Abstract
Exposure to experiences and to environmental stimulation has been found
to play a critical role in the development of the brain and the central nervous
system. The absence of such exposure, and stressful situations — especially
chronic stress — are factors that delay the development of cognitive,
social, and physical abilities. Low socioeconomic status (SES) may deprive
those affected by it of enriching experiences and expose them to frequent
stressful situations. This, in turn, may result in inadequate brain and central
nervous system development, thereby triggering a process of cognitive and
scholastic-achievement inequality. This literature review aims to illuminate
the main mechanisms behind inequality in educational achievement —
mechanisms that are rooted in economic inequality.
to play a critical role in the development of the brain and the central nervous
system. The absence of such exposure, and stressful situations — especially
chronic stress — are factors that delay the development of cognitive,
social, and physical abilities. Low socioeconomic status (SES) may deprive
those affected by it of enriching experiences and expose them to frequent
stressful situations. This, in turn, may result in inadequate brain and central
nervous system development, thereby triggering a process of cognitive and
scholastic-achievement inequality. This literature review aims to illuminate
the main mechanisms behind inequality in educational achievement —
mechanisms that are rooted in economic inequality.
| Original language | English |
|---|---|
| Place of Publication | Jerusalem |
| Number of pages | 57 |
| State | Published - 2018 |
ULI publications
- uli
- Child development
- Child study -- Child development
- Children -- Development
- Children of the poor
- Children with social disabilities -- Psychology
- Development, Child
- Economically disadvantaged children
- Poor children
- Poor children -- Economic conditions
