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Journal articles on the topic 'Marginalized children'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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1

Kim, Jungnam, Kathryn Fletcher, and Julia Bryan. "Empowering Marginalized Parents." Professional School Counseling 21, no. 1b (2017): 2156759X1877358. http://dx.doi.org/10.1177/2156759x18773585.

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We describe a parent empowerment model focused on how school counselors facilitate empowerment of parents, especially marginalized parents, to support and advocate for their children. Based on Young and Bryan’s school counselor leadership framework, the parent empowerment model was designed to guide school counselors in developing programs that help marginalized parents become actively involved in their children’s education. We present school counselor leadership practices that foster empowerment for marginalized parents with an example case vignette and discuss implications for school counsel
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2

Iniesta Corredor, Alfonso. "Children marginalized: the case of gipsy people." Educar 9 (February 1, 1986): 85. http://dx.doi.org/10.5565/rev/educar.475.

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Raval, S., S. Maudgal, and N. More. "Study on tobacco use and awareness among marginalized children." Indian Journal of Cancer 47, no. 5 (2010): 14. http://dx.doi.org/10.4103/0019-509x.63867.

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4

Meerah, Subahan Mohd. "Overcoming marginalized children learning through professional development of teachers." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 1759–62. http://dx.doi.org/10.1016/j.sbspro.2009.01.311.

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5

Post, Phyllis B., Christa B. Phipps, Ami C. Camp, and Amy L. Grybush. "Effectiveness of child-centered play therapy among marginalized children." International Journal of Play Therapy 28, no. 2 (2019): 88–97. http://dx.doi.org/10.1037/pla0000096.

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6

Vasileiadou, Marina. "Cooperative learning and its effects on pre-primary, marginalized children." Emotional and Behavioural Difficulties 14, no. 4 (2009): 337–47. http://dx.doi.org/10.1080/13632750903303179.

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7

Love, Hailey R., and Margaret R. Beneke. "Pursuing Justice-Driven Inclusive Education Research: Disability Critical Race Theory (DisCrit) in Early Childhood." Topics in Early Childhood Special Education 41, no. 1 (2021): 31–44. http://dx.doi.org/10.1177/0271121421990833.

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Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assu
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Chakraborty, Smarajit. "Vulnerability Assessment of Urban Marginalized Communities." International Journal of Civic Engagement and Social Change 3, no. 4 (2016): 25–57. http://dx.doi.org/10.4018/ijcesc.2016100103.

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The study addresses an improved understanding on the vulnerability of the people living in urban slums and objects to helping in prioritisation of efforts and optimal utilisation of limited resources for better health outcome. The study was conducted in the city of “Bhubaneswar” the state capital of Odisha in India. Focused Group Discussions were conducted in 75 slums of the city followed by a detailed analysis of the data collected. The predominant vulnerability of people living in the slums under the study is water logging and unhygienic locality. This has direct impacts on the general healt
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Diah Astriningsih, Ni Putu, I. Nyoman Suarka, and I. Gede Mudana. "Menari Tanpa Rasa: Pendidikan Kritis Anak Tunagrahita dalam Pembelajaran Seni Tari di SDLB Kuncup Bunga Denpasar." Jurnal Kajian Bali (Journal of Bali Studies) 9, no. 1 (2019): 209. http://dx.doi.org/10.24843/jkb.2019.v09.i01.p10.

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 The importance of critical education for mentally retarded children in learning Balinese dance is related to learning, knowledge, and training for mentally retarded children. Critical education as an approach that can help marginalized mentally retarded children in obtaining dance learning to realize the social reality faced in education. Therefore,this article seeks to find out the relationship between critical education for mentally retarded children and the dance learning at the Denpasar Extraordinary Primary School of Kuncup Bunga. Critical education relations relate t
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10

Sharma, Khum Prasad. "Magic Realism as Rewriting Postcolonial Identity: A Study of Rushdie’s Midnight’s Children." SCHOLARS: Journal of Arts & Humanities 3, no. 1 (2021): 74–82. http://dx.doi.org/10.3126/sjah.v3i1.35376.

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Magic realism as a literary narrative mode has been used by different critics and writers in their fictional works. The majority of the magic realist narrative is set in a postcolonial context and written from the perspective of the politically oppressed group. Magic realism, by giving the marginalized and the oppressed a voice, allows them to tell their own story, to reinterpret the established version of history written from the dominant perspective and to create their own version of history. This innovative narrative mode in its opposition of the notion of absolute history emphasizes the po
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11

Sharma, Shalini, Amanpreet Kaur, and Simran K. Sidhu. "Undernourishment among the marginalized children in India: Reflections of food insecurity." Indian Journal of Economics and Development 10, no. 1a (2014): 88. http://dx.doi.org/10.5958/j.2322-0430.10.1a.027.

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12

O'Kane, C. "Marginalized Children as Social Actors for Social Justice in South Asia." British Journal of Social Work 32, no. 6 (2002): 697–710. http://dx.doi.org/10.1093/bjsw/32.6.697.

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13

Rosemberg, Celia Renata, Florencia Alam, and Alejandra Stein. "Factors reflecting children’s use of temporal terms as a function of social group." Role of input on early first language morphosyntactic development 5, no. 1 (2014): 38–61. http://dx.doi.org/10.1075/lia.5.1.02ros.

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The study analyzes the relationship between the temporal terms used by four-year-old children from different socio-economic backgrounds — marginalized urban neighborhoods and middle-income families — and the use of these terms in the spontaneous situations in which they participate in family and community contexts. The analysis assumes that the child develops knowledge about temporal expressions as they are used by others and as the child uses them herself (Nelson 2007; Tomasello 2003). Findings show that children from marginalized urban neighborhoods use fewer temporal terms than children fro
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14

Park, Young Sun. "Houses of Moral Suasion: Between Rehabilitation and Punishment." Journal of Korean Studies 26, no. 1 (2021): 25–49. http://dx.doi.org/10.1215/07311613-8747694.

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Abstract This article traces the conceptual, legal, and institutional development of Korean “houses of moral suasion” by exploring the example of the first such institution, the Yŏnghŭng School, founded in 1923. The appearance of houses of moral suasion in this era showcases the institutionalization of children deemed problematic and thus undesirable. The idea of rescuing and disciplining children became interconnected and conflated as these children were conceived of as both victims and threats, a process of othering that defined them as simultaneously needy and problematic. In dealing with c
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15

Flores-Ramírez, Rogelio, Francisco J. Pérez-Vázquez, Susanna E. Medellín-Garibay, et al. "Exposure to Mixtures of Pollutants in Mexican Children from Marginalized Urban Areas." Annals of Global Health 84, no. 2 (2018): 250–56. http://dx.doi.org/10.29024/aogh.912.

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16

Lanktree, Cheryl B., John Briere, Natacha Godbout, et al. "Treating Multitraumatized, Socially Marginalized Children: Results of a Naturalistic Treatment Outcome Study." Journal of Aggression, Maltreatment & Trauma 21, no. 8 (2012): 813–28. http://dx.doi.org/10.1080/10926771.2012.722588.

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17

Pare, Mona. "Educating Marginalized Children: The Challenge of the Right to Education in Brazil." International Journal of Children's Rights 12, no. 3 (2004): 217–57. http://dx.doi.org/10.1163/1571818042885985.

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18

Razack, Saleem. "Vulnerable and marginalized children: Who are they and how can we help?" Paediatrics & Child Health 14, no. 5 (2009): 287–89. http://dx.doi.org/10.1093/pch/14.5.287.

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19

Sekarwangi Saraswati, Putu. "Urgensi Perlindungan Hukum Terhadap Perempuan Dan Anak Korban Kekerasan." Jurnal Ilmiah Raad Kertha 3, no. 2 (2020): 42–51. http://dx.doi.org/10.47532/jirk.v3i2.218.

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Women and children as marginalized people whose existence in Indonesia are many objects of oppression because patrilineal culture makes women and children in Indonesia must be protected specifically in order to get definite and fair legal protection especially to women and children victims of violence, so that not many Indonesian women feel his life is always oppressed and not many children in Indonesia lose their future
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20

Vigil, James Diego. "Streets and Schools: How Educators Can Help Chicano Marginalized Gang Youth." Harvard Educational Review 69, no. 3 (1999): 270–89. http://dx.doi.org/10.17763/haer.69.3.237k013137x7313x.

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The relationship between streets and schools for Chicano gang youth is at the heart of this article. Author Diego Vigil argues that understanding how streets and schools intersect in ways that interfere with the learning and school performance of Chicano gang youth may be the key to offering them a more positive schooling experience. Using his multiple marginality framework, Vigil examines how gangs socialize Chicano youth to be gang members. He also examines how home and school are complicit in that socialization. Typically, street children exhibit behaviors in classrooms that interfere with
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21

Cruz-Cruz, Carolina, Dolores López-Hernández, Juan Antonio Hernández-Shilón, Lorena Mercedes Luna-Cazáres, Jorge E. Vidal, and Javier Gutiérrez-Jiménez. "Stunting and intestinal parasites in school children from high marginalized localities at the Mexican southeast." Journal of Infection in Developing Countries 12, no. 11 (2018): 1026–33. http://dx.doi.org/10.3855/jidc.10481.

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Introduction: Children under five years of age from developing countries are in risk of not achieving an adequate human development due to stunting and extreme poverty. They were also affected by intestinal helminths. Inhabitants of the state of Chiapas, the poorest population in Mexico, register the highest prevalence of child malnutrition as well as intestinal parasitic infections. With the purpose of fight against poverty and hunger, the Mexican government launched a social program called “Prospera”. The aim of this work was to determine the prevalence of stunting and intestinal parasites i
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22

Namrata. "Teachers’ beliefs and expectations towards marginalized children in classroom setting: A qualitative analysis." Procedia - Social and Behavioral Sciences 15 (2011): 850–53. http://dx.doi.org/10.1016/j.sbspro.2011.03.197.

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23

Sköld, Johanna, and Kaisa Vehkalahti. "Marginalized children: methodological and ethical issues in the history of education and childhood." History of Education 45, no. 4 (2016): 403–10. http://dx.doi.org/10.1080/0046760x.2016.1177609.

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24

Seo, Deok-Hee, Sang-Suk Seol, Yu-Jeong Kim, and Yu-Ri Kim. "An Ontological Interpretation of Lives and Growth of Children from a Marginalized Area." Asian Journal of Education 19, no. 2 (2018): 497–541. http://dx.doi.org/10.15753/aje.2018.06.19.2.497.

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25

Veloso, Leticia. "Child Street Labor in Brazil: Licit and Illicit Economies in the Eyes of Marginalized Youth." South Atlantic Quarterly 111, no. 4 (2012): 663–79. http://dx.doi.org/10.1215/00382876-1724129.

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This essay is based on extensive fieldwork with marginalized children and other working children in Rio de Janeiro, conducted in two favelas and on the streets of four different neighborhoods. Specifically, my research focused on how particular children try to earn a living on the streets by working, begging, or stealing, and why they label the whole range of such activities as “work.” In examining the various kinds of labor the children engage in as they try to make a living in Rio’s destructured, largely informal economy, I use “child street labor” to refer to these varied forms of informal,
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26

Puthanveedu, Kavitha, and Sekar Kasi. "Efficacy of Psychosocial Intervention on Self-Esteem among Marginalized Children with Special Reference to Devadasis’Children." Indian Journal of Psychiatric Social Work 10, no. 1 (2019): 13. http://dx.doi.org/10.29120/ijpsw.2019.v10.i1.113.

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27

Hanington, Deni. "From the Inside Out: Effects of Parental Incarceration on Children." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 12, no. 2 (2020): 36–47. http://dx.doi.org/10.29173/cjfy29510.

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While incarceration rates have been increasing, conversations and knowledge on children with incarcerated parents have not. Children, like their parents, undergo challenges and serious adaptations when they lose their guardian to the criminal justice system. Studies done on children of incarcerated adults show the disproportionate impact on racialized and marginalized populations within Canada, as well as the economic consequences that follow. Due to various factors that unravel during these children’s lives, they face more social risks than many other individuals developing at the same time u
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28

Calicdan-Apostle, Guia, and Ivan B. Turnipseed. "Social Working Diversity: Empowering Disadvantaged and Marginalized School Children via the Village Sanctuary Model." International Journal of Diversity in Education 13, no. 2 (2014): 53–61. http://dx.doi.org/10.18848/2327-0020/cgp/v13i02/40042.

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29

Burnett, Delia, Jane Aronson, and Ramin Asgary. "Oral health status, knowledge, attitudes and behaviours among marginalized children in Addis Ababa, Ethiopia." Journal of Child Health Care 20, no. 2 (2015): 252–61. http://dx.doi.org/10.1177/1367493515569328.

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30

Sharma, Jyoti. "Where are they? Gifted disadvantaged children in India." Gifted Education International 28, no. 2 (2012): 215–23. http://dx.doi.org/10.1177/0261429411435016.

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India is a pluralistic, multicultural, and multilingual society. Cultural differences within India make it impossible to adopt a common approach to the identification of potentially gifted children. We need a program that is locally driven and culturally appropriate to be able to make a real difference in the future life of young potentially able children, so that our neglected best can become culturally excellent achievers. The Ministry of Human Resource Development has taken the wake-up call to bring all marginalized children into an educational ‘safety net’. Preparing a suitable model for ‘
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31

Kizel, Arie. "Enabling identity as an ethical tension in a community of philosophical inquiry with children and young adults." Global Studies of Childhood 9, no. 2 (2019): 145–55. http://dx.doi.org/10.1177/2043610619846335.

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This article focuses on an ethical tension in a community of philosophical inquiry with children and young adults; the resolution that the author suggests is called “enabling identity.” The “enabling identity” model seeks to endow a voice to children and adolescents from marginalized groups by challenging the mainstream hegemonic discourse that governs the discourse where communities of philosophical inquiry operate. One of the challenges that philosophy for children faces today is enabling the voices of marginalized groups represented within communities of philosophical inquiry comprising chi
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Bhattacharya, Usree, and Lei Jiang. "The right to education act (2009): Instructional medium and dis-citizenship." International Journal of the Sociology of Language 2018, no. 253 (2018): 149–68. http://dx.doi.org/10.1515/ijsl-2018-0028.

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Abstract While the broader ambition of the Indian government’s Right of Children to Free and Compulsory Education (RTE) Act (2009) has been lauded, scholars have expressed reservations with the universal education measure. One area that has not been adequately addressed within these debates is the instructional medium. While RTE (2009) recognizes children who are “disadvantaged” as linguistic minorities, and stipulates that the “medium of instruction shall, as far as practicable, be in child’s mother tongue”, it offers little further direction. India is home to more than 1,652 languages, but o
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Barrett, Kathleen Marie, Susan V. Lester, and Judith C. Durham. "Child Maltreatment and the Advocacy Role of Professional School Counselors." Journal for Social Action in Counseling & Psychology 3, no. 2 (2011): 86–103. http://dx.doi.org/10.33043/jsacp.3.2.86-103.

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Recent focus in counseling has been on the expansion of advocacy to disadvantaged and marginalized populations. Utilizing advocacy dispositions and competencies, this article details the school counselor's role in working with maltreated children. Examples are cited for advocacy work at the individual child, school, and broader social levels.
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Leung, Melody, and Marika Jeffery. "Library Service to Underserved Children and Their Caregivers Committee: It Takes Two (Or More): Developing Partnerships to Serve Marginalized Populations." Children and Libraries 19, no. 2 (2021): 28. http://dx.doi.org/10.5860/cal.19.2.28.

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As our name suggests, the Library Service to Underserved Children and Their Caregivers (LSUCTC) committee seeks to help library staff better serve children and families who are often marginalized and overlooked by traditional library programs and services. A significant part of our committee’s work is focused on developing toolkits that provide resources and ideas for assisting a variety of these overlooked demographics, and we encourage readers to visit our toolkits here: tinyurl.com/lsuctctoolkit.
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Kerwin*, Donald, and Robert Warren*. "US Foreign-Born Workers in the Global Pandemic: Essential and Marginalized." Journal on Migration and Human Security 8, no. 3 (2020): 282–300. http://dx.doi.org/10.1177/2331502420952752.

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Executive Summary This article provides detailed estimates of foreign-born (immigrant) workers in the United States who are employed in “essential critical infrastructure” sectors, as defined by the Cybersecurity and Infrastructure Security Agency (CISA) of the US Department of Homeland Security (DHS) (DHS 2020). Building on earlier work by the Center for Migration Studies (CMS), the article offers exhaustive estimates on essential workers on a national level, by state, for large metropolitan statistical areas (MSAs), and for smaller communities that heavily rely on immigrant labor. It also re
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Derr, Victoria, Louise Chawla, Mara Mintzer, Debra Cushing, and Willem Van Vliet. "A City for All Citizens: Integrating Children and Youth from Marginalized Populations into City Planning." Buildings 3, no. 3 (2013): 482–505. http://dx.doi.org/10.3390/buildings3030482.

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Sirdah, Mahmoud Mohammed, Ayed Yaghi, and Abdallah R. Yaghi. "Iron deficiency anemia among kindergarten children living in the marginalized areas of Gaza Strip Palestine." Revista Brasileira de Hematologia e Hemoterapia 36, no. 2 (2014): 132–38. http://dx.doi.org/10.5581/1516-8484.20140030.

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38

Oldham, Alex N., Lee D. Flood, and Pamela S. Angelle. "Support for Marginalized Children: Influences of Micro and Meso Contexts on Socially Just Principal Practices." NASSP Bulletin 104, no. 4 (2020): 292–313. http://dx.doi.org/10.1177/0192636520976865.

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This qualitative case study research examines the perceptions of three U.S. principals as they work for social justice in the school level meso context as enacted through the lens of their micro contextual values and beliefs. Through interviews with three rural high school principals, we look to the influence of context on decision making through a study of the principals’ articulations of the role of context in supporting or hindering their work for marginalized children. Findings from this study point to the culture of the community in which the school was situated and the challenges sometim
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Masemann, Vandra Lea. "Education, social progress, and marginalized children in sub-Saharan Africa: Historical antecedents and contemporary challenges." International Review of Education 64, no. 6 (2018): 871–74. http://dx.doi.org/10.1007/s11159-018-9754-6.

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Thakur, Gopal Krishna. "IMPACT ASSESSMENT OF AN ALTERNATIVE INTERVENTION FOR ACCESS OF MARGINALIZED CHILDREN TO EDUCATION AND RETENTION." International Journal of Research -GRANTHAALAYAH 3, no. 12 (2015): 9–15. http://dx.doi.org/10.29121/granthaalayah.v3.i12.2015.2881.

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The last couple of decades have witnessed sustained governmental efforts towards universalization of elementary education in India; yet the status of human development in the country is a matter of great concern. In the latest Human Development Report published by the United Nations Development Programme (UNDP), covering 187 countries across the world, India is ranked at 135, among the 'medium development' countries like Egypt, South Africa, Mongolia, Philippines and Indonesia. Among India's neighbours, Bhutan and Bangladesh too figure in this category. Though India has made considerable progr
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Karlsdottir, Kristin, and Johanna Einarsdottir. "Supporting democracy and agency for all children: The learning stories of two immigrant boys." Contemporary Issues in Early Childhood 21, no. 4 (2020): 325–39. http://dx.doi.org/10.1177/1463949120978472.

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The aim of this article is to explore democracy and agency for children with diverse backgrounds in Icelandic early childhood education and care. In the last decade, Icelandic society has become more multicultural, as reflected in the increasing number of children in preschools with a home language other than Icelandic. Hence, this article also aims to promote a discussion of how Nordic traditions can be reflected in preschool practice, especially in relation to multicultural education. The ideas, theories and methods when multicultural education is planned seek support from similar concepts,
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Saputra, Meidi. "PEMBERDAYAAN WARGA NEGARA DAN KEWIRAUSAHAAN SOSIAL: PEMUTUSAN MATA RANTAI ANAK JALANAN." Jurnal Ilmiah Pendidikan Pancasila dan Kewarganegaraan 3, no. 2 (2018): 144. http://dx.doi.org/10.17977/um019v3i2p144-148.

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This study aims at describing the citizen empowerment through social entrepreneurship as an effort to break the chain of street children. The design of this research is a case study, with the street children in Semarang as the subject of research. The research finding shows that citizen empowerment through social entrepreneurship plays an important role in breaking the chain of street children. The creation of Dynamic Learning methodis an important instrument in breaking the chain of street children. Dynamic Learning as a practice of social entrepreneurship has played an important role in givi
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Muyamin, Muhammad. "Peran Aktif NGO Humana dalam Memfasilitasi Pendidikan Anak-Anak Tenaga Kerja Indonesia (TKI) di Sabah Malaysia." Indonesian Perspective 4, no. 2 (2019): 100–117. http://dx.doi.org/10.14710/ip.v4i2.26703.

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This paper explains why Humana, as a Non-Governmental Organization (NGO), provides education to children from Indonesian Migrant Workers (TKI) in Sabah Malaysia. Humana as an NGO in Malaysia has been provided education for marginalized children in Sabah. In fact, Indonesia has given attention to the education of TKI’s children in Sabah. However, Humana continues to provide education services to TKI’s children in Sabah. Humana has a reason to keep up on this issue. This paper collects data from the Indonesian government, including Indonesian Embassy in Malaysia, and the NGO Humana. This paper f
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Kana, Lulia A., Andrew G. Shuman, Jennifer Helman, Kelly Krawcke, and David J. Brown. "Disparities and ethical considerations for children with tracheostomies during the COVID-19 pandemic." Journal of Pediatric Rehabilitation Medicine 13, no. 3 (2020): 371–76. http://dx.doi.org/10.3233/prm-200749.

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The COVID-19 pandemic is exacerbating longstanding challenges facing children with tracheostomies and their families. Myriad ethical concerns arising in the long-term care of children with tracheostomies during the COVID-19 pandemic revolve around inadequate access to care, healthcare resources, and rehabilitation services. Marginalized communities such as those from Black and Hispanic origins face disproportionate chronic illness because of racial and other underlying disparities. In this paper, we describe how these disparities also present challenges to children who are technology-dependent
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Ronoh, Steve, JC Gaillard, and Jay Marlowe. "Children with disabilities in disability-inclusive disaster risk reduction: Focussing on school settings." Policy Futures in Education 15, no. 3 (2017): 380–88. http://dx.doi.org/10.1177/1478210317694500.

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Every year, worldwide, disasters affect approximately seven million children with disabilities, highlighting their potential vulnerability. Although there is a growing move internationally to promote the rights of children with disabilities, they still receive little attention from disaster risk reduction (DRR) researchers and policy makers. They are often excluded in DRR initiatives and are portrayed as ‘helpless’ in disaster contexts. This policy brief draws on a multiple case study of three schools supporting children with disabilities in three New Zealand regions. Through the voice of both
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Rose, Cameron, and Catherine Flynn. "Animating social work research findings: a case study of research dissemination to benefit marginalized young people." Visual Communication 17, no. 1 (2017): 25–46. http://dx.doi.org/10.1177/1470357217727677.

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Findings in social work research are often disseminated in a manner that excludes the subjects of that research. In the SHINE for Kids – MyLifeNow research collaboration between a social work researcher, a communication design researcher and communication design students, research findings were animated in a variety of styles for distribution by the charitable organization. SHINE for Kids is a non-profit organization that assists and advocates for children with parents in prison. Transcripts of social work interviews with the children were modified into screenplays to be animated by communicat
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Pande, Rekha. "Married to God- the Jogin System in India." Pakistan Journal of Women's Studies: Alam-e-Niswan 25, no. 2 (2018): 19–35. http://dx.doi.org/10.46521/pjws.025.02.0044.

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This paper uses the material from a Project of the Ministry of Women and Child Welfare, which we undertook in 1991-92, related to the study, rehabilitation and organizing of Jogins in Andhra Pradesh in India. As researchers, we faced a lot of dilemma while making the research design and evolving a methodology for the study. Jogins are the modern form of the traditional Devadasi system, which existed in India from the 10th century. Dedicated to the temple to carry out various temple-related duties, these girls were married to an immortal God, and since they could never become widows, they were
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48

Gerber, Markus, Christin Lang, Johanna Beckmann, et al. "Associations Between Household Socioeconomic Status, Car Ownership, Physical Activity, and Cardiorespiratory Fitness in South African Primary Schoolchildren Living in Marginalized Communities." Journal of Physical Activity and Health 18, no. 8 (2021): 883–94. http://dx.doi.org/10.1123/jpah.2020-0839.

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Background: Little is known whether physical activity (PA)-promoting environments are equally accessible to children with divergent socioeconomic status (SES) in low-/middle-income countries. The authors, therefore, examined whether South African children from poorer versus wealthier families living in marginalized communities differed in moderate to vigorous PA and cardiorespiratory fitness. We also tested associations between family car ownership and PA/cardiorespiratory fitness. Methods: Parents/guardians of 908 children (49% girls, mean age = 8.3 [1.4] y) completed a survey on household SE
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49

Schissel, Bernard. "Ill Health and Discrimination: The Double Jeopardy for Youth in Punitive Justice Systems." International Journal of Child, Youth and Family Studies 1, no. 2 (2010): 157. http://dx.doi.org/10.18357/ijcyfs122010673.

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<span style="font-size: 12pt; font-family: ";Times New Roman";,";serif";; mso-ansi-language: EN-US; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-US">The author argues that<span style="color: black;"> despite the rhetoric of Canada’s youth justice system framework, there is a striking lack of funding for, or commitment to, alternatives to formal justice when dealing with marginalized young people. One consequence of this is an epidemic of ill health, both physical and emotional, among at-risk youth. It is this reality,
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50

Dahal, Kajol, Deepak Kumar Yadav, Dharanidhar Baral, and Birendra Kumar Yadav. "Determinants of severe acute malnutrition among under 5 children in Satar community of Jhapa, Nepal." PLOS ONE 16, no. 2 (2021): e0245151. http://dx.doi.org/10.1371/journal.pone.0245151.

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Background Severe acute malnutrition (SAM) is the most extreme and visible form of undernutrition plagued by chronic poverty, household food insecurity, lack of education. One of the indigenous and marginalized community of Nepal, Satar/Santhal has often been neglected and is devoid of good education and are economically deprived. This predisposes under 5 children of Satar into malnutrition. The study aims to assess determinants of SAM among children under 5 years of age in Satar community of Jhapa district, Nepal. Material & methods A community based matched case control study was carried
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