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Dissertations / Theses on the topic 'Low socioeconomic status areas'

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Published: 10 September 2021
Last updated: 5 February 2022

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1

Norman, Patty C. "Teacher Attitudes and Perceptions of Low and High Socioeconomic Status Students." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/4873.

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In this qualitative study, the author explored the perceptions of 10 middle-class, teachers regarding the socioeconomic class of both impoverished and advantaged students with whom they worked. Teachers in two public elementary schools from one Intermountain West school district participated; one school generally served children living in poverty and the other generally served affluent children. Through analysis of surveys, interviews, teacher journals, and researcher journal, the complex and often times contradictory feelings these teachers have about the socioeconomic class of students were revealed. Literature in class, socioeconomic class, deficit thinking, race and whiteness, and identity and multiple identities, situated the study. The author, who grew up in poverty herself, weaved in her own complex and often time contradictory memories and feelings about poverty throughout the manuscript. The work revealed that teacher’s positionality led them to a belief of “normal.” All teachers expressed the belief that parents were instrumental in determining their child’s academic success. Teachers had also not recognized that their perceptions contributed to student learning. Perceptions were based on teacher’s upbringing, belief system, gender, race, and class. Students at high socioeconomic schools were perceived to be leaders, well-dressed, supported by families, and in constant need of enrichment. In contrast, students at low socioeconomic schools were perceived to need discipline and structure, opportunities to gather background knowledge, and support from parents. Teacher’s felt student behavior was connected to their backgrounds, role models, race, class, and gender. Rarely did teachers feel students could attribute success or failure to their own actions. The final overarching theme was referred to as “SES-blind” in which teachers stated they did not notice the socioeconomic status (SES) of the students, or they felt all of their students were the same. The author noted there was much overlap between the literature on White teacher perceptions of children of color and teacher perceptions of children living in poverty.
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Pritts, Amy M. "The relationship between vocabulary development, low socioeconomic status, and teacher discourse." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/698.

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Elementary students from low socioeconomic households often begin and remain behind other socioeconomic groups in vocabulary knowledge. Many reasons for this gap, including cognitive, environmental, and educational, have been researched. The current study examined the relationship between vocabulary knowledge, socioeconomic status, and type of teacher discourse within an early elementary setting not yet explored within the research. This concurrent mixed-method research study investigated this relationship using study groups, taped classroom lessons, and the DIBELS word use fluency assessment measure. Interpretative analysis was used for the qualitative data, and correlational analysis was used to determine relationships between the discourse types and the DIBELS word use fluency growth scores. The quantitative results suggested that as two-way teacher-student conversation increased, vocabulary knowledge in students from low socioeconomic households also increased. The qualitative results indicated that lesson reflection alters teachers' perceptions of discourse beliefs. The findings of this study initiate social change by assuring quality professional development methods so that all teachers use effective communication along with best practices. These improved techniques may result in every child gaining an equal opportunity to learn how to read successfully and may assist in closing the socioeconomic achievement gap.
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Tootle, Stephanie Lynn. "Supporting Secondary Teachers of Low Socioeconomic Status Students in Language Arts." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4336.

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An achievement gap exists between students of low socioeconomic status (SES) and their peers, particularly in language arts despite intervention and legislation aimed at closing the gap. As a result, annual yearly progress is affected for schools that have a large population of students from low socioeconomic backgrounds. The purpose of this study was to determine what secondary language arts teachers in a school district know about supporting students from low socioeconomic backgrounds in instruction. Research questions were designed to explore teachers' knowledge about supporting the socio-emotional and academic needs of students from low SES backgrounds and to identify the effective school practices in the secondary language arts classroom to address these needs. The conceptual framework was based on the work of Coley and Baker regarding understanding the connection between poverty and education. This qualitative bounded case study was conducted in the secondary language arts department of a suburban southern school district. The 5 participants were selected using purposeful sampling based on teaching experience and participated in interviews and classroom observations. Data were coded and thematic analysis was used to reveal teachers' knowledge about students' socio-emotional needs and how to incorporate the needs to address students' skill deficits in reading, writing, speaking, and listening. Findings suggested a professional development project for teachers including working with parents to support students' education at home and developing professional learning communities and networks to support secondary language arts teachers. This study has implications for positive social change for educators, parents, and community member stakeholders as they work toward supporting learning and cultural needs of students of low SES.
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Almeida, Fabiana Vanessa Achy de. "Early reading skills in low socioeconomic status at risk english language learners." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/169233.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2016.
Made available in DSpace on 2016-10-18T03:06:05Z (GMT). No. of bitstreams: 1 342406.pdf: 11887203 bytes, checksum: 2b77ebbdcadc441d0894ac87726a8ba4 (MD5) Previous issue date: 2016
Abstract : Research on literacy development has been predominantly carried outwith monolingual native English speaking learners and has largelydisregarded English language learners (ELLs). Studies have shown thatELLs and monolinguals perform at a similar level of accuracy for wordlevelreading and spelling skills, and they share similar difficulties inthese skills. However, ELLs lag behind their monolingual peers withregards to reading comprehension in English as a second language (L2),factor that places this population at risk of school failure. There havealso been a number of studies that investigate the efficiency ofmultisensory structured language instruction (MSL) in helping readinginstruction, but very few have focused on the implementation of eithercomputer-assisted instruction (CAI), or teacher-mediated (paper-andpencil)instruction, to suit ELLs? specific needs. Keeping theseconsiderations in mind, this small scale exploratory study examinedearly reading skills, namely word and pseudoword recognition, listeningcomprehension, and reading comprehension, in low socioeconomic atrisk ELLs. More specifically, the present dissertation also investigatedthe effects of MSL in computer-assisted and teacher-mediatedintervention. Data was collected during this researcher?s internship atthe Massachusetts General Hospital ? the Institute of Health Professions(MGH-IHP) in Boston (MA, USA). Participants were in the 1st and 2ndgrades of elementary school, 22 ELLs and 21 monolinguals. ELLs? firstlanguage background was diverse, such as Cantonese, Spanish,Mandarin, and Haitian. Intervention lasted for about eight weeks and itconsisted of systematic, structured, and student-guided multisensoryinstruction, with emphasis on visual, auditory, and kinesthetic-tactilestrategies. Pre- and Post-tests were administered before interventionstarted and after intervention was finished. Data was analyzed,quantitatively and qualitatively and, as a whole, findings corroborateprevious research that ELLs did not differ from non-ELLs in measuresof decoding real words and phonemic decoding, listeningcomprehension, and reading comprehension in early stages of readingdevelopment. Additionally, sight word and phonemic decoding skillsseemed to largely contribute to reading comprehension. Listeningcomprehension skills did not have the same impact as word recognitionskills did, which could be explained due to the characteristics of thepopulation of this study, i.e., low-income at risk English limitedproficient learners. Moreover, findings from this study provide evidencethat early reading skills stand out as fundamental competencies in lowsocioeconomic status (SES) at risk learners.

A pesquisa em alfabetização tem sido predominantemente conduzida com estudantes nativos monolíngues de língua inglesa e tem desconsiderado amplamente os aprendizes de inglês como segunda língua, neste caso, aprendizes de Inglês (ELLs). Os estudos têm demonstrado que os aprendizes de Inglês e os alunos monolíngues têm um desempenho de acurácia semelhante no reconhecimento de palavras e em testes de soletramento. No entanto, os aprendizes de Inglês têm um desempenho inferior ao dos monolíngues em tarefas de compreensão leitora em Inglês como segunda língua (L2), fator este que os coloca em risco de fracasso escolar. Há também alguns estudos que investigaram a eficácia do método multissensorial (MSL) no auxílio da leitura, mas muito poucos com foco na implementação da instrução assistida por computador (CAI), ou mediada pelo professor, com papel e lápis, os quais atentassem para as necessidades específicas dos aprendizes de Inglês. Tendo em mente tais colocações, este estudo exploratório de pequena escala examinou as habilidades de leitura de nível básico, como o reconhecimento de palavras e de pseudopalavras, a compreensão auditiva e a compreensão leitora em aprendizes de Inglês, os quais estão em potencial risco de fracasso escolar e pertencem a uma classe socioeconômica mais pobre. Mais especificadamente, esta dissertação também investigou os efeitos do método multissensorial na instrução assistida por computador (CAI), e na mediada pelo professor, com papel e lápis. Os dados do estudo foram coletados durante o período do doutorado-sanduíche no Massachusetts General Hospital the Institute of Health Professions (MGH-IHP), em Boston (MA, EUA). Os participantes cursavam os 1º e 2º anos do ensino fundamental, sendo 22 aprendizes de Inglês e 21 monolíngues. Entre os exemplos de línguas maternas dos aprendizes de Inglês podemos citar o Cantonês, o Espanhol, o Mandarim e o Haitiano. A intervenção durou aproximadamente oito semanas e consistiu em instrução multissensorial, sistemática e estruturada, desenvolvida de acordo com as necessidades de cada aluno, com ênfase em estratégias visuais, auditivas, cinestéticas e tácteis. Pré- e Pós-testes foram aplicados antes da intervenção começar e depois que a intervenção havia sido finalizada. Os dados foram analisados, quantitativa e qualitativamente e, de uma maneira geral, as conclusões corroboram os resultados de pesquisas anteriores de que o desempenho dos aprendizes de Inglês é semelhante em medidas de reconhecimento de palavras e decodificação fonêmica, compreensão auditiva e compreensão leitora em estágios iniciais de desenvolvimento da habilidade leitora. Além disso, as habilidades de reconhecimento de palavras familiares e decodificação fonêmica parecem contribuir amplamente para a compreensão leitora. A compreensão auditiva não produziu os mesmos resultados, e não parece ter influenciado a compreensão leitora tal como a habilidade de reconhecimento de palavras, o que pode ser explicado pelas características da população deste estudo, isto é, alunos com proficiência limitada do Inglês, em potencial risco de fracasso escolar e provenientes de uma baixa classe socioeconômica. No mais, os resultados deste estudo fornecem evidência de que as habilidades de leitura de níveis mais básicos destacam-se como fundamentais para alunos com proficiência limitada do Inglês, em potencial risco de fracasso escolar e de origem socioeconômica deficitária.
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Clark-Massey, Teresa. "The Underrepresentation of Low Socioeconomic Status Children in Gifted and Talented Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5686.

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The problem is children from low socioeconomic status households are often underrepresented in gifted and talented programs. Only a small percentage of these students is selected to participate in the district's gifted program. The purpose of the study was to help appropriately identify and include low SES children in the district's gifted program. The social constructivist foundation was applied for a better understanding of how the environment affects a child's learning and how social factors contribute to cognitive development, which could possibly alter the perceptions of how successful children can be. The guiding questions revolved around the teachers' perceptions of elementary (K-6) gifted and talented program's identification process in finding all children in need of advanced curriculum and instruction regardless of socioeconomic status level. A qualitative case study is designed to collect data from 6 elementary gifted and talented teachers from 1 district. Information was gathered through interviews, then transcribed and through the lens of the social constructivist framework, axial coding followed as well as use of open coding. Through the field notes some strengths, weaknesses, and recommendations were gathered about the gifted program. The identified the codes used supported answering the research question and subquestions. This project study has the potential to create social change by guiding teachers to understanding all children, regardless of their background, can learn through developing a stronger identification process and more locations to grow awareness of the opportunity.
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Riley, Libby J. "Perceived Best Practices Used in Low-Socioeconomic Status, High-Attendance High Schools." Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10638721.

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The purpose of this study was to identify best practices perceived and used by principals in low-SES high schools to achieve high annual attendance rates.

The study was an applied qualitative design, which used interviews for data collection and an emergent approach to data analysis. It involved a combination of criterion and extreme sampling to identify and interview eight principals from low-SES high schools (grades 9–12) in West Virginia with an annual attendance rate over 90%. Coding and data analysis processes involved in vitro and structural protocols.

The following best practices emerged from the research in order of most to least used: offering incentives and student recognition; establishing a positive school culture with high expectations for students to come to school; holding meetings with parents, students and an administrator; having personalized communication between students and an adult within the school; telephoning families of absent students; consistently following established district and state policies for attendance; and picking up absent students at their homes.

All the approaches revealed could be characterized as aspects of one overall best practice: developing a positive culture within the school. The ensuing specific best practices were actions and policies consistently applied and enforced.

Improved attendance results in improved performance and college- and career-readiness. Approaches similar to those revealed in this study of high-attendance, low-SES West Virginia high schools may help to improve attendance and achievement in other high schools, not just in West Virginia, but throughout the United States.

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7

Guerra, Roberto Carlos. "Psychological and Sociological Mechanisms Linking Low SES and Antisocial Behavior." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82977.

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Antisocial behavior, both criminal and noncriminal, is a prominent yet poorly understood public health concern. Research on antisocial behavior typically focuses on either individual or environmental risk factors, rarely integrating risks across levels of analysis. Although low objective SES is clearly associated with antisocial behavior, the reasons why are unclear. Sociological theories suggest this relationship is due to neighborhood and environmental characteristics that create social disorganization and reduce informal social controls in the community. On the other hand, psychological theories suggest that elevated levels of psychological distress and psychopathic traits may influence individual risk for antisocial behavior. The purpose of this study was to integrate sociological and psychological models to examine how certain individual and environmental risk factors intersect in predicting antisocial behavior. In a demographically diverse adult male sample (N = 462), environmental (neighborhood distress) and individual (psychological distress) risk factors each mediated the SES – antisocial behavior relationship (as predicted), although findings depended on which definition of SES was used (objective versus subjective). In addition, psychopathic dimensions (specifically, meanness and disinhibition) were observed to exacerbate the effects of neighborhood and psychological distress on antisocial behavior, as hypothesized. Supplemental analyses also considered index variables comprising neighborhood disadvantage. Overall, results of this study help inform psychological and sociological theories of antisocial behavior, and may assist in clarifying potential neighborhood- and individual-level foci for interventions to prevent and reduce antisocial behavior in the community.
Ph. D.
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8

Lee, Sang Min. "A databased model to predict postsecondary educational attainment of low-socioeconomic-status students." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004947.

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9

GERINGER, JUDY. "A HISTORICAL PERSPECTIVE OF ACADEMIC ACHIEVEMENT IN LOW SOCIOECONOMIC STATUS ENGLISH LANGUAGE LEARNERS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1131987706.

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Felton, Anne. "The effects of attending an afterschool tutoring program on students of low socioeconomic status." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009feltona.pdf.

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11

Sharir, Dan. "The Link Between Therapists' Social Class Attributions and Treating Clients of Low Socioeconomic Status." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3723.

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Social class may impact the ways people are perceived and treated by others. The social class attributions of therapists may influence the manner in which they conceptualize their clients' problems and their relationship with their clients. There is a gap in the literature concerning the link between therapists' social class attributions and their responses toward low socioeconomic status (SES) clients in actual clinical settings, which could impact the therapists' interaction with their clients and the treatment process. The purpose of this qualitative descriptive case study was to examine the links between therapists' social class attributions and their experiences with low SES clients in clinical settings. The rationale for this study was based on treatment exhibited by therapists towards their low SES clients as evidenced by their treatment plans and peer interactions. Guided by attribution theory, research questions inquired into the attributions of 10 purposefully chosen masters- and doctoral-level therapists concerning the issues of social class, their low SES clients, and treatment outcomes for those clients. Interview data were interpreted using a cross-case synthesis technique and content analysis. The participants related to the issue of poverty in the way it impacted them or the way it impacted their clients. Findings could contribute to social change by increasing awareness among therapists concerning the impact of poverty, reducing bias and misconceptions among therapists, improving training of students and therapists, and improving understanding among therapists of the way social class attributions could impact their work with low SES clients.
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Kirby, Andrea T. "AGAINST THE ODDS: A STUDY OF LOW SOCIOECONOMIC STATUS STUDENTS’ ENROLLMENT IN HIGHER EDUCATION." UKnowledge, 2016. http://uknowledge.uky.edu/cld_etds/23.

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For generations, researchers have been examining attributes that make low socioeconomic status students resilient. Attributes that help one become resilient are known as protective factors. The purpose of this study was to describe the protective factor(s) that contributed to the first-generation, low socioeconomic status students’ enrollment at The University of Kentucky. The population for this study consists of the University of Kentucky First Scholars participants during the 2015 – 2016 academic year. The researcher examines the existing literature on low socioeconomic status effects on post-secondary education. Recommendations were made for the University of Kentucky’s First Scholars Program on how to further enhance their program and continue promoting low socioeconomic status students with opportunities in higher education.
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Thacker, Kelly L. "Lived experiences of low socioeconomic millennial generation college students." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14861.

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Doctor of Philosophy
Department of Special Education, Counseling, and Student Affairs
Kenneth Hughey
The characteristics and needs of college students across the United States are ever-changing. As Millennial generation students, born between 1982 and 2003 (Howe & Strauss, 2000), attend college, unique characteristics are present. Commonalities within the Millennial generation have been identified; however, socioeconomic status can impact a student’s ability to demonstrate these characteristics of the Millennial generation (Ramsey, 2008). Socioeconomic status still remains the greatest predictor of college aspirations but can prohibit some Millennial students from the opportunity to attend college (Greene, Huerta, & Richards, 2007). This qualitative study investigated the lived experiences of low socioeconomic Millennial generation college students. Bourdieu’s (1977; Bourdieu & Passeron, 1977, 1990) Cultural Capital Theory was used as the framework to address four research questions regarding knowledge of college, academic experiences, types of support, and collegiate involvement. Research questions were developed utilizing a phenomenological methodology consisting of two semi-structured interviews with open-ended interview questions as the primary data source. Through the analysis of the participant interviews, themes of their lived experiences as a low socioeconomic status Millennial generation college student emerged. Participants shared that their families lacked knowledge and information about college although they encouraged and supported them and understood the importance of a college degree. Although the educational experiences of the participants varied, most encountered challenges transitioning from high school to college. The most important educational experience for the participants is obtaining a college degree, greatly impacting their future. Although self-supportive for most of their lives, attending college is possible through the financial support of the 21st Century Scholars Program. This financial support and the support of their collegiate friends going through similar experiences have been important. Involvement in collegiate activities was important for the participants’ future careers, relationships, and learning; however, they sought these opportunities on their own. This research supports and encourages student affairs practitioners to enhance and improve the services and support provided to low socioeconomic status students in the college community. In addition, this study supports the need for more research related to socioeconomic status within higher education as well as reexamining student development theories to take into consideration socioeconomic status.
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Curtis, Vicki L. "Teachers' Perceptions of Reading Achievement for Kindergarten-3 rd Grade Students of Low Socioeconomic Status." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1019.

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The three tiered reading model and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are two initiatives being used to identify struggling readers of low socioeconomic status. While there is abundant information with statistical reports from various researchers, there is little research available as to what educators implementing DIBELS in the school environment perceive about the instrument, what it measures and what it fails to take into account. It is important to examine all aspects and views of an initiative being widely used across the nation to close the reading achievement gap. Educators working with students of low socioeconomic status will benefit from the insightfulness of this phenomenological qualitative research study investigating classroom teachers' perceptions of the two initiatives. Data were collected from K-3 teachers at three target schools located in a mid-southeastern state of the United States via surveys and interviews to establish teachers' perceptions of the strength and weakness of the two initiatives. The data were analyzed using open, axial, and selective coding. Participants indicated DIBELS should not be the only measure used to determine skill deficits in the struggling reader and that the two initiatives work well together to identify struggling readers and promote reading achievement in students of low socioeconomic status. Effectively educating students of low socioeconomic status will not only close the reading achievement gap but also break the generational poverty cycle by empowering the individual to be a productive member of society.
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Christie, Holly Hursh. "Analysis of Parent and Teacher Perspectives On Preschool Opportunities For Children Of Low-Socioeconomic Status." University of Findlay / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1532375606783881.

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Geijsendorpher, Clare. "The career development of low socioeconomic status black South African adolescents: a career systems perspective." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/670.

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The adolescent stage of development entails many overt and covert challenges and influences that have bearing on spheres of later life, including career development. With South African counsellors being largely dependent on Western career theories, the influence of contextual factors such as cultural beliefs and historical background on the career development of South African adolescents has been largely ignored. The recent acknowledgement of the unique and complex interrelationship between individuals and their specific social, environmental and societal context has motivated the development of an overarching theoretical framework of career development, the Systems Theory Framework (STF). The present study has therefore employed the STF and a qualitative career assessment measure, the My System of Career Influences (MSCI), to facilitate in exploring and describing the unique systems of career influence on the career development of a group of South African adolescents. A non-probability, purposive sampling technique was employed to obtain the sample from a co-educational, Xhosa-speaking secondary school situated in a low socioeconomic area. The research approach was exploratory and descriptive in nature, and the MSCI assisted in the collection of qualitative and quantitative data from a sample of 64 Grade 9, 10 and 11 female and male black adolescents from low socioeconomic status environments. The qualitative data was subjected to content analysis to identify themes, while frequency counts/percentages were used for the quantitative data. The results of the study indicate that all influences within the three interrelated career systems have an influence on the career development of black adolescents. Furthermore, the MSCI workbook was shown to assist participants in identifying and evaluating significant systemic influences that have contributed to their career development to date. Participants from both genders and all grade levels were able to successfully complete the MSCI workbook and provide reflective comments on their MSCI personalised diagrams. The applicability of both the STF and the MSCI are acknowledged. Limitations and recommendations for future research based on the present findings are suggested.
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Rafferty, Ruth. "The relationship between physical activity, sedentary behaviour and wellbeing in children from low socioeconomic status." Thesis, Ulster University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.669232.

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Espenschied-Reilly, Amanda Louise. "A Bourdieusian Critical Constructionist Study of the Experiences of Low Socioeconomic, Private University Undergraduate Students in Service-learning Courses Focused on Serving Low Socioeconomic Populations." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1455793828.

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19

Chow, Priscilla En-Yi. "The Effects of Socioeconomic Status on Growth Rates in Academic Achievement." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5193/.

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The purpose of the study was to examine the differences in academic growth rates as demonstrated on the TAKS test among students based on those who received free lunches, those who received reduced-price lunches, and those not economically disadvantaged. Texas Assessment of Knowledge and Skills (TAKS) for reading and mathematics scale scores were obtained from five Texas public school districts for students who were in 3rd grade in 2003, 4th grade in 2004, 5th grade in 2005, and 6th grade in 2006. The sample included almost 10,000 students. The data were analyzed using SPSS and HLM. SPSS was used to identify descriptive statistics. Due to the nested nature of the data, HLM was used to compare data on three levels- the test level, student level, and district level. Not economically disadvantaged students scored the highest on both TAKS reading and mathematics exams with a mean scale score of 2357 and 2316 respectively in 2003. Compared to the not economically disadvantaged students, students receiving reduce-priced lunches scored approximately 100 points lower, and lowest were the students receiving free lunches, scoring another 50 points below students receiving reduced-price lunches. The results revealed that while gaps in achievement exist between SES levels, little difference exists in the growth rates of the SES subgroups. The results of this study support the need for continued effort to decrease the gap between students who are not economically disadvantaged and those receiving free or reduced-price meals.
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Ataeian, Saman. "Fysisk aktivitet i bostadsområden med låg socioekonomisk status." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35629.

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Syftet med det här arbetet är att undersöka den fysiska aktivitetsgraden i några av Malmö stads förorter. Fokus på socioekonomiskt utsatta förorter. Samt att försöka förstå vad som görs för att förbättra aktivitetsgraden bland barn och ungdomar inom dessa områden i Malmö. I uppsatsen användes det Teorier från Antonovsky, Bourdieu och Engström för att klargöra individers olika livsstilar för att genom det få en bättre uppfattning kring förhållandet mellan levnadssituation och aktivitetsgrad. Uppsatsen är kvalitativ och utgjordes i form av intervjuer med frågeställningar som: Vilken uppfattning har unga ledare om den fysiska aktivitetsgraden bland barn i socioekonomisk utsatta områden? Samt vilka åtgärder bör man vidta för att uppmuntra fysisk aktivitet bland dessa unga? Sammanfattningsvis menas det att det finns många påverkande faktorer för ungas nivå av fysisk aktivitet. Socioekonomisk status har inverkan på den fysiska aktiviteten och många gånger kan en låg socioekonomisk status likställas med låg nivå av fysisk aktivitet. I de fall det finns familjemedlemmar och unga mentorer som uppmuntrar till fysisk aktivitet går det däremot att se en större andel unga som är fysiskt aktiva, även i områden som anses ha lägre socioekonomisk status. Målet var att skaffa sig en förståelse för vad som görs idag för att främja fysisk aktivitet bland unga och om de aktiviteter som görs får det genomslag som önskas. Genom utbildning av unga ledare, mentorer och andra aktiviteter som sysselsätter unga i Malmö menas det att man har tagit ett steg i rätt riktigt. Däremot finns det mer att önska avseende ingripanden och initiativ för att i större grad öka ungas fysiska aktivitet.
The purpose of this study is to investigate the physical activity of some of Malmö City's suburbs. As well as trying to understand what is being done to improve the activity rate among children and young people in these areas in Malmö. In the essay, the theories of Antonovsky, Bourdieu and Engström were used to clarify the different lifestyles of individuals in order to gain a better understanding of the relationship between living and activity levels. The essay is qualitative and consisted of interviews with questions such as: What view do young leaders have about the physical activity of children in socio-economically vulnerable areas? And what measures should be taken to encourage physical activity among these young people?In conclusion, it is meant that there are many influencing factors for young people's level of physical activity. Socioeconomic status has an impact on physical activity and many times a low socioeconomic status can be equated with a low level of physical activity. However, if there are family members and young mentors who encourage physical activity, it is possible to see a larger proportion of young people who are physically active, even in areas that are considered to have lower socio-economic status.The goal was to get an understanding of what is being done today to promote physical activity among young people and if the activities that are done are given the desired impact. Through education of young leaders, mentors and other activities that employ young people in Malmö, it is meant that you have taken a step in the right direction. On the other hand, there is more to be desired regarding interventions and initiatives to increase the youth's physical activity to a greater extent.
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Erdmier, Nicol Richmond. "Program Evaluation| Appreciative Inquiry Model as an Instructional Literacy Approach With Low Socioeconomic Status (SES) Elementary Students." Thesis, University of Redlands, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10623971.

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This research study is an attempt to learn how students with low socioeconomic status (SES) experience Appreciative Inquiry as an instructional literacy approach when compared to traditional (typically practiced) models of literacy intervention. Key findings will illuminate the effectiveness of strengths-based approaches to literacy achievement and experiences for marginalized students. This study will add to the growing research that policymakers must acknowledge as evidence that a complete overhaul of the deficit-based rationales as the dominant practice in education need to be reconsidered (Orr & Cleveland-Innes, 2015). It can be postulated that a cultural shift to a strengths-based model within education will significantly impact student achievement for all student groups (Smith, Connolly, & Pryseski, 2014). Arguably, this could close the achievement gap for marginalized students.

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Piaseu, Noppawan. "Food insecurity and health among low income families living in crowded urban areas in Thailand /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7290.

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Grayson, Nancy E. "The role of parental involvement in the amelioration of the effects of low socioeconomic status on academic achievement." Diss., Texas A&M University, 2004. http://hdl.handle.net/1969.1/546.

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Previous studies in the area of parental involvement in the education system were based on inconsistent parameters or definitions of the construct (Baker and Soden, 1997). The present study seeks to more clearly define and quantify parental involvement and examine the reduction of academic risk factors for economically disadvantaged students through a program of parental involvement in the educational setting. This study compares the academic achievement (ITBS scores) of 70 students enrolled in 1st thru 5th grades at an elementary public charter school in relation to the level of documented parental involvement (PI). Data indicate that in comparison to students enrolled at two neighborhood traditional public elementary schools, students at the charter school are 1.2 to 1.7 times more likely to pass the state mandated TAKS test in grades three through five. However, statistical analyses did not support the hypothesis that level of parental involvement was associated with academic achievement.
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Foerster, Puglisi Laura Noel. "Relationships Among High Achieving Low Socioeconomic Status African-American High School Students, Self-Efficacy, and Extracurricular Physical Activity." Thesis, Notre Dame of Maryland University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13424828.

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Educational inequities and disparities continue in modern day education for African-American high school students and more specifically those of low socioeconomic status (Chavous, Smalls, Rivas-Drake, Griffin, & Cogburn, 2008). Of this group, African-American males have greater challenges with a gender gap when compared to females, in addition to existing academic gaps among their peer groups. This study sought to investigate predictors of success by analyzing the HSLS: 2009 longitudinal dataset. This research took a comprehensive approach to examine the protective factors that are responsible for the academic achievement of African-American high school students of low socioeconomic status. The role of self-efficacy levels on the learner were also examined and were compared with gender as well as a learner’s participation in extracurricular physical activity and its relationship with academic achievement. The literature review includes the links between physical activity and the neurogenesis process, and emotional control that lead to increased academic achievement. These findings are supported not only in the literature review but also through several linear regressions. The researcher found positive academic relationships with increased GPA among extracurricular physical activity as well as students’ self-efficacy levels. Differences between males, females, and later respective peer groups were evident. Results supported all hypotheses and findings should encourage those in education to seek recommended early interventions. Those interventions should include opportunities for extracurricular physical activity and increased opportunities for self-efficacy growth for African-American students.

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Hagans-Murillo, Kristi S. "The effects of phonological awareness instruction on socioeconomic status differences in the acquisition of early literacy and reading skills in first graders from low socioeconomic settings /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9977903.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 108-116). Also available for download via the World Wide Web; free to University of Oregon users.
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West, Caroline E. "Examining Factors Related to Disordered Eating Behaviors among Adolescents from Low-Income Backgrounds." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1619003565322672.

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Pilgrim, Kamala. "Mechanisms underlying cortisol reactivity to stress in low and high socioeconomic status individuals : role of naturally-occurring attentional biases." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116040.

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This Master's dissertation explored whether a rapid orienting of attention toward or away from social stress information during a restful state, relates to the magnitude of glucocorticoids (GC) released in response to a stressor, the Trier Social Stress Test (TSST). It also assessed whether childhood rearing in a low socioeconomic status (SES) context mediates this relationship. Subjects rested for 45 minutes during which time they completed a modified version of Posner's attention paradigm, comprising social stress words. Immediately following, participants were exposed to the stressor. Results indicated that a rapid attentional engagement toward social stress words associated with pronounced GC responses to the TSST. Fast engagers displayed lower self-esteem and did not differ in terms of their past SES. These findings demonstrate that attentional biases for social stress information at rest combine with diminished self-esteem to predict the magnitude of GC released during psychological stress irrespective of early SES conditions.
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Rhodes, Megan E. "Increased Diversity in Rural Areas: One School's Response to Change." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305135075.

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Goldstein, Nicolas P. N. "Disproportionate Premature Birth in Women of Low Socioeconomic Status| A Psychological and Physiological Stress Explanation of Financial Risk Removal." Thesis, University of Rochester, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824350.

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Objectives: Mothers of low socioeconomic status (SES) and of non-Hispanic black race deliver prematurely more often. The goal of my dissertation was to improve understanding of the mechanism of disproportionate premature birth in low SES women. I tested a psychological and physiological stress explanation of prematurity risk, estimated the effect of the Affordable Care Act (ACA) Medicaid expansion on gestational age (GA), and estimated how the ACA Medicaid expansion effect was influenced by race. Data and Methods: I developed a conceptual framework of how psychological and physiological stress increase premature birth risk utilizing Appraisal and pathophysiology theory. I generated hypotheses about how financial risk removal would impact GA and tested them utilizing variation in expansions in Medicaid eligibility for pregnant women in three matched state pairs and distribution of the Earned Income Tax Credit (EITC). I utilized data from the Pregnancy Risk Assessment Monitoring System and performed multivariate ordinal regressions. I also used national birth record data and exploited state variation in ACA Medicaid expansion status to estimate the impact on GA in non-Hispanic black and all other mothers using multivariate linear regressions and linear probability models.

Results: Hypothesis testing based on two of the three Medicaid expansion for pregnant women state pairs and the EITC analyses resulted in significant evidence (one-sided p-values < 0.05) for a direct pathway between psychological stress concerning financial risk, physiological stress, and GA. The ACA Medicaid expansion was associated with an increase in GA for non-Hispanic black mothers (+34 hours), a decrease for all other mothers (–6 hours), and a 3% decrease (95% CI = –5% to –2%) in the incidence of early term or shorter gestation births for non-Hispanic black mothers.

Conclusions: Decreasing financial risk for low SES women with Medicaid or the EITC is associated with increased GA. The higher premature birth risk in this population is likely the result of a direct pathway involving psychological and physiological stress. Other financial risk removal strategies should be investigated. The ACA Medicaid expansion did not meaningfully influence GA on a weekly scale but did moderately decrease overall preterm birth risk in non-Hispanic black mothers.

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Lane, Regina. "IMPROVING THE EDUCATIONAL EXPERIENCE OF TRAUMA-IMPACTED STUDENTS: IDENTIFYING EMERGING BEST PRACTICES FOR TEACHING LOW-SOCIOECONOMIC STATUS URBAN STUDENTS." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3746.

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This qualitative action research concentrates on examining the best practices for teachers in trauma-informed practices by producing an implementation guide to train the trainer. The theoretical framework utilized to help inform the development of this research was Bronfenbrenner’s ecological systems theory (1989) in relation to human development for identifying the emerging best practices with being trauma informed. The scope of this research focuses on low-socioeconomic status (SES) urban youth, so cultural sensitivity is naturally always a component of a complete train-the-trainer, trauma-informed teaching program. I identified the emerging best practices in two ways: (a) by gathering and summarizing supporting sources of literature and (b) by holding collaborative conversations with acknowledged experts in culturally competent trauma-informed training. The findings revealed six components essential to prepare the trainer on trauma-informed education training. First, culturally responsive pedagogy and culturally responsive teaching were identified to aid in bridging the gap in providing support. Social capital based upon lived experiences of students was recognized by acknowledging their needs through appropriate modeling of positive attitudes and behavior while increasing confidence in student learning using inclusive resources demonstrated throughout academic content. Next, the key principles of brain science were acknowledged showing a relationship between impact of trauma and learning affects such as: processing, decoding, self-regulation, and impulse control. Then, mental health was addressed to show there is an impact of negative interactions and disciplinary actions, according to Bronfenbrenner’s (1979) ecological systems theory. Attitude and language were acknowledged as both verbal and non-verbal and having an impact on instructional behavior, which influences student climate in learning and behavior. Lastly, the equity and accountability components were identified to require teachers to move away from implicit bias issues by creating more cultural-normative behavior through designing more restorative practices while building partnerships with students and families alike. The result of this action research provided a set of emerging best practices embedded in the implementation guide to support the trainer in training educators on how to teach trauma-impacted youth in California’s culturally diverse public-school classrooms.
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Deafenbaugh, Jaime. "Low-income, high ability scholars: an in-depth examination of their college transition and persistence experiences." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180403666.

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32

Allen, Kacie C. "Developing and Testing Smartphone Game Applications for Physical Activity Promotion in Adolescents." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/22050.

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Though the benefits of physical activity are numerous and well-known, very few adolescents are meeting physical activity recommendations. Moreover, past research shows that physical activity declines with increasing age with this decline beginning in adolescence. One approach to promote physical activity is through mobile technology such as a mobile phone. Since mobile phone ownership is relatively high (77%) and there is no digital divide by race/ethnicity or socioeconomic status, mobile phones may be suitable for physical activity promotion. Few studies have promoted PA using a mobile phone and those studies showed increased physical activity outcomes. However, more research is needed to explore the effectiveness of mobile phone physical activity promotion especially in more health disparate populations.  The purpose of this research was to develop and test smartphone game application for physical activity promotion in adolescents. The first study included various user-centered approaches (e.g. qualitative data, idea sessions) to get feedback on what was desired from the adolescents in terms of game development and design. The second study examined the degree to which mobile health studies reported on internal and external validity indicators. The last study evaluated the smartphone game applications through a mixed-methods approach. The results of this research showed that physical activity while playing smartphone game applications can yield moderate physical activity intensity. Moreover, adolescents had moderate perceptions of the games and recommended specific changes to the games. Likewise, the data suggest that smartphone physical activity game applications can be enjoyable if they are aesthetically appealing, easy to use, and foster social peer interactions. Overall, this research demonstrated that smartphone games that were developed and designed based on adolescents\' preferences and persuasive technology design principles could increase physical activity in adolescents and provides a tool for further exploration.
Ph. D.
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Davis, Shani Vann. "The Relationship Between Socioeconomic Status and Body Mass Index on Vitamin D Levels in African American Women with and without Diabetes Living in Areas with Abundant Sunshine." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4660.

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OBJECTIVE: To examine the relationships between socioeconomic status (SES), body mass index (BMI), and vitamin D levels in African American (AA) women living in areas with abundant sunshine; and to explore if diabetes moderates these relationships. SIGNIFICANCE: More AA's live in poverty, and experience obesity, diabetes, and chronic disease compared to other groups. Eighty percent of AA women are overweight or obese, and rates of type 2 diabetes is highest in this group. Minority race, obesity, and diabetes increase risks for low vitamin D, and are associated with p DESIGN AND METHOD: A cross-sectional descriptive research design was used to examine the specified relationships. Data from 611 non-pregnant AA women ≥ age 20 from the National Health and Nutrition Examination Survey (NHANES) cycles 2003 - 2006 were studied. SES was measured as poverty to income ratio (PIR), education level, and annual household income. Mean ± SD for BMI was 31 ± 8, and 14ng/ml ± 7ng/ml for vitamin D level. Only 8% of the sample had diabetes (n = 49). One hundred-eighty lived in areas with abundant sunshine. RESULTS: BMI independently predicted the vitamin D level without regard for SES, or geographical locale. Vitamin D supplement use emerged as an independent predictor of vitamin D on covariate analysis. SES did not explain significant variation in the vitamin D level. A moderating influence of diabetes could not be determined. CONCLUSIONS: BMI inversely predicts vitamin D level independent of geographic locale in AA women. Ethno/cultural measures to reduce BMI should be standard in caring for AA women which may affect vitamin D level and/or reduce morbidity and mortality in this group. Persons with low vitamin D suffer with more adverse health outcomes, and future research should examine if vitamin D deficiency accelerates risks for poor health outcomes where BMI is high.
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Handfield, Dorothy C. "In-School Violent Behavior Impacts Future Goals for Low Socioeconomic Status Black Male Students Who Were Exposed to Community Violence." Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746993.

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This research study evaluated the modified gap analysis of knowledge and skills, motivation, and organization on how low socioeconomic status (SES) Black male students who were exposed to community violence and participated in Our Kids, a pseudonym for a non-profit community based organization that provides extracurricular programs to at-risk males. The purpose of this study is to understand how the in-school violent behavior of low SES Black males affects these students’ abilities to realize future goals. Using the Clark and Estes (2008) gap analysis, the collection of data from interviews and documents identified and validated the source of the students’ performance gaps. Findings revealed that the urban school district had positive and negative aspects in its current program that addressed students’ in-school violent behavior. Overall, the findings exposed that the students in the study had procedural knowledge, knowledge of self-regulation and support their increase in knowledge of self-identity even though the documents exposed that Black male students may lack self-regulation. The students had self-efficacy and students’ emotions influence their motivation. The students believe that there is racial equities and opportunities to build trusting relationships but urban school district created a threatening environment. Yet, the documents show racial inequities. This research study recommends research-based solutions to assist organizations in decreasing in-school violent behavior. Finally, Our Kids can utilize the modified gap analysis model to identify and validate causes of performance gaps and recommend solutions.

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Wartman, Katherine Lynk. "Redefining Parental Involvement: Working Class and Low-Income Students' Relationship to Their Parents During the First Semester of College." Thesis, Boston College, 2009. http://hdl.handle.net/2345/672.

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Thesis advisor: Karen D. Arnold
"Parental involvement," a term long part of the K-12 lexicon is now included in the higher education vocabulary. Many college administrators today associate "parental involvement" with a certain pattern of behavior and describe the contemporary traditional-aged student-parent relationship with negative examples. Dubbed by the media as "helicopter parents," this sub-population of overly involved mothers and fathers has come to represent all parents of college students, even though these examples are largely socioeconomic class-based. This qualitative phenomenological study considered the lived experience of the relationship between working class and low-income students and their parents during the first semester of college. All students in the sample were enrolled at four-year colleges and had attended an alternative high school where parental involvement was supported and encouraged. Students (n=6) participated in three open-ended, qualitative interviews and their parents (n=7) participated in two. What constitutes "parental involvement" for working class and low-income students and parents in the context of higher education? This study found that the parents had positive, emotionally supportive relationships with their students. Students were autonomous and functionally independent, but emotionally interdependent with parents. Parents in the study did not have a direct connection to their child's college or university; students served as intermediaries in this parent-institution relationship. Therefore, this sample did not fit the current definition of parental involvement in higher education. As colleges and universities implement parent services as a reaction to the phenomenon of parental involvement, they need to consider alternative pathways for communicating with parents from lower socioeconomic groups, many of whom have not attended college
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education
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Daniels, Pamela V. "The Timely Use of Prenatal Care and its Effects on Birth Outcomes in Black Women of Low Socioeconomic Status in the South." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/sociology_diss/58.

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Despite substantial evidence linking improved pregnancy outcomes with receipt of prenatal care and recent improvements in prenatal care utilization, specific subpopulations continue to receive late prenatal care and experience adverse birth outcomes. This study will use the Health Belief Model and the Intersectionality Framework to examine the timing of prenatal care utilization, prenatal care compliance, and adverse birth outcomes within a group of low-income, black women in the South. Black women have worst rates of late prenatal care utilization and compliance than any other racial group. This late prenatal care utilization and compliance leads to adverse birth outcomes. A secondary data analysis was conducted using binary logistic regression and OLS regression to examine agency factors, structural factor, and risk health behavior in predicting timing of prenatal care utilization and compliance. In addition, this study also examines timing of prenatal care utilization and compliances and its effects on preterm birth and low birth weight. The results show that family size and knowledge/attitude significantly influences timing of prenatal care. Prenatal care compliance is influenced by church social support and low birth weight is influenced by private insurance. The results of this study show that although much is known in comparing different racial groups, more investigation is needed to explain why low income black women still experience less prenatal care use and compliance and worse adverse birth outcomes than any other racial group in the United States.
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Danzo, Sarah. "The Relationship Between Perceived Stress, Maternal Emotion and Cognitive Control Capacities, and Parenting Behaviors in a Socioeconomically Disadvantaged Population." Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1615806045790174.

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Wilkins-McCorey, Dornswalo Maria. "Equitable Representation of Culturally Linguistically Economically Diverse Students in Intellectual Gifted Programs in School Divisions in the Commonwealth of Virginia." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/102072.

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The purpose of this study was to identify which school divisions in the Commonwealth of Virginia have equitable representation of Culturally Linguistically Economically Diverse (CLED) students in gifted programs within their schools. Existing literature on CLED students was reviewed. Three years of data (school years 2016-2017, 2017-2018, and 2018-2019) obtained from the Virginia Department of Education (VDOE) were analyzed to determine whether equitable representation exists within gifted education programs in each of the 132 Virginia school divisions. Furthermore, the researcher used the Freedom of Information Act (FOIA) to acquire longitudinal gifted data from each school division 2016-2019. The Relative Difference Composition Index (RDCI), Equity Allowance Formula (EAF), and Representation Index (RI) formulas were used to determine, which schools have equitable representation within their gifted programs. This study sought to answer the following questions: 1. What school divisions have proportional representation of economically disadvantaged students? 2. What school divisions have proportional representation of Black or African American students? 3. What school divisions have a proportional representation of Hispanic or Latinx students? At the conclusion of the data collection process, the researcher examined (1) which school divisions have equitable representation of gifted students in their gifted programs in schools using the EAF, and (2) What schools have equitable representation utilizing the RI. The analysis revealed the majority of the school divisions in the Commonwealth of Virginia had equitable representation when the EAF was applied to the economically disadvantaged students. When the EAF was applied to the 2016-2019 school years data for the Black or African American students and Hispanic or Latinx students the range of 33%- 42% were proportionately represented. The English Language Learner students were not proportionately represented when the EAF was applied. When the RI formula was applied to the data, none of the school divisions had perfect proportion in the Commonwealth of Virginia. In 2016-2017, Halifax school division had a score of .86 which translates to proportionate representation when the EAF and RI formula were applied to the data. The findings of this study provide educational leaders with relevant research toward equitable representation for CLED students in the Commonwealth of Virginia. The VDOE and school leaders could offer professional development regarding equitable representation for teachers and staff that work with CLED students to resolve disproportionality. School divisions could benefit from the implementation of equity allowance goals to help reduce inequitable representation of CLED gifted students.
Doctor of Education
The underrepresentation of students with low incomes in gifted education is a persistent problem (Ford, 2013a; Hamilton, McCoach, Tutwiler, Siegle, Gubbins, Callahan, Brodersen, and Mun, 2018). In recent times, researchers have started to discuss educational access and outcomes for low socioeconomic students (Goings and Ford, 2018). According to VanTassel-Baska and Stambaugh (2018), there is a need to address economically disadvantaged for students who attend public schools in the United States. In particular, there are problems formally identifying economically disadvantaged students for gifted services (VanTassel-Baska and Stambaugh, 2018). Researchers seldom focus on gifted students that live in low-income households. The purpose of this study was to identify which school divisions in the Commonwealth of Virginia have equitable representation of Culturally Linguistically Economically Diverse (CLED) students in gifted programs within their schools. Existing literature on CLED students was reviewed. Three years of data (school years 2016-2017, 2017-2018, and 2018-2019) obtained from the Virginia Department of Education (VDOE) were analyzed to determine whether equitable representation exists within gifted education programs in each of the 132 Virginia school divisions. Furthermore, the researcher used the Freedom of Information Act (FOIA) to acquire longitudinal gifted data from each school division 2016-2019. The RDCI, Ford Equity (EAF), and RI formulas were used to determine, which schools have equitable representation within their gifted programs. At the conclusion of the data collection process, the researcher examined (1) which school divisions have equitable representation of gifted students in their gifted programs in schools using the EAF, and (2) What schools have equitable representation utilizing the RI. The analysis will reveal which school divisions have equitable representation within the Commonwealth of Virginia.
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Jones, Sarah D. "The Influence of Intrapersonal, Interpersonal, and Environmental Factors on Dietary Intake and Quality of Overweight and Obese, Low-Socioeconomic Status, Urban Youth." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1548847985706459.

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Delehunt, Linda Brandi. "An examination of the relationship of leadership type to student academic performance in elementary schools of low to middle socioeconomic status." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2538.

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This research examined the relationship of student academic performance exhibited by American elementary-school students through the types of school leadership. The goal was to define a functional model of leadership that might support the academic achievement of students attending school in low- to middle-socioeconomic areas. Teachers on the staffs of 58 California elementary schools located in such areas completed the Task Relationship Change Questionnaire (Yukl, n.d.) to facilitate data collection. This survey instrument measured teacher perception of the leadership characteristics of principals. Three broad areas of leadership characteristics, as well as 14 leadership-behavior factors were measured and correlated. The study results supported the notion that the same type of leadership is generally effective in schools located in both middle- and low-socioeconomic areas. The findings also indicated that elementary-school principals serving these schools generally possess leadership characteristics that are blended between factors of change, relationship, and task. The academic performance of students attending low-socioeconomic schools is enhanced by principals that incorporate specific task and change behavior factors into their leadership styles. The findings also suggest that a more directive leadership style enhances the academic achievement of students attending such schools. Task-leadership behavior factors that facilitated this goal were found to be related to task monitoring. Leadership change behaviors producing the same enhancement included a strong visionary leadership and the ability to infuse dimensions of improvement into schools through new ideas and opportunities. This study also found that the academic performance of students attending elementary schools of low-socioeconomic status may be negatively impacted when principals incorporate certain relationship and change behavior factors into their leadership style. Potentially negative change factors included overly aggressive emphasis on efficiency and product by principals. Potentially negative related relationship factors were found to be equivocation by principals during the decision-making process, resulting in the engagement of teaching staff in extended debate over pivotal school issues. Overall, the results of this study were significant and represent a new approach to research in the area of leadership. The study illuminates the pivotal fact that certain leadership characteristics can indeed enhance student academic performance in elementary schools serving populations located in low-socioeconomic areas.
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Baker, Bennie W. "A Case Study Assessing Performance Differences between Economically Impacted African American and White Students in High School Algebra II Classes in the Tucson Unified School District." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707237/.

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This case study investigated the phenomenon of the black white test score gap by seeking to determine if there was a difference in the academic performance of African American students and their White peers. The determination of student academic performance was made using scores from second semester Algebra II classes at two high schools in the Tucson Unified School District. The data covered three academic years and was analyzed via SPSS (independent samples t-test, ANOVA, and a pairwise analysis) and content analysis for qualitative analysis. Findings revealed that there was no variance in the scores of African Americans and their White peers attending an affluent school; however African Americans attending a low-income school scored lower than all groups that were compared in this study.
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Manuel, Donnay. "The relationship between adolescents' subjective well-being and career aspirations adolescents residing in low socio-economic communities in Cape Town: The mediating role of social support." University of the Western Cape, 2020. http://hdl.handle.net/11394/7571.

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Magister Artium (Psychology) - MA(Psych)
Adolescence is a critical developmental stage wherein adolescents face various challenges which potentially impact on the development of their future orientation, the setting of and working towards goals, and ultimately their life trajectories. Considering South Africa’s socio-political history which has resulted in limitations regarding educational and career possibilities of adolescents, there is a need to examine factors that influence adolescents’ aspirations. The current study thus aimed to ascertain the nature of the relation between adolescents’ subjective well-being and career aspirations. Within this process, the study further aimed to ascertain the extent to which this relation is mediated by social support. The current study forms part of a larger study that explored the relation between adolescents’ career aspirations and a range of personal and contextual factors, using a cross-sectional design. The sample comprised 1082 adolescents (males and females) in grades 8 to 11, purposively selected from eight schools in low-income communities in Cape Town, South Africa. Descriptive statistics were used to determine the levels of career aspirations, subjective well-being and social support among the participants. Mediation analysis using the bootstrap confidence interval approach, within a structural equation modelling data analysis framework was conducted to determine the extent to which social support mediates the relationship between subjective well-being and career aspirations. For the overall model using the pooled sample, the study found a non-significant relation between adolescents’ subjective well-being and career aspirations. Across gender, the results demonstrated a significant relation between subjective well-being and career aspirations for the male group, explaining 2.1% of the variance in aspirations. However, a non-significant relation was obtained for the female group. An important finding of the study is that social support did not mediate the relation between adolescents’ subjective well-being and career ii aspirations for the pooled sample, and across both gender groups. For females, a significant negative relation was found between social support and aspirations. Results also revealed a significant negative relation between age and aspirations for both males and females. Social support and financial resources are important factors to consider in relation to adolescents’ wellbeing and aspirations, especially given that the social support that females receive is informed by gender norms and cultural beliefs, which in turn hinders their aspirations. It is recommended that interventions are targeted at an institutional level, inclusive of challenging gender roles, providing information about educational and career opportunities for young people, and improving parenting skills in an effort to advance adolescents’ career aspirations.
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43

Amal, Nasir Mustafa. "Study of the relationship of low birthweight with race and socioeconomic status at the Maternity Hospital, Kuala Lumpur, Malaysia: A case-control study." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10240.

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Low birthweight of newborns is a major determinant of perinatal survival as well as postnatal morbidity. It represents major public health problem and is of great economic concern in developing countries. This study investigated the impact of four groups of risk factors: genetic and constitutional factors, namely infant sex, ethnic origin, maternal height and maternal pre-pregnancy weight; demographic/psychosocial and nutritional factors related to the mother, namely maternal age prior to pregnancy, maternal education, occupation, total family income, total gestational weight gain, use of iron and/ or vitamin supplements and haemoglobin level; obstetric factors such as parity, interpregnancy interval, gestational age of previous birth, prior spontaneous abortion, prior stillbirth, prior child death and period of gestation at delivery; and antenatal care (i.e number of antenatal care visits). To identify and quantify risk factors for low birthweight I conducted a hospital-based case-control study at the Kuala Lumpur Maternity Hospital, Malaysia. The case-control study of 295 low birthweights and 590 controls showed that Indian ethnic origin, previous premature birth, low maternal pre-pregnancy weight (46-50 kg), brief use of iron and/or vitamin supplements (2-4 weeks) and prematurity were significant independent risk factors for low birthweight. The results of this study showed that low maternal pre-pregnancy weight, premature birth, poor quality of antenatal care are important and potentially modifiable risk factors. Hence the results suggest that nutritional and health intervention programmes (i.e improvement in nutritional status and antenatal care) can reduce the incidence of low birthweight.
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44

Yakubu, Yakubu A. "The relationship between environmental health status, the attributes of female caregivers and the health status of care recipients in low-income areas in Cape Town, South Africa." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2885.

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Thesis (DPhil (Environmental Health))--Cape Peninsula University of Technology, 2016.
Informal caregivers play an important role in the well-being of dependent members in a household. The burdens of these caregivers are multiple and pervasive and may contribute to mental health epidemiology as a result of worry, grief, anxiety and stress. The literature review revealed that studies in caregiving and its various facets began from a pragmatically applied interest rather than from theoretical and intellectual curiosity. The majority of the research on caregiver burden involves meta-analysis of qualitative studies with little quantitative research. Also, many of these studies are concentrated on caregivers of chronically ill patients, such as those suffering from dementia, Alzheimer’s disease, and heart disease, without much attention to care burden resulting from caring for those who are not necessarily ill. Similar studies by other researchers did not consider the impact of the physical health of the care recipients or the environmental factors that are critical in the study of female caregiver burden in low-income settings. In addition, existing studies did not adequately evaluate the many potential factors that may vary and influence the lives of the caregivers, especially in a single, comprehensive model. This study attempted to provide a more complete picture of these relationships in low-income and culturally diverse settings. The study population consisted of black/African and coloured populations living in subsidised or low-cost housing settlements. In each of the two different cultural communities, 100 black/African and 100 coloured female caregivers were selected through a systematic random sampling procedure. In addition, data were also collected from caregivers in Tamale, Ghana to assess differences between the socio-demographic profiles of the caregivers in Cape Town, South Africa and Tamale, Ghana. The theoretical paradigm used in this study is the Stress Process Model by Pearlin et al., (1990). The study instrument assessed caregiver burden with both objective and subjective measures through the use of a fully structured questionnaire. The information that was collected according to the constructs of the Stress Process Model included personal and role strains and incorporated the physical health of the care recipients and environmental factors such as kitchen and toilet hygiene. Inclusion criteria for the respondents in both Cape Town and Tamale were the principal female caregivers who were present, willing, and able to give informed consent. The Statistical Package for Social Sciences (SPSS Version 22) was used for the analyses. The Chi-square test was used to assess the relationships between environmental health, the socio-demographics of the female caregivers and the health status of the care recipients. The hierarchical regression analysis in the form of a General Linear Model was used to model caregiving burden. iv The results showed that the majority of the female caregivers were in the age group 40 – 49 years and in both Cape Town and Tamale, a large proportion was in the low-income group. Also, the majority of the informal caregivers in the two samples were in care tasks as a full-time job, providing more than 40 hours of care per week. Regarding the length of time in caregiving, a large proportion of the caregivers in both Cape Town and Tamale had been in the care role for more than three years preceding the survey, and almost all the caregivers in the Cape Town sample (98.4%) did not use any form of caregiving programme to ameliorate the negative effects of caregiving. Further, the results showed statistically significant relationships between the socio-demographic characteristics of female caregivers (age, education, population group and income status) and the diarrhoea status of the care recipients. Also, a significant relationship was shown between environmental health variables of the home (kitchen hygiene and toilet hygiene) and the physical health of the care recipients. The major predictors of female caregiver burden in the samples were the physical health of the care recipients and access to social grants. On the basis of the analyses, it was recommended that the government should recognise the importance of the physical health of the care recipients and increase the amounts of social grants to the caregivers since this could improve the circumstances of both the caregivers and the care recipients. In addition, this could aid in improving the standard of living of caregivers in these households. Future research in similar settings should disaggregate the data to compare the burden of caring for caregivers of physically strong care recipients with physically ill care recipients.
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45

Turner, Sylvia A. "The effects of a constructivist-based fraction intervention on the achievement and self-efficacy beliefs of low socio-economic status students." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/26.

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Low socio-economic status (SES) students are less likely to gain access to the gatekeeper mathematics courses necessary for high school graduation and entrance to college. This study examined the effects of a constructivist-based fraction intervention on mathematics achievement, self-efficacy beliefs, and Algebra One enrollment of mathematically at risk low SES sixth grade students. Students' fifth grade mathematics CST and sixth grade fraction benchmark scores served as covariates in each analysis. Achievement was measured by the students' scores on their seventh grade fraction benchmark and mathematics California Standards Test (CST). A Fraction Self-Efficacy Survey measured students' beliefs. The sixth grade fraction intervention was a one week, 35 hour program. The experiment included 45 students who attended the intervention and 43 matched students who served as the comparison group. Teacher effects were controlled. The scores of students in the treatment group were significantly higher on both their seventh grade fraction benchmark (p < 0.001) and mathematics CST (p < 0.001). Students in the treatment group scored higher in overall self-efficacy beliefs than students in the comparison group and, although there was a trend towards significance (p = 0.065), the difference was not statistically significant. Additionally, logistic regression was used to determine that students' self-efficacy beliefs partially mediated the relationship between participation in the fraction intervention and their enrollment in Algebra One. Students who attended the intervention were three times as likely to enroll in Algebra One as their matched peers.
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46

Finlayson, Nakeba N. "Predicting Low Income Children's Kindergarten Readiness: An Investigation of Parents’ Perceptions of Their Children's Development and Connections to the Educational System." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000524.

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47

Ringbäck, Weitoft Gunilla. "Lone parenting, socioeconomic conditions and severe ill-health : longitudinal register-based studies." Doctoral thesis, Umeå universitet, Epidemiologi och folkhälsovetenskap, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-35.

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The general aims of this dissertation are to analyse how family situation, and especially lone parenting, influence health and life chances in Sweden and the extent to which possible relations are influenced by socioeconomic circumstances and health selection. In two population-based cohort studies we analysed overall and cause-specific mortality (1991-95), and also severe morbidity (1991-94) from different causes among lone mothers in comparison with mothers with partners. Information on the mothers was obtained from the Swedish Population and Housing censuses of 1985 and 1990. The outcomes considered were death or utilisation of (overnight) hospital care, with data taken from population-based national health registers. In the analyses we adjusted for socioeconomic and demographic circumstances, such as socioeconomic status, country of birth, receipt of social-welfare benefit, and housing situation. To take health-selection effects into account, we adjusted for previous inpatient history (1987-90). Our findings suggest that lone motherhood entails health disadvantages with regard to mortality, severe morbidity and injury. Socioeconomic circumstances were found to play a major role in accounting for increased risks, but the risks are partly independent of both socioeconomic conditions and health selection into lone motherhood. In two further studies we analysed mortality (1991-98), severe morbidity and injury (1991-99), and also educational achievement (in 1998 at ages 24-25 of offspring), of children who had lived in lone-parent families in comparison with children in two-parent families. We mainly used data from the Swedish censuses and national health-data registers. Living in a lone parent family was found to be associated with increased risks of a variety of unfavourable outcomes: psychiatric disease, suicide/suicide attempt, injury, addiction, and low educational attainment. Relatively poor educational performance and also health disadvantages are explicable to a large extent by socioeconomic conditions, especially a lack of economic resources (as measured here by receipt of social-welfare benefit and having rented accommodation). Educational achievement among children varies with cause of lone parenthood, with the best prospects found among the children of widows/widowers. In a fifth study we analysed mortality from different causes (1991-2000) among lone fathers (fathers with and without custody of their children) and childless men (with and without partners) in comparison with cohabiting fathers with children in the household. For this purpose we linked information from the Swedish censuses of 1985 and 1990 to Sweden’s Multi-Generation Register (which contains information about all known biological relations between children and parents). Lone non-custodial fathers and lone childless men suffer from the most pronounced elevated risks, especially of death from injury or addiction, but also from all-cause mortality and death from ischaemic heart disease. Being a lone custodial father also seems to entail an increased mortality risk, although generally to a much lesser degree, and not for all outcomes studied. The elevated risks for all subgroups fell when variables assumed to control health selection and socioeconomic circumstances were introduced into the initial regression model employed. However, even following adjustments, significantly increased risks, albeit greatly attenuated, remained in all the subgroups investigated. Key Words: Single parent, single mother, single father, children, risk factor, socio-economic status, mortality, morbidity, injury, psychiatric disease, education, epidemiology, longitudinal
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48

Anderson, Maureen. "Evaluating the Self-efficacy of Second Career Teachers and Its Possible Effects on Students in Selected Low Socioeconomic Status Public High Schools in South Western Pennsylvania." Thesis, Point Park University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837733.

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This analysis considers whether or not second-career/career-changer teachers are possibly more effective than traditional, first career teachers in teaching tasks and building relationships with students in low socioeconomic status (SES) schools. Analysis of the differences between those entering the education profession as traditional college students and those who are career- changers provides insight into an alternative type of diversity the latter may bring to the classroom and how that diversity might positively impact students who are not only trying to develop the knowledge and skills necessary for academic and career success, but also a sense of identity and purpose, as we continually transition to a more global society. Challenges unique to second-career teachers are addressed, as well as ways administrators and teacher educators might support these teachers during the early stages of their new vocation. Indications for additional research that could further explore this unique facet of the teaching profession are discussed.

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49

Nalukenge, Kakande Khadeejah, and Nimo Mohammed. "Barnfetma och övervikt kopplat till låg socioekonomisk status." Thesis, Högskolan i Skövde, Institutionen för hälsovetenskaper, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-20032.

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Introduktion: Barnfetma och övervikt är växande folkhälsoproblem där var femte barn iSverige lider av det. Barn som tillhör svaga socioekonomiska grupper drabbas i störreutsträckning än andra barn. Detta förklaras av föräldrarnas låga utbildningsnivå, lågayrkesstatus och låga inkomstnivåer. Enligt WHO led 340 miljoner barn i åldrarna 5–19 år avövervikt eller fetma globalt år 2016. Obehandlad övervikt och fetma hos barn kan leda tillkroniska följdsjukdomar i vuxenlivet. Syfte: Syftet med denna studie var att undersöka vilkafaktorer inom områdena inkomst, utbildningsnivå och yrke som har störst bidragande orsak tillövervikt och fetma hos barn i familjer med låg socioekonomisk status. Metod: En kvalitativsystematisk litteraturöversikt. Analys av fynd gjordes med tematisk analys. Totalt inkluderades20 artiklar och tre databaser användes till studien; PubMed, CINAHL och Academic SearchPremier. Resultat: Föräldrars utbildningsnivå skapar de hälsoförutsättningar som barnet får.Låg utbildningsnivå var förknippat med sämre förutsättningar, sämre arbetsmöjligheter och eninkomst som inte täcker mer utöver de basala behoven. Låg utbildningsnivå resulterar även ibristande kunskaper om hälsosamma matvanor hos föräldrar. Detta påverkar hur de och derasbarn konsumerar mat som är mer energirik och näringsfattig. Flera studier visar att främstmoderns övervikt, lågutbildning och låga yrkesstatus är en riskfaktor för barnfetma. Slutsats:Högre utbildning är en skyddsfaktor som innebär bättre arbetsmöjligheter samt bättrekunskapsunderlag om hälsan och positiva hälsobeteenden. Insatser för att angripa den ojämlikahälsan i samhället bör prioriteras. Satsningar på att öka utbildningsnivån hos utsatta grupper,förbättra arbetsmöjligheter framförallt för mödrar.
Introduction: Childhood overweight and obesity are growing public health problems whereevery fifth child in Sweden suffers from it. Children belonging to weak socio-economic groupsare affected to a greater extent than other children. This is explained by the parents' low levelof education, low occupational status and low-income levels. According to the WHO, 340million children aged 5–19 years suffered from overweight or obesity globally in 2016.Untreated overweight and obesity in children can lead to chronic diseases in adulthood. Aim:The aim of this study was to investigate which factors in the areas of income, level of educationand occupation have the greatest contributing factor to overweight and obesity in children infamilies with low socio-economic status. Method: A qualitative systematic literature review.Analysis of findings was done with thematic analysis. A total of 20 articles were included andthree databases were used for the study: PubMed, CINAHL and Academic Search Premier. Result: Parents' level of education creates the health state that the child develops. Low level ofeducation was associated with poorer conditions, poorer job opportunities and an income thatdoes not cover more than the basic needs. Low levels of education also result in a lack ofknowledge about healthy eating habits in parents which affect how they consume foods that aremore energy-rich and nutrient-poor. Several studies show that mainly the mother's overweight,low education and low occupational status are a risk factor for childhood obesity. Conclusion:Higher education acts as a protective factor and means better job opportunities as well as abetter knowledgebase about health and positive health behaviors. Health interventions to tackleunequal health in society should be a priority. Efforts to increase the level of education ofvulnerable groups, improve job opportunities, especially for mothers are needed.
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50

Manuel, Donnay. "The relationship between adolescents' subjective well-being and career aspirations amongst adolescents residing in low socioeconomic status communities in Cape Town: The mediating role of social support." University of the Western Cape, 2019. http://hdl.handle.net/11394/7257.

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Abstract:
Magister Artium (Psychology) - MA(Psych)
Adolescence is a critical developmental stage wherein adolescents face various challenges which potentially impact on the development of their future orientation, the setting of and working towards goals, and ultimately their life trajectories. Considering South Africa’s socio-political history which has resulted in limitations regarding educational and career possibilities of adolescents, there is a need to examine factors that influence adolescents’ aspirations. The current study thus aimed to ascertain the nature of the relation between adolescents’ subjective well-being and career aspirations. Within this process, the study further aimed to ascertain the extent to which this relation is mediated by social support. The current study forms part of a larger study that explored the relation between adolescents’ career aspirations and a range of personal and contextual factors, using a cross-sectional design. The sample comprised 1082 adolescents (males and females) in grades 8 to 11, purposively selected from eight schools in low-income communities in Cape Town, South Africa. Descriptive statistics were used to determine the levels of career aspirations, subjective well-being and social support among the participants. Mediation analysis using the bootstrap confidence interval approach, within a structural equation modelling data analysis framework was conducted to determine the extent to which social support mediates the relationship between subjective well-being and career aspirations. For the overall model using the pooled sample, the study found a non-significant relation between adolescents’ subjective well-being and career aspirations. Across gender, the results demonstrated a significant relation between subjective well-being and career aspirations for the male group, explaining 2.1% of the variance in aspirations. However, a non-significant relation was obtained for the female group. An important finding of the study is that social support did not mediate the relation between adolescents’ subjective well-being and career aspirations for the pooled sample, and across both gender groups. For females, a significant negative relation was found between social support and aspirations. Results also revealed a significant negative relation between age and aspirations for both males and females. Social support and financial resources are important factors to consider in relation to adolescents’ well-being and aspirations, especially given that the social support that females receive is informed by gender norms and cultural beliefs, which in turn hinders their aspirations. It is recommended that interventions are targeted at an institutional level, inclusive of challenging gender roles, providing information about educational and career opportunities for young people, and improving parenting skills in an effort to advance adolescents’ career aspirations.
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