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Knowledge attribution, socioeconomic status, and education: new results using the Great British Class Survey.

ABSTRACT: This paper presents new evidence on the impact of socioeconomic status (SES) and education on knowledge attribution. I examine a variety of cases, including vignettes where agents have been Gettiered, have false beliefs, and possess knowledge (according to orthodoxy). Early work investigated whether SES might be associated with knowledge attribution (Weinberg et al. in Philos Top 29(1-2):429-460, 2001; Seyedsayamdost in Episteme 12(1):95-116, 2014). But these studies used college education as a dummy variable for SES. I use the recently developed Great British Class Survey (Savage et al. in Sociology 47(2):219-250, 2013) to measure SES. The paper reports evidence against an association between SES and patterns of knowledge ascription, and reports mixed evidence about education effects.

Supplementary information

The online version contains supplementary material available at 10.1007/s11229-021-03131-6.

SUBMITTER: de Bruin B

PROVIDER: S-EPMC8435110 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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Knowledge attribution, socioeconomic status, and education: new results using the Great British Class Survey.

de Bruin Boudewijn B

Synthese 20210912 3-4

This paper presents new evidence on the impact of socioeconomic status (SES) and education on knowledge attribution. I examine a variety of cases, including vignettes where agents have been Gettiered, have false beliefs, and possess knowledge (according to orthodoxy). Early work investigated whether SES might be associated with knowledge attribution (Weinberg et al. in Philos Top 29(1-2):429-460, 2001; Seyedsayamdost in Episteme 12(1):95-116, 2014). But these studies used college education as a ...[more]

PMID: 34538964

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Project description:ImportanceData are limited on the longitudinal implications of socioeconomic status (SES) for neurodevelopmental outcomes among persons with complex congenital heart disease (CHD).ObjectivesTo examine the association of family SES, maternal educational level, and maternal IQ with the neurodevelopment of individuals with dextro-transposition of the great arteries (d-TGA) from age 1 to 16 years and to identify how SES-related disparities change with age.Design, setting, and participantsThis cohort study analyzed data of participants enrolled in the Boston Circulatory Arrest Study, a randomized clinical trial conducted in Boston, Massachusetts, from 1988 to 1992. Participants were infants with d-TGA who underwent arterial switch operation and, after operation, underwent in-person neurodevelopmental status evaluations at ages 1, 4, 8, and 16 years. Analyses were conducted from April 2021 to August 2024.ExposuresMean Hollingshead scores at birth, age 1 year, and age 4 years were used to assign participants to SES tertiles (lowest, middle, or highest).Main outcomes and measuresAge-appropriate neurodevelopmental outcomes assessed at 4 study time points (ages 1, 4, 8, and 16 years) via in-person administration of a range of well-validated measures. Standardized neurodevelopmental composite scores from each evaluation were derived from principal component analysis and compared across SES tertiles, adjusting for birth and medical characteristics. These scores were used to categorize the sample into latent classes; patient and medical factors for a 3-class model were used to estimate latent class using multinomial regression.ResultsThe sample included 164 patients with d-TGA (123 males [75%]; mean [SD] gestational age at birth, 39.8 [1.2] weeks; 3 with Asian [2%], 6 with Black [4%], 5 with Hispanic [3%], and 146 with White [89%] race and ethnicity) and their mothers (mean [SD] age at birth, 28.5 [5.2] years). Lower SES tertile was associated with worse scores on most individual neurodevelopmental tests and worse neurodevelopmental composite scores at ages 4, 8, and 16 years. For example, mean (SD) neurodevelopmental composite scores at age 4 years were -0.49 [0.83] for lowest, 0.00 [0.81] for middle, and 0.47 [1.10] for highest SES tertile (F2 = 15.5; P < .001). When measured at consecutive time points, differences between SES tertiles were of similar magnitude. A latent class analysis produced 2- and 3-class models representing patients with stable (103 [64%] and 85 [53%]), improving (20 [13%]), and declining (57 [36%] and 55 [34%]) neurodevelopmental status. Those experiencing declines in neurodevelopmental status were more likely to have younger maternal age at childbirth (26.6 [5.1] vs 29.6 [4.9] and 29.1 [5.1] years; P = .002), lower maternal IQ (91.0 [14.1] vs 100.1 [11.1] and 96.2 [11.0]; P < .001), and lower SES (35.2 [10.8] vs 40.9 [9.9] and 35.8 [10.1]; P = .003) compared with those with stable or improving status.Conclusions and relevanceThis cohort study of individuals with d-TGA found an association between lower family SES and worse neurodevelopmental outcomes in childhood and continuing throughout adolescence as well as greater decline in neurodevelopmental status over time. Effective strategies are needed to improve access to neurodevelopmental monitoring and intervention services for children with CHD from lower socioeconomic backgrounds.

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Knowledge attribution, socioeconomic status, and education: new results using the Great British Class Survey.

Supplementary information

Publications

Knowledge attribution, socioeconomic status, and education: new results using the Great British Class Survey.

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