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Despite being a target of various policy interventions across developed countries, disparities in higher education participation among students from different socio-economic backgrounds remain persistent. While previous literature has outlined the processes through which parental resources can shape students’ educational decisions and pathways, the...
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... Students from higher SES contexts tend to enjoy privileged access to green spaces and resources that allow them to participate in outdoor activities, such as sports and excursions, which strengthens their relationship with nature. Conversely, individuals from lower SES backgrounds encounter obstacles such as restricted access to quality natural areas, financial limitations, and the obligation to prioritize occupational or familial commitments, which curtails their prospects for engagement with the natural environment (Tomaszewski et al., 2022(Tomaszewski et al., , 2024. ...
This study examines the relationship between the Connectedness to Nature Scale (CNS) and traditional sociodemographic variables---age, sex, place of residence, and socioeconomic status (SES)---among university students, with a focus on the contextual influence of a female-majority academic environment. Utilizing a cross-sectional design, data were collected from 396 psychology students (66% female, 34% male) who were selected via stratified probabilistic sampling. The normality tests (Shapiro-Wilk and Kolmogorov-Smirnov) indicated non-parametric distributions for the CNS, necessitating the implementation of Spearman's correlation, Kruskal-Wallis, and Mann-Whitney U tests. The findings indicated an absence of a statistically significant association between CNS and SES (ρ = -0.023, p = 0.652) or age (ρ = 0.041, p = 0.415).
... Yet, although increasing numbers of relatively disadvantaged young people participate in higher education, a socioeconomic attainment gap remains (H.-P. Blossfeld et al., 2015;Bukodi & Goldthorpe, 2013;Pensiero & Schoon, 2019), even among those with similar levels of cognitive ability (Bukodi et al., 2014;Tomaszewski et al., 2024). ...
... For each of these possible outcomes, we examine SES and gender associations while controlling for a range of other sociodemographic variables. SES is measured using parental education levels, as previous studies suggest that parental education is a better predictor of post-school choices compared to parental occupation (e.g., Bukodi & Goldthorpe, 2013;Tomaszewski et al., 2024). We distinguish between graduate parents (at least one parent graduated from university) and non-graduate parents. ...
This study investigates variations in school‐to‐work transitions (SWTs) by socio‐economic status (SES), gender, and socio‐cultural context. Leveraging data from three nationally representative longitudinal panel studies, we compare the experiences of young people coming of age in the 21st century (2011 to 2023) in the United Kingdom, Germany, and Australia. We examine the role of different support systems that scaffold the SWT process along various post‐secondary pathways, including university, further education/vocational training, and employment tracks, with a particular focus on variations by parental education and gender. Utilizing longitudinal data from the Understanding Society Panel in the UK ( N = 15,692 observations), the German Socio‐Economic Panel (GSOEP; N = 5,464), and the Household, Income and Labour Dynamics in Australia (HILDA) Survey ( N = 5,759), we track synthetic cohorts born between 1993 and 1995 from ages 18 to 27 in the three countries. We employ linear probability models to conduct a cross‐national comparative analysis, identifying variations in post‐secondary pathways across the three country contexts. The choice of countries is motivated by their shared status as developed economies with distinct features in their SWT systems—contrasting the neoliberal deregulatory frameworks of Britain and Australia with Germany’s employment‐focused dual system. The findings reveal significant effects of parental education on post‐secondary transitions, as well as the differing roles of gender across various educational policy contexts. These results underscore the complexity of SWT when considered in different national settings. The insights generated by this analysis highlight the importance of dedicated policies to support low‐SES youth and promote gender equality in education and employment outcomes.</span
... Additionally, the limited use of paid GAI tools compared to free versions underscores financial barriers that restrict access to premium educational resources. This mirrors findings in prior studies that students from lower socio-economic backgrounds face systemic obstacles in accessing paid digital learning tools, exacerbating existing educational disparities (The Education Trust-West, 2019; Tomaszewski et al., 2024). These gaps not only affect access to more advanced features but also contribute to unequal learning outcomes (Wang et al., 2024). ...
The integration of generative artificial intelligence (GAI) tools in higher education offers new opportunities for personalized learning, critical thinking, and digital literacy. However, socio-economic disparities and ethical concerns present significant challenges to equitable and responsible GAI use, particularly in under-resourced educational settings. This mixed-methods study explored how undergraduate students at Universidad Centroamericana José Simeón Cañas (UCA) in El Salvador engage with GAI tools, focusing on patterns of access, usage, and the socio-economic and ethical factors shaping these interactions. A quantitative survey of 365 students and qualitative focus groups with 25 participants were conducted to examine device preferences, tool usage, and concerns related to academic integrity, data privacy, and responsible AI use. Results revealed significant socio-economic disparities in access to GAI tools, with students from lower-income backgrounds primarily using smartphones and free AI tools, while higher-income students reported greater access to laptops and premium features. Ethical concerns were more prominent among students with limited institutional support, highlighting the need for structured guidance on the responsible use of GAI tools. These findings underscore the importance of institutional policies that promote equitable access to educational technologies and provide ethical frameworks for their use. By integrating socio-constructivist and connectivist learning theories, this study emphasizes that equitable access and guided support are critical for maximizing the educational potential of GAI tools. The study contributes to ongoing discussions about how higher education institutions, particularly in the Global South, can responsibly and effectively integrate AI technologies to support diverse student populations.
... Numerous studies underscore the influence of socio-economic factors on academic performance, but most focus on general academic success rather than subject-specific integration. Previous studies by Cansız et al. (2019), Ersan & Rodriguez (2020), Hascoët et al. (2020), Hasibuan et al. (2022), Kang & Cogan (2022), Lee (2023), Price (2022), Tomaszewski et al. (2024), , and Zhang et al. (2023) points to variables such as age, school type, and parental background as notable contributors to students' academic outcomes. Nonetheless, a gap remains regarding the impact of socioeconomic status on students' capacity to apply mathematical principles within physical electronics-a domain where this integration is essential. ...
Background: The socio-economic background of students plays an important role in shaping their mathematics skills, especially when combining mathematical ideas with learning physical electronics. However, many engineering programs do not consider students' earlier school experiences when they are admitted. Factors like family background, the type of school they went to, and their age are some reasons why it is difficult to connect mathematics to their learning in physical electronics.Aim: This research aims to study how the socio-economic background of students affects their academic performance when they bring mathematical ideas into physical electronics education.Method: The study focused on university students taking a physical electronics course in South Africa. A mixed-method approach was used, including semi-structured surveys and interviews, to collect students' opinions about combining mathematics with physical electronics.Results: The results show that students' socio-economic backgrounds affect how well they can use mathematics in their learning. The findings include: 1) Students had different levels of preparation in mathematics and physics; 2) Performance differences were found between students from rural and urban schools, 3) Those with basic knowledge of mathematics and physics performed better when combining these concepts with physical electronics.Conclusion: This study found that connecting mathematics to physical electronics helps students understand concepts better. It also introduces a model called the Socio-Economic Based Practical Reward Mathematics Integrative Model (SEB-PRMIM), which is designed to reduce the effects of socio-economic differences and improve mathematics integration in engineering education.
... The interaction between students' background and the reported experience raises the issue of equity in terms of student success and retention (Li et al., 2024). Students with low socio-economic status are less likely to receive university education (Tomaszewski, et al., 2024) while being at a higher risk for drop-out (Iannelli et al., 2024). In the case of gender, we identi ed signi cant differences between male and female students in the physical health and environment domains of QoL. ...
Various factors contributing to students' quality of life in higher education have been researched in existing literature. Yet, the role of university culture on students' quality of life in higher education is an underexplored area. In the present study, we aimed to investigate the relationships between students' quality of life and university culture in Turkish higher education. The sample involved 617 undergraduate students studying in three privately funded foundation universities in Turkey. We used WHOQOL-BREF(TR) as an assessment tool to measure the four domains of quality of life (physical health, psychological, social relationships and environment). We used the Turkish version of OCAI instrument to measure university culture types (hierarchical, market and innovative team). Ordinal regression analysis was performed to determine the signi cant effects of university culture types on the domains of quality of life. This current study reveals novel ndings about Turkish higher education. Results demonstrate that innovative team culture affects the psychological and social relations domains of students' quality of life positively. One interesting nding is that positive correlation was identi ed between market culture and the physical health domain of QoL. In addition, we found economic status and gender to be signi cant predictors of students' quality of life. This current research provides university authorities and policy makers with an in-depth analysis for informed decision making and constructive strategy planning. It also presents an analysis of the quality of life of university students to inform future studies in higher education policy and management.
This study explores the impact of socioeconomic conditions and parental encouragement on the academic achievement of secondary students in Cooch Behar, West Bengal. A sample of 280 Class 10 students from coeducational Bengali-medium schools affiliated with the West Bengal Board of Secondary Education (W.B.B.S.E) was surveyed using a descriptive method. The findings reveal a positive association between higher socioeconomic status and better academic performance. Parental encouragement also emerged as a significant factor, with more excellent support linked to higher achievement. Gender differences were noted, with male students reporting slightly stronger family support and better economic conditions. A strong correlation was found between socioeconomic conditions and parental support, suggesting these factors jointly enhance academic success. The study highlights the critical role of familial and economic factors in shaping educational outcomes, offering valuable insights for policies aimed at improving student achievement in similar socio-economic settings.
