Confronting Social Inequalities in Higher Education: A Conceptual Model and Lasallian Perspective

Candace Robertson-James, DrPH; Serita M. Reels, MPH, MCHES; and Sara J. Shuman, Ph.D., MPH

ABSTRACT

Educational achievement is consistently associated with a number of positive health outcomes. It promotes protective health behaviors, reduces risk behaviors and is associated with self-reported health status. Moreover, education is recognized as a fundamental determinant of health and the promotion of health equity. However, racial and economic disparities in higher education persist.  Collaborative models that integrate both public health concepts and practitioners can be useful to address systemic inequities in education and promote health. The social ecological model paired with Lasallian principles provide a useful framework for addressing inequities in higher education. This article presents a conceptual framework that uses key concepts from public health, including the social ecological model and social justice, to discuss the root causes of educational disparities and potential interventions that institutions of higher education can use to reduce these disparities. The constructs presented can inform strategic multi-sector partnerships, local, community, state and federal initiatives and policies as well as institutional programs, services and efforts to promote justice in higher education.

Full Text:

Confronting Social Inequalities in Higher Education: A Conceptual Model and Lasallian Perspective

Keywords: social inequities, disparities, collaborative models, student success, socio-ecological model, Lasallian principles, faith, educational excellence, community, respect, justice