What Skills Do 21st Century High School Graduates Need to Have to Be Successful in College and Life?

Kaufman, Kristina

doi:10.1163/9789004405400_018

Cited by 3 publications

(1 citation statement)

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“…Among adopted children for whom the association between genetic factors and environmental conditions were addressed, the explained variance was further reduced . In contrast, multiple overarching social factors associated with racial and socioeconomic disparities in educational attainment have been elucidated, including bans on affirmative action, impoverished early-learning environments that inadequately prepare marginalized groups for higher education, and attendance at undercapitalized universities in which dropout rates are higher . In our sample, 71.1% of White mothers had a college education or more compared with 35.5% of Black mothers; our findings highlight the potential intergenerational impact of these socially driven patterns of educational attainment for childhood cognitive performance.…”

Section: Discussionmentioning

confidence: 61%

Identification of Modifiable Social and Behavioral Factors Associated With Childhood Cognitive Performance

et al. 2020

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social environments are likely associated with a large portion of racial disparities in childhood cognitive performance. Identification of the specific exposures associated with cognitive development is needed to inform prevention efforts.OBJECTIVE To identify modifiable factors associated with childhood cognitive performance. DESIGN, SETTING, AND PARTICIPANTSThis longitudinal pregnancy cohort study included 1503 mother-child dyads who were enrolled in the University of Tennessee Health Science Center-Conditions Affecting Neurodevelopment and Learning in Early Life study between December 1, 2006, and July 31, 2011, and assessed annually until the children were aged 4 to 6 years. The analytic sample comprised 1055 mother-child dyads. A total of 155 prenatal, perinatal, and postnatal exposures were included to evaluate environment-wide associations. Participants comprised a community-based sample of pregnant women who were recruited between 16 weeks and 28 weeks of gestation from 4 hospitals in Shelby County, Tennessee. Women with high-risk pregnancies were excluded. Data were analyzed from June 1, 2018, to April 15, 2019. EXPOSURES Individual and neighborhood socioeconomic position, family structure, maternal mental health, nutrition, delivery complications, birth outcomes, and parenting behaviors. MAIN OUTCOMES AND MEASURES Child's full-scale IQ measured by the Stanford-Binet Intelligence Scales, Fifth Edition, at age 4 to 6 years. RESULTSOf 1055 children included in the analytic sample, 532 (50.4%) were female. Among mothers, the mean (SD) age was 26.0 (5.6) years; 676 mothers (64.1%) were Black, and 623 mothers (59.0%) had an educational level of high school or less. Twenty-four factors were retained in the least absolute shrinkage and selection operator regression analysis and full models adjusted for potential confounding. Associations were noted between child cognitive performance and parental education and breastfeeding; for each increase of 1.0 SD in exposure, positive associations were found with cognitive growth fostering from observed parent-child interactions (β = 1.12; 95% CI, 0.24-2.00) and maternal reading ability (β = 1.42; 95% CI, 0.16-2.68), and negative associations were found with parenting stress (β = −1.04; 95% CI, −1.86 to −0.21). A moderate increase in these beneficial exposures was associated with a notable improvement in estimated cognitive test scores using marginal means (0.5% of an SD). Black children experienced fewer beneficial cognitive performance exposures; in a model including all 24 exposures and covariates, no racial disparity was observed in cognitive performance (95% CIs for race included the null). CONCLUSIONS AND RELEVANCEThe prospective analysis identified multiple beneficial and modifiable cognitive performance exposures that were associated with mean differences in cognitive performance by race. The findings from this observational study may help guide experimental studies focused on reducing racial disparities in childhood cognitive performance.

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Section: Discussionmentioning

confidence: 61%

Identification of Modifiable Social and Behavioral Factors Associated With Childhood Cognitive Performance

et al. 2020

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Sustaining Enterprise Operations and Productivity during the COVID-19 Pandemic: “Enterprise Effectiveness and Sustainability Model”

et al. 2020

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The research explores key factors impacting enterprise operational sustainability and the ability to transcend adversity during different stages of a crisis, such as the COVID-19 pandemic. The current study draws from the Theory of Crisis Management Teams, the Stakeholder Theory, and the Distributed Cognition Theory to build an “Enterprise Effectiveness and Sustainability Model during Pandemic.” Existing theoretical background joint with contemporary success case studies helped to identify the essential aspects and strategies enterprises should employ to survive and thrive during crisis and post-crisis. We have conceptualized an innovative approach to COVID-19 from the perspective of organizational characteristics, operations, digital transformation, and financial planning. The findings suggest that enterprises having distributed leadership, workforce and adaptive culture sustain business operations during a pandemic. Furthermore, resilient enterprises allow for more informed and decentralized decision-making. Prosperous organizations leverage Internet and Communication Technology (ICT) and integrate Intranet, social media, and online communication platforms into their daily business routines, as this helps to establish trust and build bonds with employees, stakeholders, and customers during and post-crisis. Finally, balancing between the stockpiling of resources and resiliency is crucial in anticipation of a crisis. Therefore, we conclude that enterprises with financial contingency plans sustain their business operations during a pandemic.

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Implementing New Resources for STEM Education

Guneri

Ozgel

Yildirim

et al. 2022

Applications of Machine Learning and Artificial Intelligence in Education

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In a rapidly changing world, especially amidst COVID-19, the educational goals must be refined and modified. This chapter derives from a study based on research findings and recognizes the individual aspects of 21st century skills that can pave the way for adaptation and transition utilizing applied skills and digital literacy. The 21st century skills (21CS) have also been in the spotlight about digital literacy, as the pandemic possessed the current need to continue instruction and learning despite the setback imposed. It was concluded that 21CS covers the requirements and works best when implemented into the current mode of instruction combined with STEM education and basic skills.

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What Skills Do 21st Century High School Graduates Need to Have to Be Successful in College and Life?

Cited by 3 publications

References 0 publications

Identification of Modifiable Social and Behavioral Factors Associated With Childhood Cognitive Performance

Identification of Modifiable Social and Behavioral Factors Associated With Childhood Cognitive Performance

Sustaining Enterprise Operations and Productivity during the COVID-19 Pandemic: “Enterprise Effectiveness and Sustainability Model”

Implementing New Resources for STEM Education

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