A doctoral-level literature review
A doctoral-level literature review requires a thorough and systematic approach to the identification, selection, and analysis of relevant literature. The process begins with the identification of a research question or topic and a search of relevant academic databases and resources. The search should include primary research articles, books, and other scholarly sources that are relevant to the research topic.
The selected sources are then analyzed and evaluated for their quality and relevance to the research question or topic. This includes an assessment of the theoretical frameworks, research methods, findings, and limitations of the studies reviewed. The literature review should also identify and address any gaps or inconsistencies in the existing literature and propose areas for future research.
A doctoral-level literature review should also demonstrate critical thinking and analytical skills. This includes the ability to synthesize and integrate information from multiple sources and identify patterns, themes, and relationships among the studies reviewed. The literature review should also provide a clear and concise summary of the findings and their implications for the research question or topic.
Overall, a doctoral-level literature review is a comprehensive and critical examination of the existing literature and research studies relevant to a particular research topic. It requires a thorough and systematic approach to the identification, selection, and analysis of relevant literature and should demonstrate critical thinking and analytical skills. The literature review informs the development of research questions and hypotheses and identifies gaps and inconsistencies in the existing literature, which provides a basis for future research.
A doctoral-level literature review resources: Sample
1.
Bibliographic Information
Benner, A., Boyle, A. and Sadler, S. (2016). Parental Involvement and Adolescents’ Educational Success: The Roles of Prior Achievement and Socioeconomic Status. Journal of Youth and Adolescence, 45(6), pp.1053-1064.
Link
DOI: 10.1007/s10964-016-0431-4
Annotation
The aim of the research was to analyze the relationship between parent’s educational involvement and the adolescent’s academic efforts. Specifically, the focus was to check whether these relations were influenced by the socioeconomic status of the family or past academic performance. By using the Education Longitudinal Study of 2002, the scholars were able to determine how a parent’s interest in education affects learners’ academic progress in early ages and possible variations by primary mediators of transition. The research indicates a positive correlation between the parents’ interest in education and academic socialization and adolescent’s grades through education for a relatively long time. Further, in respect to long-term impact on parent’s involvement and higher education performance, it was found that parents’ support such as expectations and advice influenced the high educational achievement, above and beyond other factors. Therefore, the authors offer an ideal masterpiece of how parents’ involvement influence the academic performance of their children, both in the short and long run. The research helps researchers to relate the significance of parents having expectations for their children and communicating these anticipations to them, and thus, assisting in creating a gap to study school factors that could motivate parents to get more involved with their children.
2.
Bibliographic Information
Cundiff, J., Uchino, B., Smith, T. and Birmingham, W. (2013). Socioeconomic status and health: education and income are independent and joint predictors of ambulatory blood pressure. Journal of Behavioral Medicine, 38(1), pp.9-16.
Link
DOI: 10.1007/s10865-013-9515-8
Annotation
The article seeks to prove that epidemiological studies have various pointers of socioeconomic status, such as financial position and schooling that might have an autonomous or an interactive influence on health impact. The current research by Cundiff, Uchino, Smith, and Birmingham (2013) aim at evaluating both simplex and complex interactions between various SES indicators and ambulatory hypertension in the daily lives of individuals. Notably, the study indicates that SES factors are not identical in respect to health status, because education and income level had an autonomous relationship with Ambulatory Blood Pressure. According to the article, these relationships were mediated by sexual characteristics. Men’s SBP was related to the level of income, while the women’s DBP was related to schooling. The research, therefore, supports the previous epidemiological studies which show that men’s income can protect their health more than women’s wealth can do. Particularly, this article is helpful in research of the relationship of education and income with health. The authors found that the advanced stages of education are related to lower levels of hypertension. Further, there is a positive correlation between lower incomes and lower blood pressure at lower ranks of information. The research is relevant to the knowledge of interplay in terms of education, income, and health. The paper concludes that further studies would be significant to indicate whether increasing levels of education among the low-income population could reduce the prevalent cardiovascular ailments.
3.
Bibliographic Information
González-Betancor, S. and López-Puig, A. (2016). Grade Retention in Primary Education Is Associated with Quarter of Birth and Socioeconomic Status. PLOS ONE, 11(11), p.e0166431.
Link
https://doi.org/10.1371/journal.pone.0166431
Annotation
The article aims at exploring grade retention practices and its impact on academic performance of the students. Further, the study analyses the factors which increase the possibility of grade retention in elementary school differentiating the retention at class two and class four, and focusing on the issue of the socioeconomic status of the families. Moreover, it is only through knowledge of the factors that lead to grade retention, which can aid in determining effective strategies for reducing it. According to the article, grade retention is a grievous issue as the retained students have constantly recorded poor performance than their non-retained peers. The study points out that while the objective of grade retention is to improve the learner’s performance at lower grades, it never achieves its goal since, two years later (at grade four), the recorded performance is still worse than the non-repeating peers. The article gives some of the reasons the authors think that the above mentioned method is not effective. First, they suggest that grade retention method is entirely ineffective; second, they believe that grade retention is just doing the same thing once again without thinking of a different way of doing it; and finally, grade retention at early grades could be associated with medical reasons that have not yet been identified. Further, in light of their findings, the researchers recommend that the teachers consider the quarter of the birth of the child before they decide whether they should be retained. Therefore, this piece is essential for research as it offers insights on instructors and researchers regarding the impact of grade retention and how it could be made better or avoided.
4.
Bibliographic Information
Grinstein-Weiss, M., Perantie, D., Taylor, S., Guo, S. and Raghavan, R. (2016). Racial disparities in education debt burden among low- and moderate-income households. Children and Youth Services Review, 65, pp.166-174.
Link
https://doi.org/10.1016/j.childyouth.2016.04.010
Annotation
A doctoral-level literature review: the article evaluates whether the racial differences in academic borrowing extend to low-and-moderate-revenue individuals. Specifically, the piece aims at shedding light on the effect of race and background on academic debt for LMI population. The research also sought to give clarity to the robustness of inequality in debt taking and burden among Black and White families. The authors provide a robust theoretical analysis on the level of education debt, which indicates that the borrowing was relatively higher among the Blacks than their White colleagues. The authors also point out that both magnitude and persistence of the Black-White variations are constant even after completing the degree. However, the socioeconomic status does not contribute to the racial differences. The study concludes that the SES and the rates of completing college studies can be indicative of the racial disparities in academic debt. The article could be useful for the researchers understand the role the race play in educational debt borrowing and what contributes to the racial disparities. Since the article shows that SES does not lead to these racial disparities, it leaves a research gap to determine the factors that contribute to racial differences in academic debt burden.
5.
Bibliographic Information
James, R. (2001). Participation Disadvantage in Australian Higher Education: An Analysis of Some effects of Geographical Location and Socioeconomic Status. Higher Education, 42(4), 455-472.
Link
http://www.jstor.org/stable/3448100
Annotation
In the article, James (2001) describes the findings of a study that investigated the low rates of partaking higher education on individuals living in remote areas in Australia. Mainly, the objective of the research was to study the Australian scholars at senior grades and the existing motivations of education. James (2001) posits that participation in higher education for people living in isolated regions is unlikely to be influenced by the proximity to educational institutions than by socioeconomic conditions and the factors such as remote, societal, and cultural settings. Accordingly, socioeconomic factors are usually noticeable and prevalent than any other factors noted by this research. Overall, the author indicates a consistent dramatic pattern of variations among subsections of people in their feedbacks to the two circles of elements; the factors that encourage students to pursue higher educations and forces that discourage individuals from furthering their education. The research points out that the students in rural areas are likely to perceive the inhibitors to further education more than the students in urban areas. Finally, James (2001) notes that there is an express barrier to schooling where there is no motivation from community or family of valuing education. Therefore, the article will assist researchers in understanding how cultural and family incentives can motivate students to go for higher education.
6.
Bibliographic Information
Martens, P., Chateau, D., Burland, E., Finlayson, G., Smith, M., Taylor, C., Brownell, M., Nickel, N., Katz, A. and Bolton, J. (2014). The Effect of Neighborhood Socioeconomic Status on Education and Health Outcomes for Children Living in Social Housing. American Journal of Public Health, 104(11), pp.2103-2113.
Link
Doi: 10.2105/AJPH.2014.302133
Annotation
A doctoral-level literature review: the objective of the research article is to explore the variations in the well being and schooling among the kids living in social houses, as well as the impact of the socioeconomic status of the immediate setting. Specifically, the researchers used the population-based database at Manitoba Health Centre. The results of the study indicate that the children who lived in social housing had worse progress in every locality quintile. As a conclusion for this study, the scholars claim that the students that live in community housing recorded poor health and schooling results as compared to other students. However, staying in social housing within wealthy neighborhoods was associated with excellent teen outcomes. The authors add to the existing literature on how SES of the immediate vicinity is likely to impact the health and education results, which is often witnessed through peer pressure for fellow children. Moreover, taking social housing in advantaged communities was related to improved performance in both health and education for school-aged teens living in social housing. Because the information from the study is up-to-date and from a reliable source, it could be useful in explaining the reason children residing in wealthy neighborhoods are likely to be healthier than those living in social housing in disadvantaged backgrounds. Therefore, the source is relevant to the topic of the influence of socioeconomic status on children’s educational development.
7.
Bibliographic Information
Lian, N. (2017). Family Socioeconomic Status and choice of Stem Major in College: An Analysis of a National Sample. College Student Journal, 51(2), 298-312.
Link
http://www.ingentaconnect.com/contentone/prin/csj/2017/00000051/00000002/art00013
Annotation
In the article, Lian (2017) examines the patterns of choosing the STEM majors in college by learners from various socioeconomic backgrounds. According to the article, teaching a stronger workforce in Science, technology, Engineering, and mathematics is significant for America to retain its superpower status in the global economy. Therefore, the author devotes his expertise to explore the potential relationship between the SES background and the STEM enrollment on the national level. By drawing data from Education Longitudinal Study of 2002 (ELS: 2002) and other sources, the researcher can calculate the variable of the college attendance cost per individual. The study analyses race and its influence on choosing STEM in college where the Black students are likely to select the STEM major in college than the Whites, given other factors are comparable. The research supports the previous studies conducted on a similar theme, that the Black students are more likely to join college than White children given that the SES of the family are considered. The author notes that the background SES is the root of inequality in joining STEM, even after controlling the education preparation level. Therefore, the journal is a masterpiece in describing the impact of the family SES on the STEM enrollment in college, and thus, researchers can rely on it for studies of the relationship between SES and education.
8.
Bibliographic Information
Sattler, C., Toro, P., Schönknecht, P. and Schröder, J. (2012). Cognitive activity, education and socioeconomic status as preventive factors for mild cognitive impairment and Alzheimer’s disease. Psychiatry Research, 196(1), pp.90-95.
Link
DOI: 10.1016/j.psychres.2011.11.012
Annotation
A doctoral-level literature review: the journal article investigates the differential impact of cognitive leisure activities, schooling, and socioeconomic condition on the growth of mild cognitive disability as well as Alzheimer’s disease. The authors give an analysis of the correlation among CLA, schooling, and socioeconomic status concerning the idea of cognitive reserve. As the basis for the study, the researchers apply the German Interdisciplinary Longitudinal Study on Adult Study and Aging (ILSE). In particular, they use the ILSE method as the prospective research on adult growth and aging of Germans on the basis of two birth generations born between 1930 and 1932 and from 1950 to 1952. The results of the study indicate that the participants who report CLA at the early stages are at risk of getting MCI/AD. Moreover, the protective connotation of advanced schooling was even stronger, as participants with advanced education recorded a reduced risk of MCI/AD in relation to low-learned fellows. The findings of the study also indicate that the high rate of cognitive action is an independent inhibitive force against MCI/AD condition. Therefore, the article is an ideal piece for research on the impact of the cognitive activity on mild cognitive impairment and Alzheimer’s Disease. However, it does not give an analysis of cognitive reserve and its supporting forces.
9.
Bibliographic Information
Shen, Y., Kim, S. and Wang, Y. (2016). Intergenerational Transmission of Educational Attitudes in Chinese American Families: Interplay of Socioeconomic Status and Acculturation. Child Development, 87(5), pp.1601-1616.
Link
DOI: 10.1111/cdev.12545
Annotation
In this study, Shen, Kim, and Wang (2016) examined the influence of the parent’s educational motivations on teen’s educational behavior, and identified variables, consequences, and the possible mediator in the information process in Chinese American families. Particularly, the researchers sought to study the forces of the education level of the guardian, family financial status, and parent’s acculturation in determining the motivations of Chinese American parents with respect to education at the adolescent’s education development process. Further, the authors aimed at investigating how parent’s attitudes towards learning could be translated to the children’s perspective in education in their middle teenage with respect to the potential moderators in the transition. Finally, the research explores the consequent results of children’s educational attitude, as determined by their performance. The article concludes by showing that both indicators of socioeconomic status were related to parent’s attitude towards education. Additionally, the researchers identify that adolescent acculturation is the moderator for the parent-child educational attitude transmission. The study, therefore, is consistent with the previous research which indicates that acculturation is adaptive for Asian American teens, but disagrees with some analysis of the relationship between acculturation and adaptation regarding academic performance and substance abuse. While the study gives information on specific Asian population acculturation and its effect on educational attitudes, there is a need to explore on the broader population since different geographic regions in Americas might reveal different acculturation levels of Asian Americans.
10.
Bibliographic Information
Yull, A. (2015). The Impact of Race and Socioeconomic Status on Access to Accommodations in Post-Secondary Education. Journal of Gender, Social Policy & the Law, 23(2), 353-392.
Link
http://digitalcommons.wcl.american.edu/cgi/viewcontent.cgi?article=1660&context=jgspl
Annotation
A doctoral-level literature review: the author’s objective in the article is to explore the issue of race and SES on getting accommodation in colleges. Yull (2015), a law clerk, gives the legal perspectives on getting admissions in college level, stressing on the significance of equality of different people in the society. The author interestingly provides an outlook of autism as one of the disabilities that might hinder students from gaining accommodation, and also analyses the economic impact of the failure to grant accommodation to the students with disabilities. The researcher gives a robust theoretical implication of predicating access to a college education on the receipt of psychiatric diagnosis which makes some learners with mental impairments to miss college admissions. The journal is helpful in understanding the federal statutes aimed at shielding the individuals with disabilities, especially minorities and socioeconomically disadvantaged individuals. The study recommends that the decisions relating to the accommodations in post-secondary education should concentrate on the level of disability that a person experiences instead of individual’s mental diagnosis. Moreover, the author points that the provisions for accommodation for people with psychological impairments are not just a requirement by law, but also a moral issue. Therefore, the article is helpful in giving insights on how psychiatric diagnosis could affect college accommodation, thus helping the scholars and students understand the rights of impaired individuals, from a legal officer’s perspective.
