Social Determinants of Learning
I took an approach of presenting the information in the form of an encyclopedia with several more sources including information. I included additional scholarly sources and also providing the development of concepts, framework, and the model to demonstrate the gradual process of concept formation. This is a solid framework actively being used in various disciplines and universities.
Social determinants of learning are economic and social factors that result in differential student academic needs, learning styles, motivation, health, and wellness.[1][2][3]. This framework uses a life-course perspective but places the student at the center of the model. According to this model, researchers assert that addressing learning determinants then leads to help student retention and improved job placement, which in turn will strengthen respective communities. Researchers from the nursing discipline have called this an actionable roadmap[4]. This model can be used to critically examine the root causes that limit resources, supports, and impact outcomes for learners in various educational settings — especially for historically marginalized students and families[5]. Various frameworks exist to identify specific student populations who have been historically marginalized or disadvantaged[6]. While researchers have created models to address equity, there are various ways the factors have been classified and is classically based on the five domains identified in the Social determinants of health framework based off of the field of public health.
Application in Educational Settings
The determinants have been classified differently in various fields of study[7][8]. From public health, the original five social determinants were classified into five broad domains: Economic stability, health care and quality, social and community context, neighborhood and built environment, and education access and quality. However, in the area of physical therapy, researchers included the social determinants of learning as overlapping all of the original domains. In this model, the learner becomes the central focus. Additionally, researchers in the field of Nursing added a component of self-motivation at the center to emphasize the readiness to learn and wellness considerations[9]. Also, diversity, equity, and inclusion was included in the societal considerations of the learner experience.
Social determinants of learning are largely environmental and social, so it is important to note that there are many overlaps between assessing various types of determinants. By building economic and social capital, educational institutions are looking to build a personalized educational journey[10]. The purpose is to build, empower, and educate confident and self-determined communities of learners and scholar-practitioners who can then continue on a journey of success, upward mobility, and perpetual lifelong learning. The European Council Resolution on Lifelong Learning[11] describes lifelong learning as a continuum of learning throughout the life course aimed at “improving knowledge, skills and competences within a personal, civic, social and/or employment-related perspective” (p. C163/2). It involves formal education as well as informal learning opportunities, as defined in a 2015 United Nations Educational, Scientific and Cultural Organization (UNESCO) report[12].
Future Research
Identification of social determinants of learning have been transformed into a framework after studying educational effects from the economic downturn of 2008 and later resulting from the pandemic[13]. Future uses are not only being explored in virtual learning but also in brick-and-mortar institutions as well[14]
References
- ↑ Sanderson, Carla D.; Cox, Karen; Disch, Joanne (1 April 2020). "Virtual Nursing, Virtual Learning". Nurse Leader. 18 (2): 142–146. doi:10.1016/j.mnl.2019.12.005. ISSN 1541-4612. Unknown parameter
|s2cid=ignored (help) - ↑ (PDF) https://edworkingpapers.com/sites/default/files/ai21-394.pdf. Missing or empty
|title=(help) - ↑ Cox, Karen. "Social Determinants of Learning (SDOL)". Chamberlain University.
- ↑ "Social Determinants of Learning (SDOL)". Chamberlain University.
- ↑ Levinson, Meira; Geller, Alan C.; Allen, Joseph G. (3 May 2021). "Health Equity, Schooling Hesitancy, and the Social Determinants of Learning". Annenberg Institute at Brown University. doi:10.26300/vxbz-w479.
- ↑ Hays, Pamela A. (1996). "Addressing the Complexities of Culture and Gender in Counseling". Journal of Counseling & Development. 74 (4): 332–338. doi:10.1002/j.1556-6676.1996.tb01876.x. ISSN 1556-6676.
- ↑ Sanderson, Carla D.; Hollinger-Smith, Linda M.; Cox, Karen (July–August 2021). "Developing a Social Determinants of Learning™ Framework: A Case Study". Nursing Education Perspectives. 42 (4): 205–211. doi:10.1097/01.NEP.0000000000000810. ISSN 1536-5026. PMC 8221713 Check
|pmc=value (help). PMID 33935243 Check|pmid=value (help). - ↑ "Tools for Putting SDOH into Action | Social Determinants of Health | CDC". www.cdc.gov. 14 October 2021.
- ↑ Sanderson, Carla D.; Hollinger-Smith, Linda M.; Cox, Karen (July–August 2021). "Developing a Social Determinants of Learning™ Framework: A Case Study". Nursing Education Perspectives. 42 (4): 205–211. doi:10.1097/01.NEP.0000000000000810. ISSN 1536-5026. PMC 8221713 Check
|pmc=value (help). PMID 33935243 Check|pmid=value (help). - ↑ "The ADDRESSING Model: Ohio University". www.ohio.edu.
- ↑ Council of the European Union. (PDF) https://www.consilium.europa.eu/media/20928/72638.pdf. Missing or empty
|title=(help) - ↑ "UNESCO Science Report" (PDF).
- ↑ "Social Determinants of Health | CDC". www.cdc.gov. 30 September 2021.
- ↑ Felter, CE; Cicone, J; Mathis, L; Smith, DL (1 November 2021). "Identifying and Addressing Social Determinants of Learning During the COVID-19 Pandemic". Physical Therapy. 101 (11). doi:10.1093/ptj/pzab210. PMC 8499936 Check
|pmc=value (help). PMID 34499180 Check|pmid=value (help).
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