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\author{Shayla Beatty (shay\_beatty)}
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  /Title (education-and-society-unit-2.pdf)
  /Creator (Cheatography)
  /Author (Shayla Beatty (shay\_beatty))
  /Subject (Education and Society Unit 2 Cheat Sheet)
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    \vspace{-2pt}\large{\bf{\textcolor{DarkBackground}{\textrm{Education and Society Unit 2 Cheat Sheet}}}} \\
    \normalsize{by \textcolor{DarkBackground}{Shayla Beatty (shay\_beatty)} via \textcolor{DarkBackground}{\uline{cheatography.com/144593/cs/31051/}}}
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  \mymulticolumn{1}{p{5.377cm}}{\bf\textcolor{white}{Cheat Sheet}}  \\
   \vspace{-2pt}Not Yet Published.\\
   Updated 7th March, 2022.\\
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\begin{tabularx}{5.377cm}{X}
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{2 Intellectual Streams}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Sociologists \newline % Row Count 1 (+ 1)
- actors are socialized and actions are governed by social norms \newline % Row Count 3 (+ 2)
- describe action in social context and explain the way action is shaped \newline % Row Count 5 (+ 2)
Economists  \newline % Row Count 6 (+ 1)
- actors are independent and wholly self-interested \newline % Row Count 8 (+ 2)
- principle of action: maximize utility \newline % Row Count 9 (+ 1)
Problems of sociological stream \newline % Row Count 10 (+ 1)
- actor has no "engine of action" \newline % Row Count 11 (+ 1)
- no internal springs of action that give the actor a purpose or direction \newline % Row Count 13 (+ 2)
- "Over-socialized" \newline % Row Count 14 (+ 1)
Problem of economic stream \newline % Row Count 15 (+ 1)
- neglect the empirical evidence on social context and organization \newline % Row Count 17 (+ 2)
Let's merge two streams together \newline % Row Count 18 (+ 1)
- exchange theory in sociology \newline % Row Count 19 (+ 1)
- Oliver Williamson (1975, 1981): new institutional economics \newline % Row Count 21 (+ 2)
- Mark Granovetter (1985):  \newline % Row Count 22 (+ 1)
\textasciitilde{}New institutional economics is crudely functionalist \newline % Row Count 24 (+ 2)
\textasciitilde{} Embeddedness: concrete personal relations and networks of relations% Row Count 26 (+ 2)
} \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
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\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Social Capital and Human Capital}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{"Family background" \newline % Row Count 1 (+ 1)
\textasciitilde{} 3 components: \newline % Row Count 2 (+ 1)
Financial capital: family's wealth or income \newline % Row Count 3 (+ 1)
Human capital: parent's education \newline % Row Count 4 (+ 1)
Social capital \newline % Row Count 5 (+ 1)
Can be found where? \newline % Row Count 6 (+ 1)
\textasciitilde{} community consisting of social relationships that exist among parents \newline % Row Count 8 (+ 2)
\textasciitilde{} closure exhibited by this structure of relations \newline % Row Count 10 (+ 2)
\textasciitilde{} parents' relations with the institution of community \newline % Row Count 12 (+ 2)
Catholic schools \newline % Row Count 13 (+ 1)
\textasciitilde{} dropout rate is $\frac{1}{4}$ of that of public school and ⅓ of that in other private schools \newline % Row Count 15 (+ 2)
\textasciitilde{} differences are not due to religion of students or degree of religious observance \newline % Row Count 17 (+ 2)
\textasciitilde{} when social capital in family is low, social capital in the community can compensate for it \newline % Row Count 19 (+ 2)
Non-catholic schools \newline % Row Count 20 (+ 1)
\textasciitilde{} dropout rate is similar to that of Catholic schools \newline % Row Count 22 (+ 2)
Social capital and public goods \newline % Row Count 23 (+ 1)
Physical and human are mostly private goods \newline % Row Count 24 (+ 1)
\textasciitilde{} person who invests in it to capture the benefit it produces \newline % Row Count 26 (+ 2)
Social capital differ from physical and human capital  \newline % Row Count 28 (+ 2)
\textasciitilde{} individuals% Row Count 29 (+ 1)
} \tn 
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\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Social class cont.}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Social origin  educational attainment \newline % Row Count 1 (+ 1)
• Yossi Shavit and Hans-Peter Blossfeld: Persistent Inequality:  \newline % Row Count 3 (+ 2)
Changing Educational Attainment in Thirteen Countries \newline % Row Count 5 (+ 2)
Social mobility \newline % Row Count 6 (+ 1)
• Absolute and relative rates of mobility \newline % Row Count 7 (+ 1)
• Absolute rate: flows between social origins and destinations \newline % Row Count 9 (+ 2)
• Relative rates: net association between the two (social fluidity) \newline % Row Count 11 (+ 2)
• Robert Erikson and John H. Goldthorpe: The Constant Flux \newline % Row Count 13 (+ 2)
\textasciitilde{} Steps: \newline % Row Count 14 (+ 1)
1. Define a core model of fluidity, including different dimensions of reproduction process \newline % Row Count 16 (+ 2)
2. Compare all nations with core model and their deviations \newline % Row Count 18 (+ 2)
3. Interpret the results by historically informed \newline % Row Count 19 (+ 1)
Economic reproduction \newline % Row Count 20 (+ 1)
• Major problem: ignore the problem of agency and change \newline % Row Count 22 (+ 2)
- Paul Willis: Learning to Labor \newline % Row Count 23 (+ 1)
- Angela McRobbie: "Working Class Girls and the Culture of Femininity" \newline % Row Count 25 (+ 2)
- Annette Lareau: Home Advantage \newline % Row Count 26 (+ 1)
- Douglas Foley \newline % Row Count 27 (+ 1)
- Basil Bernstein: Elaborated and restricted codes,  and Connection with debates on "cultures of poverty" and "linguistic deficit" -\textgreater{} much criticism% Row Count 31 (+ 4)
} \tn 
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Migration}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Which of the following statements is the definition of migration used by the United Nations? \newline % Row Count 2 (+ 2)
B. Anyone who has been living for more than one year in a country different to their birthplace \newline % Row Count 4 (+ 2)
Migration: A short history \newline % Row Count 5 (+ 1)
Pre-industrial era… \newline % Row Count 6 (+ 1)
- Much voluntary migration was skilled one \newline % Row Count 7 (+ 1)
- Mercantilist stats attempts to entice skilled craft workers into their territory to develop new industries \newline % Row Count 10 (+ 3)
19th century: industrialization \newline % Row Count 11 (+ 1)
- Demand for unskilled labor in new industrial cities \newline % Row Count 13 (+ 2)
- Europe: New industries -\textgreater{} \newline % Row Count 14 (+ 1)
Emigration from Britain \newline % Row Count 15 (+ 1)
- From 1870 onwards, over 100,000 immigrants left England every year \newline % Row Count 17 (+ 2)
- Return migration: at least 40\% of all english and welsh emigrants returned \newline % Row Count 19 (+ 2)
Forms of flows \newline % Row Count 20 (+ 1)
Move-work-settle model \newline % Row Count 21 (+ 1)
\textasciitilde{} permanent residence in country on origin -\textgreater{} circular migration -\textgreater{} long-term temporary migration -\textgreater{} permanent settlement in country of destination \newline % Row Count 24 (+ 3)
• Migration of the most highly skilled \newline % Row Count 25 (+ 1)
- Expansion of higher education \newline % Row Count 26 (+ 1)
- Relatively low rate: developed countries \newline % Row Count 27 (+ 1)
- High rate: (developing) countries with small populations \newline % Row Count 29 (+ 2)
- Emigration of health professionals from developing countries% Row Count 31 (+ 2)
} \tn 
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Definition}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Not a single entity, but a variety of different entities \newline % Row Count 2 (+ 2)
2 common elements \newline % Row Count 3 (+ 1)
\textasciitilde{} consist of some aspect of social structure \newline % Row Count 4 (+ 1)
\textasciitilde{} facilitate certain actions of actors within the structure \newline % Row Count 6 (+ 2)
Similar to other forms of capital \newline % Row Count 7 (+ 1)
\textasciitilde{} productive \newline % Row Count 8 (+ 1)
\textasciitilde{} not fungible, but maybe specific to certain activities \newline % Row Count 10 (+ 2)
Differ from other forms of capital \newline % Row Count 11 (+ 1)
\textasciitilde{} Inhere in the structure of relations between actors and among actors \newline % Row Count 13 (+ 2)
\textasciitilde{} not lodged in actor themselves or in physical implements of production \newline % Row Count 15 (+ 2)
How to create XYZ capital? \newline % Row Count 16 (+ 1)
\textasciitilde{} physical capital: changes in materials to form tools for production \newline % Row Count 18 (+ 2)
\textasciitilde{} human capital: changes in persons that bring skills and capabilities \newline % Row Count 20 (+ 2)
\textasciitilde{} social capital: changes in the relations among persons for actions \newline % Row Count 22 (+ 2)
Why do we need the concept of social capital? \newline % Row Count 23 (+ 1)
\textasciitilde{} identify the function of certain aspects of social structure  \newline % Row Count 25 (+ 2)
\textasciitilde{} show that organizational resources can be combined with other resources to produce different system-level behavior \newline % Row Count 28 (+ 3)
Social relations that can constitute capital resources \newline % Row Count 30 (+ 2)
} \tn 
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\vfill
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\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Definition (cont)}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{\textasciitilde{} Obligations, expectations, and trustworthiness: do something for another person and expect a return% Row Count 3 (+ 3)
} \tn 
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Gender}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Trends of "gender" difference \newline % Row Count 1 (+ 1)
Women's disadvantage –\textgreater{} women's advantage \newline % Row Count 2 (+ 1)
Early years.. \newline % Row Count 3 (+ 1)
\textasciitilde{} Common among boys: academic redshifting \newline % Row Count 4 (+ 1)
"Gender" differences in academic performance  \newline % Row Count 5 (+ 1)
\textasciitilde{} test scores  \newline % Row Count 6 (+ 1)
Disagreement despite large literature \newline % Row Count 7 (+ 1)
Cross-national assessments \newline % Row Count 8 (+ 1)
Gender difference is more  pronounced among low-income children \newline % Row Count 10 (+ 2)
Explaining the "gender" gap" \newline % Row Count 11 (+ 1)
Sociologist: nope  \newline % Row Count 12 (+ 1)
\textasciitilde{} canonical work \newline % Row Count 13 (+ 1)
\textasciitilde{} survivor bias \newline % Row Count 14 (+ 1)
\textasciitilde{} avoid reinforcement of existing gender equality \newline % Row Count 15 (+ 1)
But biological hypotheses are not necessarily sexist \newline % Row Count 17 (+ 2)
\textasciitilde{} sex differences in some cognitive tasks are well established \newline % Row Count 19 (+ 2)
\textasciitilde{} it is difficult to tease apart the biological and social factors% Row Count 21 (+ 2)
} \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
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\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Race \& Ethnicity}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Use literacy and schools to ... \newline % Row Count 1 (+ 1)
• Liberate themselves from enslavement and segregation by law \newline % Row Count 3 (+ 2)
• Advance themselves as citizens in their new homelands \newline % Row Count 5 (+ 2)
Education in West Africa before slave trade \newline % Row Count 6 (+ 1)
• Askia Mohammed \newline % Row Count 7 (+ 1)
- Ruler of the Kingdom of Songhai Empire \newline % Row Count 8 (+ 1)
- Built schools in record numbers and urged inhabitants to attend them \newline % Row Count 10 (+ 2)
- Intellectual centers in 16th and 17th centuries \newline % Row Count 11 (+ 1)
• Katsina: law and theology were studied in detail \newline % Row Count 13 (+ 2)
• Leaders expected the citizenry to become literate and multilingual \newline % Row Count 15 (+ 2)
- Continuation of trade \newline % Row Count 16 (+ 1)
- Remain competitive in global markets \newline % Row Count 17 (+ 1)
Education during enslavement in the United States \newline % Row Count 18 (+ 1)
• Opportunities denied:  freedom and citizenship, education included \newline % Row Count 20 (+ 2)
• Laws and practices that denied the liberties and privileges reserved for whites \newline % Row Count 22 (+ 2)
Education in other parts of Americas \newline % Row Count 23 (+ 1)
Brazil (Portuguese colony): Belief that teaching enslaved people was  \newline % Row Count 25 (+ 2)
impractical or dangerous \newline % Row Count 26 (+ 1)
• Denied access to formal education in French, British, and Spanish colonies until  \newline % Row Count 28 (+ 2)
slavery was abolished in the mid-19th century \newline % Row Count 29 (+ 1)
 Education after emancipation \newline % Row Count 30 (+ 1)
} \tn 
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\begin{tabularx}{5.377cm}{X}
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Race \& Ethnicity (cont)}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{• But most of children who attended state-sponsored schools were restricted to a  \newline % Row Count 2 (+ 2)
curriculum that prepared them for manual and industrial labor \newline % Row Count 4 (+ 2)
• "Most appropriate" curriculum to educate southern-born African American  \newline % Row Count 6 (+ 2)
children \newline % Row Count 7 (+ 1)
- Booker T. Washington: industrial education \newline % Row Count 8 (+ 1)
- W.E.B. DuBois: classical liberal arts education% Row Count 9 (+ 1)
} \tn 
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\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Segregation}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Racial (de)segregation in schools: trends \newline % Row Count 1 (+ 1)
• Common measure: Index of Dissimilarity (D) \newline % Row Count 2 (+ 1)
- 0: if all schools have the same share of African American and white students \newline % Row Count 4 (+ 2)
- 100: if there is total separation \newline % Row Count 5 (+ 1)
- 78.5 (1968-71) -\textgreater{} 49.0 (1990) -\textgreater{} 49.5 (2000) \newline % Row Count 6 (+ 1)
Court orders / federal mandates \newline % Row Count 7 (+ 1)
• Logan, Zhang, and Oakley \newline % Row Count 8 (+ 1)
• 1969: The Supreme Court -  Declared the "all deliberate speed" standard to be no longer constitutionally permissible, and Order the immediate desegregation of Mississippi schools \newline % Row Count 12 (+ 4)
What gave the federal government power to promote change? 1964 Civil Rights Act and 1965 Elementary and Secondary Education Act \newline % Row Count 15 (+ 3)
The role of judges \newline % Row Count 16 (+ 1)
• Decisions in desegregation cases are based on ... \newline % Row Count 18 (+ 2)
- Objective evaluation of desegregation's goals \newline % Row Count 19 (+ 1)
- Judges' preferences \newline % Row Count 20 (+ 1)
- External social and political influences \newline % Row Count 21 (+ 1)
• Unitary status decisions \newline % Row Count 22 (+ 1)
The Supreme Court began to undermine desegregation policies \newline % Row Count 24 (+ 2)
• Milliken v. Bradley I (1974): limited inter-district desegregation efforts, and Late 1980s and early 1990s \newline % Row Count 27 (+ 3)
 Racial politics \newline % Row Count 28 (+ 1)
• Countermobilization of whites to resist integration \newline % Row Count 30 (+ 2)
} \tn 
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\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Segregation (cont)}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{• Fragmentation of the civil rights movement \newline % Row Count 1 (+ 1)
• African Americans' growing frustrations with desegregation% Row Count 3 (+ 2)
} \tn 
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\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Definition}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Social relations that can constitute capital resources \newline % Row Count 2 (+ 2)
\textasciitilde{} info channels: info providing a basis for action and acquisition of info is costly \newline % Row Count 4 (+ 2)
\textasciitilde{} Norms and effective sanctions \newline % Row Count 5 (+ 1)
Which norm is important for social capital? \newline % Row Count 6 (+ 1)
\textasciitilde{} one should forgo self-interest \newline % Row Count 7 (+ 1)
\textasciitilde{} one should should act in the interests of the collectivity  \newline % Row Count 9 (+ 2)
Overcome the public goods problem that exist in collectives \newline % Row Count 11 (+ 2)
Norms can be internalized or supported through external rewards \newline % Row Count 13 (+ 2)
Facilitate and constrain certain actions \newline % Row Count 14 (+ 1)
Social structure that facilitates social capital \newline % Row Count 15 (+ 1)
\textasciitilde{} Closure of social networks \newline % Row Count 16 (+ 1)
When do effective norms emerge in society? \newline % Row Count 17 (+ 1)
Create the trustworthiness in a social structure \newline % Row Count 18 (+ 1)
Intergenerational closure: Does your parent know the parent of your friend? \newline % Row Count 20 (+ 2)
\textasciitilde{} Appropriable social organization \newline % Row Count 21 (+ 1)
\textasciitilde{} Multiplex relations% Row Count 22 (+ 1)
} \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
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\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Cultural capital}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Pierre Bourdieu and Jean-Claude Passeron: Reproduction \newline % Row Count 2 (+ 2)
- Culture as a resource \newline % Row Count 3 (+ 1)
\textasciitilde{} access to scarce rewards \newline % Row Count 4 (+ 1)
\textasciitilde{} subject to monopolization \newline % Row Count 5 (+ 1)
\textasciitilde{} may be transmitted from one generation to the next \newline % Row Count 7 (+ 2)
- Developed in the context of educational research \newline % Row Count 9 (+ 2)
Dominant interpretation \newline % Row Count 10 (+ 1)
- 2 premises \newline % Row Count 11 (+ 1)
\textasciitilde{} Cultural capital denotes knowledge or competence with "highbrow" culture \newline % Row Count 13 (+ 2)
\textasciitilde{} The effect of cultural capital must be partitioned from those of properly educational "skill", "ability", or "achievement" \newline % Row Count 16 (+ 3)
Paul DiMaggio \newline % Row Count 17 (+ 1)
- A factor for filling out models of "status attainment process" \newline % Row Count 19 (+ 2)
- Draw from Max Weber's concept of "elite status cultures"% Row Count 21 (+ 2)
} \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
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\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Explaining the "gender" gap}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Which of the following statements is true about the gender difference in transition from high school to colleges? \newline % Row Count 3 (+ 3)
B. More women than men obtained bachelor's degrees in the 2000s \newline % Row Count 5 (+ 2)
From high school to college \newline % Row Count 6 (+ 1)
College enrollment and completion \newline % Row Count 7 (+ 1)
\textasciitilde{} has increased since the 1970s, but women increases more than men \newline % Row Count 9 (+ 2)
\textasciitilde{} probability of completing college depends on… \newline % Row Count 10 (+ 1)
\textasciitilde{} gender gap in degree completion by race/ethnicity \newline % Row Count 12 (+ 2)
\textasciitilde{} women: lower dropout rate and faster completion \newline % Row Count 13 (+ 1)
Gender gap in higher education \newline % Row Count 14 (+ 1)
Individual and family factors \newline % Row Count 15 (+ 1)
\textasciitilde{} status attainment theory: access to resources \newline % Row Count 16 (+ 1)
\textasciitilde{} rational choice theory: incentive and constraints that shape individual decisions  \newline % Row Count 18 (+ 2)
\textasciitilde{} family resources \newline % Row Count 19 (+ 1)
\textasciitilde{} academic performance: mechanisms \newline % Row Count 20 (+ 1)
\textasciitilde{} incentives and returns to college \newline % Row Count 21 (+ 1)
Institutional factors \newline % Row Count 22 (+ 1)
\textasciitilde{} change in gender role attitudes \newline % Row Count 23 (+ 1)
\textasciitilde{} shifts in labor market structure \newline % Row Count 24 (+ 1)
\textasciitilde{} changes in educational institutions  \newline % Row Count 25 (+ 1)
\textasciitilde{} military service% Row Count 26 (+ 1)
} \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}

\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Social Class}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{Family SES and child development \newline % Row Count 1 (+ 1)
- 3 main components of socioeconomic position \newline % Row Count 2 (+ 1)
• Income: enable or offset of access to financial and material resources \newline % Row Count 4 (+ 2)
• Education: skills and knowledge \newline % Row Count 5 (+ 1)
• Occupational position: social capital and prestige \newline % Row Count 7 (+ 2)
- 4 mechanisms \newline % Row Count 8 (+ 1)
1. Parents' investments and resources \newline % Row Count 9 (+ 1)
2. Family and environment stress \newline % Row Count 10 (+ 1)
3. Families' cultural practices \newline % Row Count 11 (+ 1)
4. Stratification of schooling opportunities by family SES \newline % Row Count 13 (+ 2)
 ECEC  children's development: mechanisms \newline % Row Count 14 (+ 1)
• Indirect: ECEC home environment  children \newline % Row Count 16 (+ 2)
- Foster stable routines at home  facilitate maternal employment \newline % Row Count 18 (+ 2)
- Improve quality of time mothers spend with their children \newline % Row Count 20 (+ 2)
• Direct effects \newline % Row Count 21 (+ 1)
- Investment paradigm: educational intervention in early years yields the most  \newline % Row Count 23 (+ 2)
power effects on later achievement \newline % Row Count 24 (+ 1)
Benefits of ECEC \newline % Row Count 25 (+ 1)
• Experimental studies \newline % Row Count 26 (+ 1)
- Randomized interventions in the U.S. \newline % Row Count 27 (+ 1)
- Less systematic evidence on programs outside the U.S. context \newline % Row Count 29 (+ 2)
- Limitations: external validity and generalizability \newline % Row Count 31 (+ 2)
} \tn 
\end{tabularx}
\par\addvspace{1.3em}

\vfill
\columnbreak
\begin{tabularx}{5.377cm}{X}
\SetRowColor{DarkBackground}
\mymulticolumn{1}{x{5.377cm}}{\bf\textcolor{white}{Social Class (cont)}}  \tn
\SetRowColor{white}
\mymulticolumn{1}{x{5.377cm}}{• Observational studies \newline % Row Count 1 (+ 1)
- Effect size is smaller than experimental studies \newline % Row Count 3 (+ 2)
- Effects of ECEC on cognitive and language development \newline % Row Count 5 (+ 2)
Demand for and supply of ECEC \newline % Row Count 6 (+ 1)
Demand  \newline % Row Count 7 (+ 1)
\textasciitilde{} US: family income -\textgreater{} ECEC participation \newline % Row Count 8 (+ 1)
\textasciitilde{} Europe: depends on national context \newline % Row Count 9 (+ 1)
\textasciitilde{} maternal education -\textgreater{} ECEC participation \newline % Row Count 10 (+ 1)
Supply  \newline % Row Count 11 (+ 1)
\textasciitilde{} subsidies and public programs in the US \newline % Row Count 12 (+ 1)
\textasciitilde{} publicly funded programs in Europe \newline % Row Count 13 (+ 1)
Random Quiz \newline % Row Count 14 (+ 1)
According to Nevena Kulic, Jan Skopek, Moris Triventi, and Hans-Peter Blossfield, the three main components of family's socioeconomic position are: \newline % Row Count 17 (+ 3)
C. Income, education, occupational position% Row Count 18 (+ 1)
} \tn 
\hhline{>{\arrayrulecolor{DarkBackground}}-}
\end{tabularx}
\par\addvspace{1.3em}


% That's all folks
\end{multicols*}

\end{document}