Understanding old and new inequalities: Challenges, drivers and societal responses

Humanities and social sciences (HSS) research at the CNR, the CNRS and the CSIC investigates the key drivers of growing inequality, as well as public policies and strategies designed to address these challenges. Our research employs state-of-the-art methodologies as well as primary and secondary data sets to understand the varying impacts of these technologies better and identify solutions that promote inclusive growth.

In this position paper we describe the current research efforts at the CNR, the CNRS and the CSIC and outline key topics that we believe should be prioritized by funding programmes to address the most pressing challenges related to inequalities.

Drivers of inequalities 

New technologies and inequalities

New technologies, such as AI or robotics, increasingly permeate people's lives and daily social relationships. They can find applications in all areas that concern individual and collective well-being. There is great interest in the study of the social impact of a technological trajectory that is moving so quickly, and clearly strong concerns exist about the effects on the most fragile social groups.

Two main (and interconnected) research directions may be identified:

• Do actual inequalities (social but also territorial inequalities) hinder the possibility of benefiting from the positive impacts of new technologies? (effect of inequalities on the access to innovation)
• Are new technologies impacting fragile groups or regions differently? (effect of innovation on inequalities).

A lot of field research is now underway into applications and new technologies and, more specifically, AI for citizens’ well-being. In view of this, it is essential for users needs to be the main driver for the development of innovations and then for the technological assessment (performance of the developed tool) to be backed up by an evaluation of the impact on individuals’ lives and on social inclusion. However, most work is devoted to the 'enabling conditions' (access, competences, awareness) required to enjoy the new digital and technological world. An empirical approach is still required in which pilot experimentations may be assessed both in terms of technical validation and of social impact. This kind of research paradigm requires a truly interdisciplinary approach, which is hard to achieve without strong commitments by the funding agency and the project leader. Experiments in the real environment and the evaluation thereof must be co-designed, with a realistic timeframe, resources and control on the workflow made part of the social science analysis, alongside the technical implementation of the pilot. 

Gender and inequalities

Differences between men and women persist in many dimensions: wages, employment, health, well-being, political representation, among many others. 

It is important to highlight the fact that most of the gender gaps observed in the public sphere (i.e. education, labour market, health) originate within households. The presence of traditional norms or stereotypes about the role of men and women in society govern the specialization patterns within families that translate into important gender gaps in the public sphere. Accordingly, it would be desirable to promote research that investigates the formation and evolution of social norms and their interaction with institutions to assess the direct and indirect effects of public policies and interventions in promoting gender equality. It is crucial to invest resources to design and evaluate policies that promote gender equality to avoid unintended negative effects.

Age and inequality

Age has come to represent a key driver of inequality in societies that are increasingly focused on the productive and reproductive value of individuals. Children, young people and older adults often represent groups at higher risk of poverty and social exclusion compared to the adult population which means effective policy responses are required to ensure individuals’ well-being along the life course. Simultaneously, international organizations have increasingly warned against a global escalation of ageism (i.e. stereotyping, prejudice and discrimination towards people based on age), a phenomenon that only recently became a focus for research and policymaking. Here are some of the main drivers and outcomes of the age-inequality nexus:

• How does the unequal distribution of economic, social and political resources across age shape individuals’ aspirations, well-being and inclusion?
• How does ageism impact individuals’ aspirations, occupational attainments and physical/psychological well-being, as well as intergenerational solidarity and welfare spending?
• What measures could be effective in mitigating age-related inequalities and stereotypes?

The need to promote age-inclusive societies is currently at the core of European policy agendas. Yet, while a great deal of attention is devoted to gender, income or migration-driven inequalities, the different dimensions of the age-inequality nexus remain largely overlooked, neglecting its impact on individuals’ well-being, economic, social and political inclusion, as well as on intergenerational solidarity and the promotion of age-responsive societies.

Migration and inequality

Migration is a visible reflection of existing inequalities. At the micro-level, the unequal distribution of, and access to, economic, social or political resources shape individuals’ desire and ability to move (or stay where they are). Likewise, migration status is a key determinant of individuals’ unequal participation in the economic, social and political life of their new societies of residence. Mobility is thus embedded in the basic mechanisms that shape the landscape of inequality in contemporary societies, and it frequently interplays with economic, gender, ethnic and racial disparities, urban segregation or labour market segmentation in the societies of origin and destination. Delving into the drivers and outcomes of such mobility-inequality nexus, old and new questions arise, such as:

• How does the unequal distribution of economic, social and political resources shape individuals’ (im)mobility aspirations and decisions? (effect of inequalities on migration).
• How do different types of mobility reduce or (re-)produce existing economic, social and political disparities at macro- and micro-levels? (effect of migration on inequalities)

Currently, attention is mainly devoted to research addressing the governance of immigration and the effective integration of refugees, migrants and people with migration background into European labour markets and societies. While fundamental, this perspective limits our understanding of the most diverse mobility drivers and dynamics shaping the global landscape and the production of inequalities at the micro- and macro-levels beyond the ‘EU destination country’ perspective.

Institutions and inequalities 

This section focuses on the main institutions that play a fundamental role in addressing inequalities, and yet, we should not neglect other specific cases in which inequalities are the most pronounced - centres for people with disabilities or mental disorders and for older people, immigrant communities and neighbourhoods, prisons and hospitalized people, among others.

Education systems

Educational systems have always played a positive role in society for the individual and the community. However, it is now clear the school system needs to undergo a deep transformation to maintain and reinforce its central role as an inclusive institution providing a safe environment for all learners in which they can strengthen their capacities, develop creative and divergent thinking skills, and develop awareness of diversity as an actual asset. Key research questions to support this kind of transformation include:

• For whom and why should we teach? (identity and social dimension)
• How should we teach? (methodological dimension)
• What should we teach? (content and competence dimension)
• Where and when should we teach? (time and space dimension)
• Which values? (ethical and security dimension)

Currently, although the above-mentioned dimensions are investigated, the impact of research is still limited, partial or fragmented. This is because such research often lacks a systematic and comprehensive approach, does not work with a longitudinal and long-term perspective that would enable validation of the effects of the proposed innovations on students’ learning achievements and well-being, on teaching practices and on institutional organization. Thus, a stronger focus in European calls is desirable on the mentioned issues.

Moreover, education systems play a pivotal role in building a common sense of belonging and citizenship among the new generations, including pupils with migration or minority ethnic backgrounds and it is essential to further develop research on the role of teachers' practices in citizenship education. Key questions in this respect are:

• How can educational systems strengthen the sense of belonging to the ambitious EU project without overshadowing the richness of national and regional political cultures?
• How can educational systems foster social participation and cohesion among the young?

Judicial systems

Beyond education and welfare systems, in the last fifty years courts have been a robust bastion protecting vulnerable people and contrasting inequalities. More recently, the increased workloads, court delays, and higher operational costs have compromised access to justice and challenged the courts' capacity to safeguard the rights of vulnerable people and foster equality. In some European countries, these dynamics are coupled with political attacks aimed at undermining judicial independence and downsizing institutional autonomy. Three main research questions can be identified: 

• What are the causes of the current weakening of judicial systems in Europe?
• How have the changes in judicial systems affected their ability to protect the rights of vulnerable people and ensure equality?
• What measures can be taken to re-empower judiciaries and make them more effective? 

These challenges directly affect the core functions of judicial systems, their constitutional role, and their capacity to protect human rights and ensure justice, particularly for vulnerable populations. Yet, their role in relation to inequalities is rarely considered. Therefore, it is imperative to foster this line of research to contribute to the de-escalation of the effects of political interference and to empowering access to justice and judicial systems operations to achieve more equitable and just societies, among other aims.

Overall, we hope the next Funding Programmes take a participatory approach, by involving the HSS researchers in the definition of the research areas to be prioritized. This can help identify the different perspectives required to understand the complexity of inequalities and foster inter- and transdisciplinary approaches. 

Roberta Perna (CSIC-IPP), Francesca Pozzi (CNR-ITD), Elena Ragazzi (CNR-IRCRES), Alessandro Bergamaschi (CNRS-CREAT- RT Education), Francesco Contini (CNR-IGSG), Nicolas Duvoux (CNRS-CRESPPA), Lídia Farré (CSIC-IAE), Juan Gibaja (CSIC-IMF)