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Social identity and racial disparities in science literacy.

ABSTRACT: Research on African-Americans' relationship with science, while relatively sparse, in general suggests higher levels of alienation than among their White counterparts, whether in the form of less positive attitudes to science, or lower scientific literacy. In this article, we leverage social identity theory to examine the role of racial social identity and ingroup evaluation as putative mechanisms that produce these disparities. We use data from the General Social Survey, pooled over three waves, as the basis for our investigation. The results of the analysis indicate that, when controlling for other covariates, there is no statistically significant difference in the effect of racial self-identification on science knowledge among African-Americans and Whites. However, we provide evidence that the effect of favourable ingroup evaluation on science knowledge differs in these two groups, being more positive for African-Americans compared to Whites.

SUBMITTER: Makarovs K

PROVIDER: S-EPMC10074749 | biostudies-literature | 2023 Apr

REPOSITORIES: biostudies-literature

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Social identity and racial disparities in science literacy.

Makarovs Kirils K Allum Nick N

Public understanding of science (Bristol, England) 20230117 3

Research on African-Americans' relationship with science, while relatively sparse, in general suggests higher levels of alienation than among their White counterparts, whether in the form of less positive attitudes to science, or lower scientific literacy. In this article, we leverage social identity theory to examine the role of racial social identity and ingroup evaluation as putative mechanisms that produce these disparities. We use data from the General Social Survey, pooled over three waves ...[more]

PMID: 36647715

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Project description:BackgroundHealth literacy (HL) in Thailand remains a significant issue, with a large portion of the population demonstrating limited HL, and limited research exists on specific determinants among Thai university students. Some culture shapes health decision-making and HL disparities within this group, highlighting the need to evaluate HL comprehensively. This study aims to assess and compare HL levels among health science and non-health science students, and identify key predictors associated with HL.MethodsA cross-sectional study was conducted among 1,647 Thai university students, comprising 676 health science and 971 non-health science students, recruited through multi-stage stratified random sampling. Data were collected using validated questionnaires that measured sociodemographic characteristics, academic background, lifestyle behaviors, and HL levels across three sub-domains, including healthcare, disease prevention, and health promotion. Statistical analyses included univariable and multivariable regression models, with significance set at p-value < 0.05.ResultsHealth sciences students demonstrated significantly higher HL scores across all sub-domains compared to non-health sciences students. Limited HL was found in 12.6% for health science students, and 28.4% for non-health science students. Key predictors of overall HL included gender, income, faculty of study, and lifestyle-related health behaviors. Female students showed higher total HL (β = 1.41; 95% CI: 0.62, 2.21), as did those with higher income (β = 1.28; 95% CI: 0.76, 1.80). Students enrolled in health sciences programs had higher HL scores (β = 2.86; 95% CI: 2.07, 3.64). Lifestyle behaviors also correlated with HL, with non-smoking (β = -0.58; 95% CI: -1.03, -0.13), no alcohol consumption (β = -0.45, 95%CI: -0.89, -0.01), and regular physical activity (β = 0.35; 95% CI: 0.04, 0.66). Consumption of sweet foods/drinks was inversely related to HL scores (β = -0.87; 95% CI: -1.49, -0.26).ConclusionsHL among Thai university students varies significantly by sociodemographic factors, academic background, and lifestyle behaviors. Health sciences students exhibited stronger HL skills, underscoring the importance of integrating health education into non-health sciences curricula. Targeted HL interventions are recommended for non-health sciences students, males, and individuals from lower-income backgrounds to enhance health decision-making and reduce HL disparities. These findings have implications for policy and practice, emphasizing the integration of HL modules into university curricula, health promotion campaigns, and the provision of accessible health services to foster an inclusive and health-literate student population.

Project description:BackgroundRacial/ethnic minorities in the USA exhibit reduced health literacy (HL) proficiency, leading to increased health disparities. It is unclear how the effect of birth status (immigrant/US-born) affects HL proficiency among racial/ethnic minorities.ObjectiveTo identify the direct, indirect, and total effects of birth status on HL proficiency among a nationally representative population of racial/ethnic minority adults in the USA.DesignA cross-sectional study of 2019 data from the Medial Expenditure Panel Survey.ParticipantsParticipants aged 18 or older reporting as racial/ethnic minorities (Black, Asian, or Hispanic) with non-missing data.Main measuresWe predicted HL proficiency for each participant using a previously published model. Path analysis was used to estimate the direct, indirect, and total effects of birth status on HL proficiency, accounting for several other covariates. Prevalence ratios were estimated using adjusted Poisson regression to evaluate differences in the "Below Basic" HL category.Key resultsAn estimated weighted 81,092,505 participants were included (57.5% US-born, 42.5% immigrant). More racial/ethnic minority immigrant participants fell into the lowest category of HL proficiency, "Below Basic" (14.3% vs 5.5%, p < 0.05). Results of the path analysis indicated a significant, negative direct effect of birth status on HL proficiency (standardized coefficient = - 0.24, SE = 0.01, 95%CI: - 0.26, - 0.23) in addition to an indirect effect mediated through insurance status, health-system resource use, and English proficiency. The total effect of birth status on HL proficiency was found to be - 0.29. The immigrant participant group had 81% higher prevalence of falling into the "Below Basic" HL category compared to US-born participants (prevalence ratio = 1.81, 95%CI: 1.52, 2.16).ConclusionsImmigrant status has a strong, negative, direct effect on HL proficiency among racial/ethnic minorities in the USA. This may be a result of barriers that prevent equitable access to resources that improve proper HL proficiency. US policymakers may consider several methods to reduce this disparity at the health-system-, provider-, and patient-levels.

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Social identity and racial disparities in science literacy.

Publications

Social identity and racial disparities in science literacy.

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