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Journal articles on the topic 'Disadvantaged backgrounds'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Hime, Alexa. "Engaging with young people from disadvantaged backgrounds." Biochemist 36, no. 5 (October 1, 2014): 58–59. http://dx.doi.org/10.1042/bio03605058.

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Young people who are at a relative socioeconomic disadvantage can find it hard to connect with certain educational and cultural experiences, meaning that a wealth of inspiring and enjoyable science activities may be inaccessible to such young people, with their main connection with science being mediated through formal schooling.

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Sycamore, Rhys. "COVID-19 and students from disadvantaged backgrounds." Journal of Paramedic Practice 12, no. 10 (October 2, 2020): 416–17. http://dx.doi.org/10.12968/jpar.2020.12.10.416.

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3

LePage-Lees, Pamela. "Struggling with a Nontraditional Past: Academically Successful Women from Disadvantaged Backgrounds Discuss Their Relationship with “Disadvantage”." Psychology of Women Quarterly 21, no. 3 (September 1997): 365–85. http://dx.doi.org/10.1111/j.1471-6402.1997.tb00119.x.

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This article reports findings from a qualitative study that explored the educational experiences of women who were academic high achievers and who were disadvantaged as children. An interesting result was that most participants, if not all, believed that one reason they were successful was because they never revealed their personal histories to education professionals. This article describes the participants' relationship to the concept of disadvantage and the process they went through to have a voice in a system that rewarded them for their silence. It also addresses the question of when it is appropriate to disclose personal information in educational settings. Some believe there should be a separation between the personal and the professional. Others argue that women and disadvantaged students need education that is connected to their life experiences. If this is true, we must ask how this connection can be made when people from disadvantaged backgrounds believe they must hide who they are to succeed.

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Fowle, Wendy. "Supporting adult learners from disadvantaged backgrounds into higher education." Widening Participation and Lifelong Learning 20, no. 3 (July 31, 2018): 90–108. http://dx.doi.org/10.5456/wpll.20.3.90.

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Ortega, Johis, Juan M. Gonzalez, Nichole Crenshaw, Kenya Snowden, and Lila De Tantillo. "Supporting Graduate Nursing Education for Students From Disadvantaged Backgrounds." Journal of Nursing Education 59, no. 5 (May 1, 2020): 287–90. http://dx.doi.org/10.3928/01484834-20200422-10.

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6

Whitcomb, Kyle M., Sonja Cwik, and Chandralekha Singh. "Not All Disadvantages Are Equal: Racial/Ethnic Minority Students Have Largest Disadvantage Among Demographic Groups in Both STEM and Non-STEM GPA." AERA Open 7 (January 2021): 233285842110598. http://dx.doi.org/10.1177/23328584211059823.

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An analysis of institutional data to understand the outcome of obstacles faced by students from historically disadvantaged backgrounds is important in order to work toward promoting equity and inclusion. We use 10 years of institutional data at a large public research university to investigate the grades earned by students categorized on four demographic characteristics: gender, race/ethnicity, low-income status, and first-generation college student status. We find that on average across all years of study, underrepresented minority (URM) students experience a larger penalty to their mean overall and STEM GPA than even the most disadvantaged non-URM students. Moreover, the URM students with additional disadvantages due to socioeconomic status or first-generation college status were further penalized in their average GPA. These inequitable outcomes point to systemic inequities in higher education for students with historically disadvantaged backgrounds and the need to dismantle institutional inertia to support them.

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Angus, Lawrence, Ilana Snyder, and Wendy Sutherland-Smith. "Families, Cultural Resources and the Digital Divide: ICTs and Educational (dis)Advantage." Australian Journal of Education 47, no. 1 (April 2003): 18–39. http://dx.doi.org/10.1177/000494410304700103.

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By concentrating on cases of family engagement with information communication technologies at a very local level, this paper tries to illustrate that issues related to ‘access’ and social disadvantage require extremely sophisticated and textured accounts of the multiple ways in which interrelated critical elements and various social, economic and cultural dimensions of disadvantage come into play in different contexts. Indeed, to draw a simple dichotomy between the technology haves and have-nots in local settings is not particularly generative. It may be the case that, even when people from disadvantaged backgrounds manage to gain access to technology, they remain relatively disadvantaged.

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Baldwin, Dee, and Judith Wold. "Students from Disadvantaged Backgrounds: Satisfaction with a Mentor-Protégé Relationship." Journal of Nursing Education 32, no. 5 (May 1993): 225–26. http://dx.doi.org/10.3928/0148-4834-19930501-09.

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Leahey, Tricia M., Jessica Gokee LaRose, Marc S. Mitchell, Carnisha M. Gilder, and Rena R. Wing. "Small Incentives Improve Weight Loss in Women From Disadvantaged Backgrounds." American Journal of Preventive Medicine 54, no. 3 (March 2018): e41-e47. http://dx.doi.org/10.1016/j.amepre.2017.11.007.

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Gaydosh, Lauren, Kristen M. Schorpp, Edith Chen, Gregory E. Miller, and Kathleen Mullan Harris. "College completion predicts lower depression but higher metabolic syndrome among disadvantaged minorities in young adulthood." Proceedings of the National Academy of Sciences 115, no. 1 (December 18, 2017): 109–14. http://dx.doi.org/10.1073/pnas.1714616114.

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Individuals with higher educational attainment live healthier and longer lives. However, not everyone benefits equally from higher education. In particular, the black–white gap in life expectancy is greater at higher levels of educational attainment. Furthermore, recent research suggests that disadvantaged African Americans in the rural Southeast who attend college have worse physical health than their similarly disadvantaged peers who do not attend college. The extent to which this pattern generalizes to a nationally representative, mixed-race sample is unknown. Using data from the National Longitudinal Study of Adolescent to Adult Health, we test whether the health benefits associated with college completion vary by level of childhood disadvantage for depression and metabolic syndrome in young adulthood, across race/ethnicity. We find uniform lower depression associated with college completion regardless of childhood disadvantage, and across non-Hispanic white, non-Hispanic black, and Hispanic young adults. College completion is associated with lower metabolic syndrome for whites across all levels of childhood disadvantage. In contrast, college completion is associated with higher metabolic syndrome among black and Hispanic young adults from disadvantaged childhood environments. Our findings suggest that, for minorities from disadvantaged backgrounds, finishing college pays substantial dividends for mental health but simultaneously exacts costs with regard to physical health. This pattern contrasts starkly with whites and minorities from more privileged backgrounds, for whom college completion is associated with benefits to both mental and physical health. These results suggest that racial disparities in health may persist in part because the health of upwardly mobile minorities is compromised in young adulthood.

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Chieng, Yen Yun, Muhammad Asyraf Che Amat, and Zeinab Zaremohzzabieh. "OBSTACLES PREVENTING HIGH ACHIEVERS FROM LOW SOCIOECONOMIC BACKGROUNDS TO ENTER UNIVERSITIES: A REVIEW." International Journal of Education, Psychology and Counseling 6, no. 42 (September 5, 2021): 133–44. http://dx.doi.org/10.35631/ijepc.642011.

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All students, regardless of socioeconomic status, deserve equitable access to universities. However, many high-achieving students are excluded from this privilege, most of whom come disproportionately from families on the lower rungs of the socioeconomic ladder. This study aims to identify the barriers that influence high achievers from disadvantaged socioeconomic backgrounds to pursue higher education. A total of ten relevant articles from prominent publication databases were chosen for this review. The results show that the majority of researchers believe that parents' negative attitudes, parents' low expectations, first-in-family, vogue career identity, financial factor, and thinking style factor are the primary impediments to high achievers from disadvantaged socioeconomic backgrounds attending university. The results also enable university career counsellors to assist high achievers from disadvantaged socioeconomic backgrounds to overcome any obstacles to effectively join universities and fulfil their educational goals.

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Autor, David, David Figlio, Krzysztof Karbownik, Jeffrey Roth, and Melanie Wasserman. "Family Disadvantage and the Gender Gap in Behavioral and Educational Outcomes." American Economic Journal: Applied Economics 11, no. 3 (July 1, 2019): 338–81. http://dx.doi.org/10.1257/app.20170571.

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Boys born to disadvantaged families have higher rates of disciplinary problems, lower achievement scores, and fewer high school completions than girls from comparable backgrounds. Using birth certificates matched to schooling records for Florida children born 1992–2002, we find that family disadvantage disproportionately impedes the pre-market development of boys. The differential effect of family disadvantage on boys is robust to specifications within schools and neighborhoods as well as across siblings within families. Evidence supports that this is the effect of the postnatal environment; family disadvantage is unrelated to the gender gap in neonatal health. We conclude that the gender gap among black children is larger than among white children in substantial part because black children are raised in more disadvantaged families. (JEL D91, I24, I32, J13, J15, J16)

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13

Fruehwald, E. Scott. "How to Help Students from Disadvantaged Backgrounds Succeed in Law School." Texas A&M Law Review 1, no. 1 (October 2013): 83–128. http://dx.doi.org/10.37419/lr.v1.i1.3.

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Over the past 50 years, law schools have seen an amazing increase in the diversity of their students. Minorities, women, and the foreign born now make up a significant percentage of those attending law school. However, law school education has changed little in reaction to the new kind of students it must educate. Law schools continue to use the casebook/Socratic method with some modifications at the edges for legal writing and clinics. While law schools have added minority offices, remedial classes, bar review courses, and academic support personnel, these efforts have not helped to the extent hoped.

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Lipscomb, Wanda D., Brian Mavis, Letitia V. Fowler, Wrenetta D. Green, and Gina L. Brooks. "The Effectiveness of a Postbaccalaureate Program for Students From Disadvantaged Backgrounds." Academic Medicine 84, Supplement (October 2009): S42—S45. http://dx.doi.org/10.1097/acm.0b013e3181b37bd0.

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Rojewski, Jay W. "Career indecision types for rural adolescents from disadvantaged and nondisadvantaged backgrounds." Journal of Counseling Psychology 41, no. 3 (July 1994): 356–63. http://dx.doi.org/10.1037/0022-0167.41.3.356.

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16

Kim, Hwan-Joong, Young-Joo Bark, Jin-Sun Choi, and Sun-Hee Kim. "Development of Preschool Children from Disadvantaged Family Backgrounds in South Korea." Procedia - Social and Behavioral Sciences 55 (October 2012): 739–45. http://dx.doi.org/10.1016/j.sbspro.2012.09.559.

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17

Langhinrichsen-Rohling, Jennifer, and Peter Neidig. "Violent backgrounds of economically disadvantaged youth: Risk factors for perpetrating violence?" Journal of Family Violence 10, no. 4 (December 1995): 379–97. http://dx.doi.org/10.1007/bf02110712.

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18

Schrieff-Elson, Leigh E., Ju-Reyn H. Ockhuizen, Genevieve During, and Kevin G. F. Thomas. "Attention-training with children from socioeconomically disadvantaged backgrounds in Cape Town." Journal of Child & Adolescent Mental Health 29, no. 2 (May 4, 2017): 147–67. http://dx.doi.org/10.2989/17280583.2017.1372285.

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Jung, Jae Yup, and Marie Young. "The Occupational/Career Decision-Making Processes of Intellectually Gifted Adolescents From Economically Disadvantaged Backgrounds: A Mixed Methods Perspective." Gifted Child Quarterly 63, no. 1 (November 7, 2018): 36–57. http://dx.doi.org/10.1177/0016986218804575.

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This mixed methods study investigated the occupational/career decision-making processes of intellectually gifted adolescents from economically disadvantaged backgrounds. In the first phase, interview data from 26 Australian adolescents, who were simultaneously intellectually gifted and of low socioeconomic status background, were analyzed using grounded theory to develop four models of occupational/career decision-making processes. In the second phase, a model that incorporated all of the constructs and relationships identified in each of the four models developed in the first phase of the study was tested and refined using structural equation modeling procedures on survey data collected from 917 economically disadvantaged intellectually gifted Australian adolescents. The resulting qualitatively developed and quantitatively refined model allowed for a clearer and a more complete understanding of the occupational/career decision-making processes of intellectually gifted adolescents from economically disadvantaged backgrounds.

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Paul, Gina, and Steve Verhulst. "Improving the Reading Comprehension Skills of Minority Adults From Educationally Disadvantaged Backgrounds." Journal of Adolescent & Adult Literacy 54, no. 2 (October 2010): 131–40. http://dx.doi.org/10.1598/jaal.54.2.5.

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21

Ng, Clarence, and Steve Graham. "Improving literacy engagement: enablers, challenges and catering for students from disadvantaged backgrounds." Journal of Research in Reading 41, no. 4 (November 2018): 615–24. http://dx.doi.org/10.1111/1467-9817.12252.

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Bartošová, Iva, Vladimíra Hornáčková, Blanka Křováčková, and Jiří Haviger. "Primary Schooling in the Czech Republic and Children from Socially Disadvantaged Backgrounds." Procedia - Social and Behavioral Sciences 69 (December 2012): 18–26. http://dx.doi.org/10.1016/j.sbspro.2012.11.378.

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23

McIntosh, Beth, Margaret Taylor, Sharon Crosbie, Alison Holm, and Barbara Dodd. "The literacy abilities of 11 year-old students from socially disadvantaged backgrounds." Advances in Speech Language Pathology 9, no. 2 (January 2007): 181–90. http://dx.doi.org/10.1080/14417040600970598.

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24

Coleman, Lester, and Suzanne Cater. "‘Planned’ Teenage Pregnancy: Perspectives of Young Women from Disadvantaged Backgrounds in England." Journal of Youth Studies 9, no. 5 (November 2006): 593–614. http://dx.doi.org/10.1080/13676260600805721.

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25

McNamee, Peter J. "Bridging Gaps: An Analysis of Access Programmes for Persons of Disadvantaged Backgrounds." Innovations in Education and Training International 32, no. 2 (May 1995): 106–11. http://dx.doi.org/10.1080/1355800950320203.

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26

Kenne, Deric R., Rebecca Fischbein, Thomas A. DeLuca, Jennifer A. Bryant, Kimberly Laurene, Jessica L. Mulvany, Peter Leahy, and Diane M. Banks. "Economic Disparities: SPARK Ohio and Narrowing the Kindergarten Readiness Gap." Child Development Research 2018 (September 10, 2018): 1–12. http://dx.doi.org/10.1155/2018/4383792.

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The present study investigated the extent to which children of various economic backgrounds were prepared for kindergarten literacy activities, as measured by the Kindergarten Readiness Assessment-Literacy (KRA-L). The study also assessed the extent to which children’s economic disadvantagement status moderates the relationship between KRA-L scores and the level of participation in SPARK Ohio, an early education intervention focused on increasing parental engagement and advocacy. KRA-L scores for children entering kindergarten in fall 2012 were analyzed for 548 SPARK Ohio participants and 1594 comparison children. Both SPARK Ohio and comparison children identified as economically disadvantaged scored significantly lower on the KRA-L, compared to children not classified as economically disadvantaged. Economic disadvantage status may moderate the influence of participating in SPARK Ohio; children identified as economically disadvantaged scored significantly higher on the KRA-L when they participated in SPARK Ohio, compared to those that did not participate in SPARK Ohio.

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Leščáková, Dr Alena. "EVALUATION OF ANNUAL COMPULSORY PRE - PRIMARY EDUCATION IN CHILDREN FROM SOCIALLY DISADVANTAGED BACKGROUNDS." International Journal of Research in Commerce and Management Studies 04, no. 04 (2022): 13–19. http://dx.doi.org/10.38193/ijrcms.2022.4402.

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In the article we want to evaluate whether one year of compulsory pre-primary education is enough to acquire sufficient knowledge, skills and abilities for the child to successfully manage the beginning of basic education. Here are two surveys we conducted at the beginning and end of the school year in the same children. In the end, we evaluate the results and recommend suggestions for practice.

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Baird, J., C. Cooper, B. M. Margetts, M. Barker, and H. M. Inskip. "Changing health behaviour of young women from disadvantaged backgrounds: evidence from systematic reviews." Proceedings of the Nutrition Society 68, no. 2 (February 11, 2009): 195–204. http://dx.doi.org/10.1017/s0029665109001050.

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Observational evidence suggests that improving the diets of women of child-bearing age from disadvantaged backgrounds might be an important component of public health strategies aimed at reducing the burden of chronic disease in their offspring. The development of an intervention to improve the nutrition of young women needs to be informed by a systematic collation of evidence. Such a systematic collation of evidence from systematic reviews of interventions directed at changing health behaviours including diet, breast-feeding, physical activity and smoking has been conducted. Of 1847 potentially-relevant abstracts, fourteen systematic reviews met inclusion criteria. Four aspects of intervention design were identified that were effective at changing one or more of the health behaviours considered in the present review: the use of an educational component; provision of continued support after the initial intervention; family involvement; social support from peers or lay health workers. The findings of the present review suggest that interventions to change the health behaviour of women of child-bearing age from disadvantaged backgrounds will require an educational approach and should provide continued support after the initial intervention. Family involvement and social support from peers may also be important features of interventions that aim to improve diet.

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Edwards, Daniel, and Hamish Coates. "Monitoring the pathways and outcomes of people from disadvantaged backgrounds and graduate groups." Higher Education Research & Development 30, no. 2 (April 2011): 151–63. http://dx.doi.org/10.1080/07294360.2010.512628.

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30

Fadden, Charlie. "The Nuffield Project: Creating Opportunity." ITNOW 64, no. 1 (February 17, 2022): 8–9. http://dx.doi.org/10.1093/itnow/bwac003.

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Abstract The Nuffield project was set up to offer high achieving year 12 students from disadvantaged socio-economic backgrounds summer research placements. Charlie Fadden, QA Test Management Consultant and Vice Chair of EMBRACE SG, explains the background and the opportunity.

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Leščáková, Paed Dr Alena. "ANALYSIS OF THE EFFECTIVENESS OF SPECIFIC EDUCATIONAL METHODS IN EDUCATING STUDENTS FROM SOCIALLY DISADVANTAGED BACKGROUNDS." International Journal of Research in Commerce and Management Studies 04, no. 04 (2022): 01–12. http://dx.doi.org/10.38193/ijrcms.2022.4401.

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In this paper we describe some effective specific educational methods and exercises that significantly help students from socially disadvantaged backgrounds. In the introduction, we describe the difficulties of students that we encounter at school and propose educational methods that help them improve their cognitive impairments, and thus improve their school performance and school success.

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Rajendra, Advaita, and Ankur Sarin. "Residential Education for Disadvantaged Girls: An Alternate Field?" Indian Journal of Gender Studies 28, no. 2 (March 15, 2021): 188–208. http://dx.doi.org/10.1177/0971521521997962.

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In this article, we engage with the experiences of students in a government-run residential secondary school that enrols girls primarily from disadvantaged socio-economic backgrounds. Through an exploration of the history of the programme, secondary evaluations conducted over the years and a month-long engagement with one such residential school, we probe how the categories of disadvantage—caste and gender— continue to operate, even as the state tries to obliterate them in this space. Drawing on Bourdieu’s theorization of ‘practices’, we describe daily informal interactions in the space, highlighting their role in reinforcing and sometimes challenging extant social differences. Drawing attention to the diversity that lies even within the formal category of ‘disadvantaged’, we describe the potential and the limitations of targeted residential schooling. Our work points to the need for greater sensitivity in the planning and implementation of state-run programmes targeted at the most marginalized and a re-imagination of efforts to offer an ‘alternate field’.

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Bridger, Emma, and Michael Daly. "Cognitive ability as a moderator of the association between social disadvantage and psychological distress: evidence from a population-based sample." Psychological Medicine 49, no. 09 (August 24, 2018): 1545–54. http://dx.doi.org/10.1017/s0033291718002118.

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AbstractBackgroundSocial disadvantage consistently predicts both self-reported distress and clinically diagnosed disorders such as depression. Yet, many individuals who are exposed to disadvantage do not report high levels of distress. This study extends our recent work showing that high cognitive ability may protect against the negative health consequences of exposure to disadvantaged backgrounds. We test whether this ‘buffer effect’ exists across clinically relevant indices of mental health in a population-representative sample.MethodsIn total, 27 985 participants were drawn from the UK Household Longitudinal Study (Understanding Society). Clinical diagnoses of depression and clinically relevant measures of psychological distress [i.e. Short Form-12 (SF-12) Mental Component, General Health Questionnaire (GHQ)] and trait neuroticism were assessed. Cognitive ability was derived from performance on word recall, verbal fluency and numerical ability tasks. Early-life disadvantage was gauged using family background measures assessing parental education and occupation at age 14.ResultsBackground disadvantage predicted increased levels of reported psychological distress and neuroticism. These associations were moderated by cognitive ability. Across all available mental health measures, the negative association between early-life disadvantage and poor adult mental health was strongest at low (−1 s.d.) cognitive ability and was no longer evident at high (+1 s.d.) levels of cognitive ability.ConclusionsThe results provide support for a cognitive buffering hypothesis linking high cognitive ability to a decrease in the magnitude of the social gradient in mental health. Those disadvantaged by both low socioeconomic status and low cognitive ability may benefit from targeted prevention and treatment programmes aiming to reduce socioeconomic disparities in mental health.

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Morton, Jennifer M. "Mitigating Ethical Costs in the Classroom." Daedalus 148, no. 4 (October 2019): 179–94. http://dx.doi.org/10.1162/daed_a_01766.

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Students from disadvantaged backgrounds often find that succeeding on the path of upward mobility through education requires that they distance themselves from their communities, family, and friends. This distancing often involves the weakening or loss of aspects of their lives that are meaningful and important to them: their relationships with family and friends, their connection to their communities, and their sense of identity. These goods, by their nature, are not ones that are easily replaced. Yet their loss can be mitigated by the development of new relationships and new communities. In this essay, I argue that colleges and universities have an obligation to facilitate the mitigation of these costs for students from disadvantaged backgrounds. Doing so, however, is not as simple as it might seem. These students often feel alienated from campus life outside of the classroom and many do not even attend residential colleges. These two factors suggest that universities and professors will need to take more seriously the classroom as a central site for giving students from disadvantaged backgrounds opportunities to enter into new relationships and find new communities.

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Puffett, Neil. "Rewards for young volunteers." Children and Young People Now 2018, no. 6 (June 2, 2018): 14. http://dx.doi.org/10.12968/cypn.2018.6.14.

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Chudý, Štefan, Alena Jůvová, and Simona Bazalová. "Disrupted communication ability of pre-primary children from disadvantaged backgrounds as an interdisciplinary problem." e-Pedagogium 18, no. 3 (September 1, 2018): 21–35. http://dx.doi.org/10.5507/epd.2018.029.

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Rana, Shailendra Singh. "Struggle for Survival: A Study of Impacts of Lockdown on Children from Disadvantaged Backgrounds." RESEARCH REVIEW International Journal of Multidisciplinary 05, no. 06 (June 15, 2020): 95–98. http://dx.doi.org/10.31305/rrijm.2020.v05.i06.020.

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Hlebova, Bibiana. "Children's Roma Literary Protagonist with a Social Disadvantage in the Emotional Education." Asian Journal of Social Science Studies 2, no. 1 (November 15, 2016): 92. http://dx.doi.org/10.20849/ajsss.v2i1.114.

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Author of the paper deals with the current issue which is the co-existence of Romany students (Roma minority social group) coming from the socially disadvantage backgrounds and marginalized Roma communities together with the non-Roma students from the major society in Slovakia in school inclusion settings. In this process, the author attaches significant importance for the development not only of cognitive (intellectual quotient – IQ), but also of emotional intelligence (emotional quotient – EQ) of all the students through artistic pictures of the Roma people coming from socially disadvantaged backgrounds marked by poverty a compliance with internal rules of the Roma identity (romipen) in the Slovak literature for children and youth. In this regard, author roots in the artistic delineation of emotional world of the Romany child protagonist – boy Lajko in an auto-biographical novel from Romany writer L'udovít Didi Stories blessed by the wind with the subtitle On the Romany soul, where the author displayed fates of people in very unusual way. Child literary protagonist from socially disadvantaged backgrounds perceives the social differences very sensitively in the intentions of own, minority society as well as in the co-existence of Roma and non-Roma people. Observation and empathetic experiencing of the negative emotional world of Romany child protagonist, the author used within emotional education and development of emotional intelligence of Roma and non-Roma students in the school inclusion settings in Slovakia.

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HARDY, Lindsay M., Sarah BANKER, Meghan TOMB, Yoochai CHA, Irene ZHANG, Lauren THOMAS, Molly ALGERMISSEN, Stephen T. PEVERLY, Kimberly G. NOBLE, and Amy E. MARGOLIS. "Phonological memory problems are magnified in children from language minority homes when predicting reading disability." Journal of Child Language 47, no. 3 (November 5, 2019): 680–94. http://dx.doi.org/10.1017/s0305000919000576.

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AbstractChildren from language minority (LM) environments speak a language at home that differs from that at school, are often from socioeconomically disadvantaged backgrounds, and are at risk for reading impairment. We evaluated the main effects and interaction of language status and phonological memory and awareness on reading disorder in 352 children from socioeconomically disadvantaged backgrounds. A significant phonological memory by language status interaction indicated that phonological memory problems were magnified in predicting reading impairment in children from LM versus English dominant (ED) homes. Among children without reading disorder, language minority status was unrelated to phonological processing.

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Clark, Sheryl, Anna Mountford-Zimdars, and Becky Francis. "Risk, Choice and Social Disadvantage: Young People's Decision-Making in a Marketised Higher Education System." Sociological Research Online 20, no. 3 (August 2015): 110–23. http://dx.doi.org/10.5153/sro.3727.

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Rising tuition fees in England have been accompanied by a policy mandate for universities to widen participation by attracting students from socio-economically disadvantaged backgrounds. This article focuses on one such group of high achieving students and their responses to rising tuition fees within the context of their participation in an outreach scheme at a research-intensive university in the UK. Our findings suggest that rather than being deterred from attending university as a result of fee increases, these young people demonstrated a detailed and fairly sophisticated understanding of higher education provision as a stratified and marketised system and justified fees within a discourse of ‘private good.’ Our analysis situates their ‘risk’ responses within the discursive tensions of the fees/widening participation mandate. We suggest that this tension highlights an intensified commodification of the relationship between higher education institutions and potential students from disadvantaged backgrounds in which widening participation agendas have shifted towards recruitment exercises. We argue that an ongoing effect of this shift has resulted in increased instrumentalism and a narrowing of choices for young people faced with the task of seeking out ‘value for money’ in their degrees whilst concurrently engaging in a number of personalised strategies aimed at compensating for social disadvantage in a system beset by structural inequalities.

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Garrett, Robyne, and Alison Wrench. "Redesigning pedagogy for boys and dance in physical education." European Physical Education Review 24, no. 1 (September 13, 2016): 97–113. http://dx.doi.org/10.1177/1356336x16668201.

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Pedagogical practices in schooling bear a potential to impact on student success, achievement and engagement with schooling. This is especially the case for students from disadvantaged backgrounds, who are deeply dependent on schooling for their educational resources. Central to this paper are pedagogies for social justice and improved engagement of boys in dance within a school located in an area of high socio-economic disadvantage. It is in these areas that boys spend considerable time performing masculinities that are in opposition to the formal processes of schooling, including participation in perceived feminine pursuits. The specific focus of this paper is a project of pedagogical redesign, enacted by a teacher of physical education and dance. The paper will first address pedagogies as they relate to dance, physical education, inclusion and gender. We next describe the action research project before describing redesigned pedagogical processes and outcomes for students. Findings reveal that altered pedagogical practices and relationships resulted in increasing student engagement, as well as broader outcomes across the curriculum. In conclusion we argue for practices that provide safe and supportive learning environments, connect to student life-worlds and extend student skills to offer ‘possibilities’ for boys from disadvantaged backgrounds in dance as well as investment in schooling.

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Archambault, Judith, Dominique Côté, and Marie-France Raynault. "Early Childhood Education and Care Access for Children from Disadvantaged Backgrounds: Using a Framework to Guide Intervention." Early Childhood Education Journal 48, no. 3 (November 13, 2019): 345–52. http://dx.doi.org/10.1007/s10643-019-01002-x.

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Abstract Early childhood education and care (ECEC) can have substantial beneficial effects on overall child development and educational success for children from disadvantaged backgrounds. Unfortunately, it is well documented that they are underrepresented in quality ECEC programs. In order to improve access to quality ECEC, it is important to understand the factors leading to these inequities. This paper is based on a synthesis of published literature on interventions aimed at improving access to ECEC. We propose a framework identifying the spectrum of factors influencing access to quality ECEC for disadvantaged populations. We also present, in the context of our proposed framework, different interventions that have been taken to improve access to ECEC opportunities for children from low socioeconomic and/or new immigrant backgrounds. We believe that the framework proposed in this paper serves not only as a framework by which to understand the overlapping processes, factors, and stages affecting access to ECEC, but also as a model to help decision makers coordinate their efforts and maximize their impact towards more equity in access to quality early childhood education.

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Butcher, John, and George Curry. "Digital poverty as a barrier to access." Widening Participation and Lifelong Learning 24, no. 2 (July 1, 2022): 180–94. http://dx.doi.org/10.5456/wpll.24.2.180.

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Over the last 18 months, media coverage has revealed a concern that the increasing proliferation of digital learning at all universities (amplified by COVID-19 lockdowns) has compounded access and participation barriers for students impoverished by socio-economic challenges. This reflects the importance of digital capital as an aspect of learner disadvantage (Park, 2017) and increased understanding of intersectional disadvantage (Nichols and Stahl, 2019), through which digital disadvantage may add to pre-existing inequalities. The Quality Assurance Agency (2020) report how institutional action against digital poverty correlates with greater student satisfaction and higher levels of attainment. This article synthesises data from the authors' scholarship into digital barriers facing adult students returning to education. Challenges in relation to disposable income often compound challenges intersecting with other aspects of disadvantage (Butcher and Rose-Adams, 2015), and a lack of confidence and inadequate digital readiness amongst learners from disadvantaged backgrounds seeking an Access entry route has been identified (Curry and Butcher, 2020; Fowle and Butcher, 2019; Butcher and Fowle, 2018). Recommendations are made to promote greater inclusion amongst students from poor socio-economic backgrounds and to support the progression of a more diverse (and representative) adult learner cohort.

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Sutton, Liz. "The State of Play: Disadvantage, Play and Children's Well-Being." Social Policy and Society 7, no. 4 (October 2008): 537–49. http://dx.doi.org/10.1017/s147474640800448x.

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There is little research that explicitly compares the lives of children from different social backgrounds, particularly with regard to their freedom, safety, and use of public space. Drawing on the findings of a participatory research project with 42 children from different socio-economic backgrounds, this article shows how and why children's play differs depending on their social background. It also highlights the importance of street play in the lives of disadvantaged children, arguing that they engage in street play as a consequence of having less space and fewer alternatives, and yet their opportunities for play are further restricted due to local development and community ‘policing’. The article calls for the safeguarding of open public space, and an increased recognition of the importance and value of street play. Finally, it points out the contradictions in government policy regarding children's play and well-being.

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Hopkins, Ellyse, Nicola Bolton, David Brown, Nic Matthews, and Melissa Anderson. "Beyond TTM and ABC: A Practice Perspective on Physical Activity Promotion for Adolescent Females from Disadvantaged Backgrounds." Societies 10, no. 4 (October 18, 2020): 80. http://dx.doi.org/10.3390/soc10040080.

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This paper builds on a growing body of literature on the promise of practice theory in understanding and promoting behavior change in society and develops upon Blue (2017) and Spotswood et al.’s (2019) rationale for evolving theories of practice into the domain of contemporary physical activity research. We begin by considering the intersectional nature of the problem. Statistics reveal that physical activity gradients exist based on gender, as well as socio-economic position. Women, girls, and disadvantaged populations report lower levels of activity than more affluent males and females. More problematic still is what StreetGames (2017) call the “double jeopardy”, where these characteristics intersect, intensifying the negative gradient. Our argument then comprises three parts. First, we provide a critical discussion of intervention studies seeking to transform exercise behavior amongst these populations. The issue we identify is that studies typically rely on behavior change models, such as the Transtheoretical Model (TTM) and the ABC framework. However, these models tend to take insufficient account of the practical and social aspects of behavior change in physical activity, and thus their subjects often succumb to value-action gaps (Shove, 2010). Second, in contrast, we propose that practice theory provides a promising alternative theoretical lens for promoting behavior change in disadvantaged and often resistant populations. Third, the paper highlights a range of conceptual considerations for exploring the relationship between young, disadvantaged women and physical activity, as well as the development of tangible solutions to improve participation.

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F Harris, Mark, John Furler, Lisa Valenti, Elizabeth Harris, and Helena Britt. "Matching care to need in general practice: A secondary analysis of Bettering the Evaluation and Care of Health (BEACH) data." Australian Journal of Primary Health 10, no. 3 (2004): 151. http://dx.doi.org/10.1071/py04060.

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Addressing health inequality involves, in part, ensuring access to quality general practice care appropriate to the higher health need in patients from disadvantaged areas. This study compares characteristics of encounters in Australian general practice with patients of high and low socioeconomic disadvantage. The method used was an analysis of data from the study of Australian general practice morbidity - the Bettering the Evaluation and Care of Health, April 1998-March 2001 - comparing patients whose residence was in either the highest or lowest category of socio-economic disadvantage based on the Socio-Economic Indexes for Areas Index of Relative Socio-economic Disadvantage. Multiple regression investigates independent predictors of low and high socio-economic disadvantage. Encounters with patients from areas of highest disadvantage differed markedly in the problems managed from those with patients from areas of least disadvantage. However, psychosocial problems were managed at the same rate in each group. Encounters with patients from areas of highest disadvantage were more likely to be with males, patients from non-English speaking or Indigenous backgrounds, in rural areas, and result in a prescription. They were less likely to be a long consultation, with a female GP, or to result in investigation or referral. The differences in care between the two groups of patient encounters cannot be explained by differences in morbidity. More research is needed to explain why these differences occur, including the possible influence of patient, provider and practice factors. General practitioners working with patients from disadvantaged communities may need greater support to deliver optimal quality of care.

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Guzman, Alexis, Rachel Bring, Samuel Master, Susan L. Rosenthal, and Karen Soren. "Improving the transition of adolescents from disadvantaged backgrounds from pediatric to adult primary care providers." Journal of Pediatric Nursing 61 (November 2021): 269–74. http://dx.doi.org/10.1016/j.pedn.2021.07.023.

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Miller, Gregory E., Sheldon Cohen, Denise Janicki-Deverts, Gene H. Brody, and Edith Chen. "Viral challenge reveals further evidence of skin-deep resilience in African Americans from disadvantaged backgrounds." Health Psychology 35, no. 11 (November 2016): 1225–34. http://dx.doi.org/10.1037/hea0000398.

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van Laren, Linda, and Deborah Moore-Russo. "Exploring teachers’ beliefs about algebra: a study of South African teachers from historically disadvantaged backgrounds." Reflective Practice 15, no. 2 (December 20, 2013): 160–75. http://dx.doi.org/10.1080/14623943.2013.868789.

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Johnson, Kimberly P., Marilyn Woolfolk, Kenneth B. May, and Marita R. Inglehart. "Effect of an Enrichment Program on DAT Scores of Potential Dental Students from Disadvantaged Backgrounds." Journal of Dental Education 77, no. 8 (August 2013): 1063–71. http://dx.doi.org/10.1002/j.0022-0337.2013.77.8.tb05575.x.

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