance, educational problems, and discrimination in medical schools in Western countries were widely reported [ 12 , 13 ], studies on the impacts of having SGD on educational problems and discrimination, specifically among medical students, especially in Asia, including Thailand, were rarely explored. The previous evidence mentioned that some medical school in Asian countries has no LGBT content in the curriculum, and some medical students developed some ideas of sexism and ridiculed LGBT from the formal medical classes and informal learning. However, some medical students were aware that they needed to prepare for LGBT patients care and acknowledged a lack of relevant professional skills in this specific population. This study aims to compare academic difficulties, education-related problems, and discrimination among medical students with SGD to the medical students who self-report themselves as non-SGD.

This study was a secondary analysis of our previous survey data [ 14 ]. Participants included a convenient sample of medical students aged at least 18 from five Thai medical schools. Sample size calculation was calculated by using the prevalence of depression from a study on mental health problems among Thai medical students with the minimum medical students of 323 (n= [z 2 *p{1- p}]/d 2 , z = 1.96, p = 0.31, d = 0.05) [ 15 , 16 ]. All participants were recruited during the 2021 academic year (May 2021 to February 2022). Two medical schools are located in Bangkok (Chulalongkorn University and Siriraj Hospital, Mahidol University), while the other three medical schools are in different regional areas across Thailand (Chiang Mai University—Northern region; Khon Kaen University—Northeastern region, and Prince of Songkla University—Southern region). We informed the participants that our survey would include information about mental health, academic difficulties, behaviors, and SGD among medical students. Medical students who were studying in the first through the sixth academic year of medical school had fluency in reading and answering the questionnaire in the Thai language and agreed to participate in the study after the information was informed and discussed. We excluded the medical student who was on academic leave. Only eligible students were invited to complete the online self-administered informed consent and all questionnaires. The survey was completely anonymous, and no personal data that could be tracked was collected.

General demographic and SGD data

General demographic data (such as age, academic year of study, and current underlying health issues) were collected. We assessed SGD by using self-reported sex assigned at birth, gender identity (personal sense of own gender), and sexual orientation (gender they are sexually attracted to). The definition and explanation of each factor were provided in the questionnaire and all responses were reported as non-SGD and SGD, including lesbian, gay, bisexual/pansexual male or female, transgender (with any sexual identity and orientation), non-binary, asexuality, and questioning.

Academic difficulties and education-related problems

Academic difficulties and education-related problems were assessed using questionnaires with binary responses. They also had the option to choose ‘prefer not to answer’ for any items they felt uncomfortable addressing. Participants indicated whether they perceived these obstacles in their medical education. Regarding academic difficulties, the items assessed were: (1) failing any exams, (2) repeating academic years, (3) dropout thoughts, (4) loss of motivation in academics, and (5) feeling burnout. As for education-related problems, we addressed (1) having adequate time for learning, (2) the need to study uninterested topics, (3) feeling overwhelmed by academic workloads, (4) exhaustion from studying, (5) dissatisfaction with academic results, (6) encountering rigid academic staff, (7) falling behind in school, and (8) having financial problems. Participants were instructed to select only one response per question. We cannot provide internal consistency for academic difficulties since we separately interpreted each item in our analysis.

Positive and negative aspects of medical education

The positive and negative aspects of medical education were assessed in three aspects: physical activities aspects (e.g., hours of sleep, exercises), supporting system (e.g., from friends, adequate financial support), and discrimination. The Association of American Medical College (AAMC) Graduation Questionnaires (GQ) were adopted to assess discrimination and mistreatment in medical school. This questionnaire covered five characteristics of discrimination, including public humiliation, sexist remarks, the requirement to perform personal services, denied opportunities for training or rewards based on gender and witnessing gender/sexual discrimination. Each discrimination characteristic was identified in 4 Likert scales as never, sometimes, frequently, and always [ 17 , 18 ]. The reliability estimates of the measurements used in measuring supporting systems and discrimination were reported in the emotional climate and faculty-student interaction subscales in the learning environment scale in AMCC GQ, which showed Cronbach’s alpha at 0.9 and 0.8, respectively. The reliability of measurement for the physical aspect was selected items from The Health Promoting Lifestyle Profile II (HPLPII). The overall measurements reported strong internal reliability (α = 0.90), test-retest reliability (rtt = 0.81–0.91), and convergent validity with other health measures. Internal reliability in each aspect of the current investigation in the Thai context was questionable or acceptable (supporting system α = 0.65; discrimination α = 0.75). We cannot provide internal consistency for physical activities since we separately interpreted each item in our analysis.

This multicenter study was completed following the Declaration of Helsinki as revised in 2013. The Institutional Review Board granted ethical approval for this study from all study locations.

Statistical analysis

Descriptive statistics were used to describe the demographic data. Categorical variables were presented as counts and percentages, while the mean and standard deviation or the median and interquartile range were used to present continuous variables depending on data distribution. The participants with missing data were excluded before the analysis. Chi-square, Fisher’s exact test, and t-test or Mann-Whitney test were used as appropriate to determine the difference between the two groups. Binary logistic regression was adopted to assess the association between characteristics of discrimination in each categorized type of gender diversity. Each discrimination characteristic was interpreted into binary data by scoring any frequency as presence and scoring ‘never’ as absence. SGD were categorized into seven groups (Lesbian, Gay, Bisexual, Transgender, Non-binary, Asexuality, and Questioning). All statistical tests were two-tailed comparisons, and a p-value of ≤ 0.05 was considered statistically significant. The SPSS version 29.0 (IBM) was utilized to analyze this study.

The response rate in this survey was 16.5%, based on the total number of 8031 medical students in Thailand when we launched the survey. A total of 1,322 medical students completed the questionnaires, and 412 (31.2%) described themselves as SGD. The mean age of SGD medical students was 21.06 years, which did not differ significantly from the overall participants. A substantially higher proportion of SGD medical students was found in the regional medical schools and regional hometowns. No statistically significant differences were observed in academic years, parental status, or financial support. Regarding gender identity, approximately half (50.4%) reported female as their assigned sex at birth. Bisexuality was reported to be the highest prevalence (16.8%), comprising 11.5% bisexual females and 5.3% bisexual males, followed by gay men (7.6%). Meanwhile, non-binary and questioning people were less frequent than 1%, and 0.6% chose not to report their sexual orientation. The demographic data were previously addressed in our study on sexual behaviors [ 14 ] and are provided in Supplementary Table 1 . The breakdown of specified gender diversity profiles for all participants can be found in Supplementary Table 2 .

Academic difficulties and education-related problems among SGD medical students

Regarding academic performance, there were no significant differences in the semester Grade Point Average (GPA) and the accumulated GPA (GPAX) between SGD and non-SGD students. However, the SGD group reported higher rates of dropout thoughts and self-perceived burnout compared to the non-SGD group (39.8% vs. 23.1%, p < 0.001, and 84.2% vs. 74.9%, p < 0.001, respectively). Factors such as failing examinations, repeating academic years, and losing motivation did not show statistically significant differences between the groups. Regarding education-related problems, 40.2% of SGD students and 42.7% of non-SGD students reported at least one education-related problem (see Table 1 ). SGD students reported significantly greater difficulties related to inadequate time for studying, falling behind in school, and financial issues. Meanwhile, other problems examined showed no significant differences between the groups as presented in Table 2 .

Preventive and risk factors related to medical education among medical students with SGD

Table 3 displays the positive and negative aspects of medical education. Among medical students with SGD, the perceived support from medical staff and inadequate financial support were addressed significantly lower than the non-SGD groups (Perceived good support from staff; non-SDG 30.3% vs. SGD 22.1%, p < 0.01; inadequate financial support non-SDG 11.2% vs. SDG 23.1%, p < 0.01, respectively), while perceived support from peers was not significantly different. Students with SGD also had a higher number of SGD friends (non-SDG 2.00 vs. SDG 3.00, p < 0.01). Regarding academic-related health risk factors, SGD reported a greater impact of night shifts during the daytime (non-SGD 94.9% vs. SGD 99.4%, p = 0.01). At the same time, they had no difference in hours of sleep at night, daytime sleepiness, and number of exercises per week.

Discrimination

Most medical students (64.4%) reported witnessing at least one form of discrimination, with no significant difference between SGD and non-SGD groups. Public humiliation was the highest discrimination experienced by all medical students (40.1%), followed by selectively prohibited educational opportunities (34.1%), being requested to do personal services other than education (22.9%), sexist remark (17.5%), and verbal or physical abuse (7.3%). Medical students with SGD reported witnessing higher discrimination and had significantly higher experiences of sexist remarks (non-SGD 62.3% vs. SGD 69.2%, p = 0.02 and non-SGD 11.5% vs. SGD 30.6%, p < 0.001, respectively) (See Table 3 ).

From Bivariate logistic regression (Table 4 ), Students self-identifying as lesbian were associated with witnessing any discrimination (OR = 3.85, [1.05–14.16]). Meanwhile, being gay was associated with higher experiences of sexist remarks (OR = 6.53 [3.93–10.84]) and lower selectively prohibited educational opportunities (OR = 0.36 [0.21–0.63]). Additionally, being transgender was associated with experiencing sexist remarks (OR = 7.49 [2.99–18.72]), while students with questioning identity were associated with experiencing verbal or physical abuse (OR 8.98 [1.28–62.87]).

This study is one of a few studies that explore medical students with SGD regarding their education-related problems and discrimination in Thailand and Asia. Most previous studies in Asian countries mainly described attitudes, perceptions, and knowledge toward individuals with SGD and SGD healthcare. According to a few pieces of studies in Asia that described the discrimination and inadequate skills from the curriculum, the findings emphasized the integrating issues of gender into medical education, such as gender sensitivity language use, and broadening the experiences of those LGBT who have been discriminated would be helpful in understanding the diversity of human in the medical education setting [ 19 , 20 , 21 , 22 ]. In this study, although no differences in academic performance between SGD and non-SGD were found, medical students with SGD encountered more educational-related problems, including inadequate time for studying, being left behind by others, and financial issues. In addition, they perceived lower support from medical staff and financial support. More than half of medical students had witnessed discrimination in medical school, while SGD students reported significantly higher witnesses and experiences of sexist remarks.

Contrary to prior studies indicating reduced academic performance among SGD medical students and associated mental health challenges [ 23 , 24 ], our findings diverged. We hypothesized that medical students with SGD in our settings, despite reporting more educational-related problems, might benefit from positive factors that prevent them from having lower academic results. Strategies promoting inclusive environments, such as fostering a safe and supportive climate, educator intervention, and SGD-related curricula, can be instrumental [ 25 ]. Notably, one Thai study on medical students highlighted that a significant portion of medical students exhibit neutral to positive attitudes toward people with SGD, with positive attitudes often correlated with personal connections to SGD individuals like family members and friends [ 22 ]. In addition to supportive resources, positive attitudes can mitigate stigma, a key factor influencing academic difficulties like dropout [ 26 ].

A previous study highlighted that mistreatment intensity among medical students with SGD increased the odds of burnout in a dose-response manner. A greater proportion of humiliation and mistreatment, either specific or non-specific to gender and sexual orientation, were found in medical students with SGD [ 4 ]. In our study, the types of mistreatment were expansively identified, and the most reported discrimination was humiliation, which was relevant to the previous studies. Our finding also found that another interesting mistreatment experience was selectively prohibited educational education towards medical students with SGD. This finding underlined the existence of authority abuse in medical school [ 27 , 28 ]. The problematic issues in authority abuse in medical school included hierarchy and a culture of self-sacrifice, resilience, and deference. Medical students perceived that these factors created barriers to reporting mistreatment as it would lead to being labeled a ‘troublemaker’ and affecting career progression. These abusive environments could lead to a lower sense of belonging, which was associated with higher levels of depression and anxiety afterward [ 13 ]. However, medical students in the study might have compensated for a sense of belonging derived from the medical staff by having peer support from non-SGD and SGD friends, which could be observed by higher numbers of SGD friends among SGD medical students. This is relevant to previous studies, which demonstrated that the sense of belonging tends to effectively develop among the people who belong to SGD [ 29 , 30 ]. The intervention strengthening the sense of belonging could be an effective method to rescue medical students with SGD who experienced education-related problems, mistreatment, and discrimination [ 31 ].

Some limitations should be considered when interpreting the results. First, this is a secondary analysis of an observational cross-sectional study. We could only discern associations, not causations. Additionally, the voluntary recruitment method used in the study introduced selection bias, capturing only those willing to participate, especially the participants with SGD tend to be more interested in response to the SGD issue. Accordingly, the absence of international standardized questionnaires measuring academic difficulties, education-related problems, and discrimination in the Thai language caused limitations, potentially affecting the study’s interpretation and generalizability when contrasted with research using different tools.

Our study employed several strengths. It was conducted in an Eastern context, shedding new aspects on SGD and its association with academic performance within medical education. We gathered data from a large number of participants across the country, ensuring the representation of varied identities. We delved into a wide range of positive and negative factors within medical education. Crucially, the survey maintained complete anonymity, ensuring responses were unaffected by concerns, authority, or potential stigma.

Further studies should focus on the specific needs of medical students concerning education-related problems, mistreatment forms, and discrimination experiences, paving the way for targeted intervention. The study underscored the significant impacts of staff within medical schools. Rather than solely focusing on students, early interventions should encompass enhancing the knowledge, attitudes, and behaviors of staff toward students, patients, and SGD issues in a social context. Qualitative studies are necessary to discern these needs across different contexts and develop tailored interventions.

Data availability

The quantitative data used in and analyzed during the current study cannot be publicly available for confidentiality reasons. Still, they can be available on request from the corresponding author.

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Acknowledgements

We thank all participants for their time in responding to our survey. Also, we are grateful for the collaboration and support from all organizations to help complete this national study. This study is partially supported by the Faculty of Medicine, Chiang Mai University, regarding resource utilization.

This study was financially supported by the Ratchadapiseksompotch Fund, Faculty of Medicine, Chulalongkorn University, grant no. RA65/040.

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Department of Psychiatry, Faculty of Medicine, Chiang Mai University, Chiang Mai, Thailand

Awirut Oon-arom

Department of Psychiatry, Faculty of Medicine, Prince of Songkla University, Songkhla, Thailand

Pakawat Wiwattanaworaset

Department of Psychiatry, Faculty of Medicine, Chulalongkorn University and King Chulalongkorn Memorial Hospital, Bangkok, Thailand

Teeravut Wiwattarangkul, Mayteewat Chiddaycha & Sorawit Wainipitapong

Department of Psychiatry, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand

Papan Vadhanavikkit

Department of Psychiatry, Faculty of Medicine Siriraj Hospital, Mahidol University, Bangkok, Thailand

Maytinee Srifuengfung

Center of Excellence in Transgender Health, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand

Sorawit Wainipitapong

Department of Global Health and Social Medicine, King’s College London, London, UK

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Awirut Oon-arom: Validation, Visualization, Writing – Original Draft, Visualization; Pakawat Wiwattanaworaset: Validation, Investigation, Resources, Writing – Review & Editing; Teeravut Wiwattarangkul: Conceptualization, Methodology, Investigation, Resources; Papan Vadhanavikkit: Validation, Investigation, Resources, Writing – Review & Editing; Maytinee Srifuengfung: Validation, Investigation, Resources, Writing – Review & Editing; Mayteewat Chiddaycha: Conceptualization, Methodology, Formal analysis, Data curation, Writing – Review & Editing; Sorawit Wainipitapong: Conceptualization, Methodology, Formal analysis, Writing – Original Draft, Project administration, Funding acquisition.

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Correspondence to Pakawat Wiwattanaworaset .

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The present study was approved by the Institutional Review Board (IRB) of all medical schools participating in the study, including Chulalongkorn University (0006/2022), Siriraj Hospital, Mahidol University (167/2022), Chiang Mai University (PSY-2565-08832), Khon Kaen University (HE651083), and Prince of Songkla University (65-085-3-1). All participants completed the online self-administered informed consent.

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Oon-arom, A., Wiwattanaworaset, P., Wiwattarangkul, T. et al. Academic difficulties, education-related problems, and discrimination among Thai gender-diverse medical students: a cross-sectional study of Thai medical schools. BMC Med Educ 24 , 1025 (2024). https://doi.org/10.1186/s12909-024-06018-5

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Getu Tefera Woldegebriel, Bahir Dar University

D.Ed. Candidate, Department of Language Education, College of Education, Bahir Dar University, Ethiopia

Abiy Yigzaw, Bahir Dar University

Professor, Department of Language Education, College of Education, Bahir Dar University, Ethiopia

Kassie Shiefere, Bahir Dar University

Associate Professor, Department of Language Education, College of Education, Bahir Dar University, Ethiopia

Zewdu Emiru, Bahir Dar University

Assistant Professor, Department of Language Education, College of Education, Bahir Dar University, Ethiopia

Main Article Content

Teacher effectiveness in english-medium instruction and students’ academic achievement: a value-added model in action, getu tefera woldegebriel, abiy yigzaw, kassie shiefere, zewdu emiru.

This study aimed to investigate the association between general science teachers’ effectiveness in teaching through English and students’ academic success in Debre Birhan City. In addition, it sought to determine which dimensions of English as a medium of instruction (EMI) accounted for the greatest variability. Furthermore, it examined whether demographic variables such as sex, qualification, and experience co-variated with students’ academic achievement (SAA). A non-experimental correlational design was employed. The study sample included 45 randomly selected teachers and 1575 students in 45 classrooms. A teacher effectiveness questionnaire and an academic achievement test were used as data collection tools implementing the principle of the value-added model. The findings revealed a strong relationship between teachers’ effectiveness in teaching science through English and SAA, with pedagogical knowledge being the highest contributor and experience co-variating with SAA. The unstandardized coefficient output also reveals that SAA increases by a certain percentage as every scale of EMI increases. The study recommends on-the-job training for EMI teachers. Additionally, experienced teachers should work in pairs with younger teachers and share fresh perspectives on teaching methods and effective language use. The introduction of EMI implementation policies is also recommended.

"This is for Dad": First Indigenous professor in School of Education and Social Work

a woman smiling at the camera, she is wearing a kangaroo skin over a black t-shirt

Photo: Stefanie Zingsheim

Lynette Riley AO, a Wiradjuri and Gamilaroi woman from Dubbo and Moree, has been promoted to professor at the University of Sydney.

The achievement is the latest step in her remarkable educational journey as the first in her family to complete high school and attend university. She then became a school teacher before carving out a groundbreaking career in higher education from TAFE to University of Sydney.

“This is for Dad,” Professor Riley said. “My parents only went to school until Year Three. In their era, the government had scientific research to prove that Aboriginal people were incapable of undertaking higher forms of education. They only received enough education believed to be sufficient to be good servants or labourers for non-Indigenous Australians. The Aboriginal curriculum focused on manual work. But Dad wanted more for us kids.

“He was always of the opinion that we were going to go through school and get a high school certificate. Our doing it proved that he could have done it if he’d been given the same opportunities. I know he would be proud.”

Professor Riley is the first Indigenous academic to be promoted to professor in the School of Education and Social Work at the University of Sydney.

She believes she may also be the first Aboriginal person from western New South Wales, including Dubbo, to be promoted to professor.

“For many Aboriginal people, we’re still making history with firsts,” Professor Riley said. “In a lot of communities, people are the first to complete school, go to TAFE or university. My community is so excited; they want to throw a mayoral reception for me.”

Indigenous voices at University of Sydney

Professor Riley’s promotion reflects her academic integrity and excellence in research, and years of teaching experience.

She is Chair of Aboriginal Education and Indigenous Studies in the School of Education and Social Work, and an acclaimed researcher in Aboriginal and Torres Strait Islander rights, education, racism and wellbeing.

Professor Lisa Jackson Pulver , Deputy Vice-Chancellor (Indigenous Strategy and Services) said Professor Riley is an inspiration to her students and fellow academics. “Lyn Riley is an astounding academic, who has provisioned quality guidance and support for countless Aboriginal and Torres Strait Islander staff and students in the academy. She is an inspiration to us all.”

Aboriginal Education in Australia

Lynette, first year in high school, 1969.

For young Lynette to attend the public school in Dubbo in 1962, her parents had to apply for a Certificate of Exemption . “This meant we were exempt from being Aboriginal. Once you had one, you weren’t allowed to contact other Aboriginal people, but you could get a job and your kids could go to school,” said Professor Riley, the eldest of six children.

“Some of my cousins’ parents refused to get a Certificate of Exemption, so they had to go to the school on the other side of town and were automatically put into a special class where they were considered backward and incapable of learning.

“It was really the 1967 Referendum that started to create a lot of change and by 1969, when I started high school, things really began to change,” Professor Riley said.

In 1972, the Director General of Education removed public school principals’ right to refuse entry to Aboriginal students based on the local non-Indigenous community’s attitude.

But there was still a lot of racism, she said. “All the Aboriginal kids had to line up at the principal’s office weekly to get checked for head lice, but none of the non-Indigenous kids ever got checked. In dancing classes, nobody would partner with me, so I had to dance on my own.

“In high school, I was the only Aboriginal kid in the senior years. I topped the class in one of the tests, and some students said I must have cheated. I never topped the class again. I did very well in the HSC, but I did it quietly.

“Many of the other students didn't talk to me in Year 11 and 12, which made me more determined to get through school. I thought, you’re not stopping me. I’m one of those people who, if you tell me I can’t do it, I bloody will.”

Higher education and creating change

two women, one is wearing a university graduation gown, the other is her mother

Lynette, with her mother Delma in 1978, graduating from Armidale Teachers College.

After high school, Professor Riley studied at Armidale Teachers College with around 200 other students – only four of them Indigenous. She trained to be a primary and infant school teacher but the Department of Education sent her to Moree High School in the town where her mother was born and her grandmother lived. “I was put in to be a remediation teacher to try and solve problems. I couldn’t really do much because I didn’t understand what was going on or why Aboriginal people were placed in the situations they were in. So, I went back to college and did a graduate diploma in Aboriginal Education.” As a young teacher, she was asked to join the first Aboriginal Unit in the Department of Education in 1981. “We wrote the first Aboriginal education policy for New South Wales, which was then adopted across Australia.”

black and white photo of two women in a school

Lynette Riley (far left) with Cheryl Kitchener, Bill McCarthy (NSW member for Northern Tablelands) and John Nalson (Pro Vice Chancellor, UNE) at the opening of Oorala in 1986.

Professor Riley went on to develop adult Aboriginal programs that were picked up by TAFE. She set up the Oorala Aboriginal Centre and Aboriginal Studies at University of New England in 1986, and briefly went back to Dubbo to work as a primary school teacher – “the hardest job I’ve ever done. Loved it, but it’s the hardest job I’ve ever done.”

She was campus manager at Dubbo TAFE, and worked as State Director for Aboriginal Education for several years in the Department of Education, before finally moving to the University of Sydney, where she has been inspiring students and colleagues for 18 years.

“Every job I’ve had has been about creating something that didn’t exist before. I like getting things done. I’m more of a behind-the-scenes person, making things happen.”

Lynette Riley photographed with her family. She is wearing a graduation cap and gown.

Lynette Riley and her family at her doctoral graduation ceremony at Australian Catholic University in 2018.

Professor Riley also raised seven children (four of her own) and now has 14 grandchildren. She has endured several bouts of breast cancer and considers herself a survivor. When she learnt of her promotion to full professor, she was overcome with emotion. “The first thing I thought of was mum and dad. I still get a bit teary because they couldn’t get an education.

“I thought, ‘There you go, Dad, I did it. There’s your proof.’”

Closing the gap for Aboriginal students

Professor Riley is now dedicated to preparing student teachers to “close the gap” between the educational outcomes of Indigenous and non-Indigenous students across Australia. The 2024 NAPLAN results benchmarking the performance of Australian school students show educational disparity remains entrenched.

First Nations students' results are still far behind in numeracy, reading, writing, spelling, grammar and punctuation.

“We can’t close the gap if we have teachers who are unprepared,” she said. “So, for me, it’s about tightening the way in which we train our teachers.” In a first for any university in Australia, Professor Riley has created a ground-breaking unit where third-year teaching students focus on Aboriginal education during their eight-week placements in schools. Their assessment task is to create or complete an Aboriginal community and school profile. This involves getting to know their community and school, and understanding their relationship with Aboriginal education. “Aboriginal education has to be done in every school, not just in schools with high Aboriginal student enrolments,” Professor Riley said.

“They then use that information to have a good idea about what’s working and what’s not,” she said. “The same template should be something they can take away and use in any school they go to in the future as teachers.”

Professor Riley said the Department of Education only analysed Aboriginal student data for the first time in 2004. “The system needs to be better, and one way to improve it is to ensure that teachers are better trained. That’s what we’re looking at.”

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JCPS, Pollio sued over alleged failure to follow drug testing policies after bus accident

A Louisville woman is suing a Jefferson County Public School bus driver and Superintendent Marty Pollio, who she claims hired the driver despite his criminal background and failed to drug test him after a serious accident.

Kimberly Petty's vehicle was struck by a JCPS bus in September 2023 after Aaron Helton allegedly ran a red light, resulting in her broken neck, shoulder, forearm, and pelvis, according to the lawsuit filed in February.

Initially, only Helton was named in the suit but this week, Petty's attorney, James Bolus, filed a motion to add Pollio after discovering Helton was convicted in 2019 for conspiring to deliver 25 pounds of marijuana in Wyoming. The conviction follows a March 2018 traffic stop that resulted in a search of the vehicle Helton was driving. He was hired by JCPS in November 2018.

The district, the suit alleges, failed to do a national criminal background check and did not subject Helton to a drug and alcohol test after the accident that seriously injured Petty. During a court proceeding, Helton testified he was not tested after that accident, nor tested after multiple previous accidents he'd been in as a JCPS bus driver.

More: Would school choice help Kentucky students? Other states' programs show mixed results

“Dr. Pollio had a responsibility to ensure that JCPS bus drivers are fully vetted and held accountable," said Bolus in a press release. "His failure to do so resulted in a convicted drug felon driving children to school, nearly killing my client... We will hold Dr. Pollio and JCPS accountable for their negligence, and the public deserves to know how this disaster was allowed to happen.”

District policy does require post-accident drug and alcohol testing, though it is unclear whether Helton's drug conviction is an instant disqualifier from employment. The policy states drug offenses can prevent a person from being hired if "determined by the Superintendent to bear a reasonable relationship to the ability of the individual to perform the job."

The policy and state law require national background checks of all district employees.

JCPS did not immediately respond to several questions regarding the lawsuit, whether or not the district was aware of Helton's drug offense nor about the lack of his being tested after at least five bus accidents.

More: JCPS bus driver resigns after investigation into how she handled student fight

The suit seeks punitive damages for the "individual and collective negligent and careless conduct," of Pollio and the district, which resulted in Petty suffering "severe and permanent bodily and mental injuries," along with medical expenses and lost wages.

This is the second time Bolus has represented a client harmed by a JCPS bus in an accident in which the driver did not get drug tested afterward. Bolus sued the district's insurance company in 2015 after an elementary student was dragged by a JCPS bus for close to a minute before the driver stopped the bus. After nearly seven years of litigation, the family of the student was awarded $4.8 million in a cash-structured settlement.

Contact Krista Johnson at [email protected].

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Angry Sheriff Mike Chitwood warns 'swatters' and their parents they may get 'perp walk'

DELAND — Fed up with dozens of recent swatting events, Volusia County’s sheriff, Mike Chitwood, announced Friday that Volusia County Schools’ students and parents involved with making false threats will be put out for "public embarrassment" to include showcasing arrest photos and, if possible, “perp walks.”

At a press conference held by the district and the sheriff’s office, Chitwood said 207 threats have been received so far this 2024-2025 school year , and at least 54 of those tips came Thursday night.

"What we're going to start doing Monday is, since parents, you don't want to raise your kids, I'm going to start raising them," Chitwood said. "Every time we make an arrest, your kid's photo is going to be put out there. And if I could do it, I'm going to perp walk your kid so that everybody can see what your kid's up to. The second point of this is, if I can any way find out that a parent knew what was going on and wasn't doing anything, your ass is getting perp walked with them."

Volusia County School officials have been working "around the clock" to investigate each of the recent 54 FortifyFL tips, all of which are "turning out to be false" and costing close to $21,000, Chitwood said.

The FortifyFL App is a "suspicious activity reporting tool" that helps instantly relay critical information to the appropriate law enforcement agencies and school officials when there is an imminent threat .

Last night and early this morning, two Heritage Middle School students (ages 13 and 14) were arrested for posting threats on TikTok and Instagram to commit a school shooting. Both students are charged with making written threats to kill, which is a felony. — Volusia Sheriff (@VolusiaSheriff) September 13, 2024

"So far this year, there have been 207 threats who have come in," Chitwood said. "We've arrested seven people for written threats to kill; one student, if you remember, tried to bring a loaded firearm into a Mainland (High School) football game . We've had 11 weapons on our campuses this year."

Two Heritage Middle School students, ages 13 and 14, were arrested last night and early this morning after posting threats to commit a school shooting on TikTok and Instagram.

Additionally, earlier this week, officials also investigated threats made to several Volusia County schools including two in Daytona Beach – at Halifax Academy and Westside Elementary School – where students were arrested.

Captain Todd Smith, Volusia County Schools' director of safety and security, said the curriculum is structured to the number of hours students are in school, so when schools are shut down to conduct investigations and ensure safety, it interrupts a student's ability to learn effectively.

"We need to make sure that all of our kids are getting the education that they need and that they're getting it in a nice, safe, and secure environment," Smith said. "And right now, the kids themselves are making the chaos, so we need the parents to help us to bring that back together so that the kids can get the education that they deserve."

Classroom screenings begin

Starting this school year, the district began conducting random classroom screenings in which a computerized random generator selects a school and then a classroom at that school. With support from school administrators, a district team will set up metal detectors outside of a classroom door for students to walk through either on their way in or out of the room.

"We've done some schools already this week, and it's been very successful," said John Cash, Volusia County Schools' chief of staff. "And I will tell you, the majority of the students that I saw ... are thankful that we're doing this. It's a very expeditious process. At the two schools we've done so far, it took less than 10 minutes to screen those classes."

Volusia County Schools and the Volusia Sheriff's Office plan to further increase safety on campuses by having a district weapons detection K-9, starting in the middle of November, Smith said.

"Our worst fear is a firearm in our schools. We've done very well at protecting our student body from a threat from the outside, so we want to make sure that there's not a threat that's already inside the student body," Smith said. "So (there are) complexities with trying to metal detect every single student that comes into a school ... so one of the best ways to do that is is through a K-9. ... The dog just smells. If there's a firearm, it's going to let us know that there's a firearm and that we need to address this immediately."

Volusia County Schools and @VolusiaSheriff ’s Office joint safety and security message! pic.twitter.com/FwztqdeXo4 — Volusia County Schools (@volusiaschools) September 13, 2024

Cash also highlighted the district's "fantastic" relationship with the sheriff's department.

"We can pick the phone up and talk to the sheriff. We can pick the phone up and talk to the captain. These guys can call to the state level. We can call to the state level," he said. "The information flow is excellent because we're trying to get this right, which is why it's so frustrating for a small percentage of students to take the amount of resources away from the things we really need to be spending them on for (the) foolishness of not thinking about the consequences of social media."

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Ranked #563 out of 1,543 "Education" journals. The American Journal of Education seeks to bridge and integrate the intellectual, methodological, and substantive diversity of educational scholarship and to encourage a vigorous dialogue between educational scholars and policy makers. It publishes empirical research, from a wide range of ...
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Research in Education provides a space for fully peer-reviewed, critical, trans-disciplinary, debates on theory, policy and practice in relation to Education. International in scope, we publish challenging, well-written and theoretically innovative contributions that question and explore the concept, practice and institution of Education as an object of study.
Frontiers in Education
Research on Task Design in Pre-Service Mathematics Teacher Education. Racial Equity and the Organization: An Educational Change Call to Action. Learn more about Research Topics. A multidisciplinary journal that explores research-based approaches to education for human development. It focuses on the global challenges and opportunities education ...
Harvard Educational Review
ISSN: 0017-8055. eISSN: 1943-5045. Keywords: scholarly journal, education research. First Issue: 1930. Frequency: Quarterly. Description. The Harvard Educational Review (HER) is a scholarly journal of opinion and research in education. The Editorial Board aims to publish pieces from interdisciplinary and wide-ranging fields that advance our ...
Cambridge Journal of Education
Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into ...
Google Scholar
Google Scholar provides a simple way to broadly search for scholarly literature. Search across a wide variety of disciplines and sources: articles, theses, books, abstracts and court opinions.
JSTOR: Viewing Subject: Education
175 Journals in JSTOR. Date Range. Academe. 1979 - 2020. AAUP Bulletin. 1956 - 1978. Bulletin of the American Association of University Professors (1915-1955) 1915 - 1955. Academy of Management Learning & Education.
Cambridge Journal of Education
Cambridge Journal of Education publishes original contributions on all aspects of education with a particular emphasis on articles that span the divide between academic researchers and teachers. Cambridge Journal of Education has always enjoyed a wide international readership and encouraged contributors to make comparisons between different ...
Journal of Education for Teaching
Journal overview. Journal of Education for Teaching (JET) publishes original, significant and rigorous contributions to the field of education, both initial and continuing, of teachers. The journal interprets 'teacher education' in the widest sense, to include articles from or about the work of academic staff involved with, and responsible ...
Education Research Databases
Education Abstracts. Education Abstracts is an education research database providing high-quality indexing and abstracts for hundreds of journals. Coverage spans all levels of education and includes adult education, multicultural education and teaching methods. Education Source · Full Text. Education Source is a leading full-text research ...
Journals
Members and non-members can gain access to The American Educational Research Association's journals online. ... AERA Open aims to advance knowledge through theoretical and empirical study across arenas of inquiry related to education and learning. View journal website ... How to Publish in Scholarly Journals, Janette K. Klingner, David ...
Finding Scholarly Articles
The following databases will help you find scholarly articles on education topics: Education Full Text This link opens in a new window. Articles, periodicals, yearbooks, series, and supplements on special education, educational tests, adult education, multicultural/ethnic education, teaching methods, continuing education, literacy standards ...
Journal Rankings on Education
Journal Rankings on Education. All subject areas. Education. Agricultural and Biological Sciences (miscellaneous) Biochemistry, Genetics and Molecular Biology (miscellaneous) Business, Management and Accounting (miscellaneous) Economics, Econometrics and Finance (miscellaneous) Organizational Behavior and Human Resource Management.
The Journal of Higher Education
Founded in 1930, The Journal of Higher Education (JHE) is the leading scholarly journal on the institution of higher education. Articles combine disciplinary methods with critical insight to investigate issues important to faculty, administrators, and program managers. The Journal of Higher Education is an independent refereed journal.
Education
Education. Sage is a leading independent publisher in Educational Research, Special Education and Music Education. Our portfolio includes groundbreaking textbooks, influential journals, must-have reference materials, and innovative resources; everything needed to succeed in today's educational arena. Download special issues, collections, and ...
The Journal of Education
Welcome to the Journal of Education. As the oldest educational publication in the country, the Journal has served many purposes in its long history. Our current mission is to disseminate knowledge that informs practice in PK-12, higher, and professional education. A refereed publication, the Journal offers three issues each calendar year.
Scholarly Journals
Top Journals in Education. This is not meant to be an exhaustive list; just a few of the highly ranked journals in the field. Review of Educational Research. American Educational Research Journal. Harvard Educational Review. Child Development. Computers and Education. Sociology of Education.
Scholarly Journals
Michigan Journal of Community Service Learning. MJCSL is an open-access journal focusing on research, theory, pedagogy, and other matters related to academic service-learning, campus-community partnerships, and engaged/public scholarship in higher education. Published by the University of Michigan.
Intergenerational effects of a casino-funded family transfer ...
The education literature generally finds that reading skills develop in much broader (i.e., non-school) settings relative to math skills 28,29,30. This work implies that our discovered results ...
Academic difficulties, education-related problems, and discrimination
Medical students with sexual and gender diversity (SGD) often face challenges in educational performance and encounter more education-related problems, potentially due to discrimination in medical schools. This study aimed to compare academic difficulties, education-related issues, and experiences of discrimination among medical students with SGD versus those identifying as non-SGD.
Fear of failure and academic satisfaction: The mediating role of
This study investigates the mediating mechanisms that play a crucial role in the relationship between fear of failure and academic satisfaction and between fear of failure and procrastination. The study sample consists of 292 undergraduate students enrolled in different departments of the university. Within the scope of this study, emotion regulation difficulties may be one of the mediating ...
Journal of Teacher Education: Sage Journals
The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars invested in the preparation and continued support of teachers who can have a significant voice in discussions and decision-making. Issues covered include preparing teachers to effectively address the needs of marginalized youth; program design and ...
Bahir Dar Journal of Education
This study aimed to investigate the association between general science teachers' effectiveness in teaching through English and students' academic success in Debre Birhan City. In addition, it sought to determine which dimensions of English as a medium of instruction (EMI) accounted for the greatest variability. Furthermore, it examined whether demographic variables such as sex ...
"This is for Dad": First Indigenous professor in School of Education
Professor Riley's promotion reflects her academic integrity and excellence in research, and years of teaching experience. She is Chair of Aboriginal Education and Indigenous Studies in the School of Education and Social Work, and an acclaimed researcher in Aboriginal and Torres Strait Islander rights, education, racism and wellbeing.
JCPS, Pollio sued alleging failure to follow hiring drug testing rules
EDUCATION. JCPS, Pollio sued over alleged failure to follow drug testing policies after bus accident. Krista Johnson. Louisville Courier Journal.
Awareness, knowledge, and attitude towards artificial intelligence
Cox A (2023) How artificial intelligence might change academic library work: Applying the competencies literature and the theory of the professions. ... Journal of Medical Education and Curricular Development 8: 1-5. Crossref. Google Scholar. Zhao X, Ren Y, Cheah KSL (2023) Leading Virtual Reality (VR) and Augmented Reality (AR) in education ...
Volusia schools, sheriff's office say parents can prevent false threats
DELAND — Fed up with dozens of recent swatting events, Volusia County's sheriff, Mike Chitwood, announced Friday that Volusia County Schools' students and parents involved with making false ...

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Intergenerational effects of a casino-funded family transfer program on educational outcomes in an American Indian community

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Academic difficulties, education-related problems, and discrimination among Thai gender-diverse medical students: a cross-sectional study of Thai medical schools

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General demographic and SGD data

Academic difficulties and education-related problems