Elementary School Principals in Low-Socioeconomic-Status Schools: A University-Based Research Program Designed to Support Mandated Reform

This paper presents a reform initiative, the Supporting Montreal Schools Program (SMSP), created by the government of Quebec to assist 184 low socio-economic-status schools in Montreal implement seven reform strategies prescribed by the government. On a regular basis, the professional team of the SMSP engages in reflection and research with universities concerning one or more of the strategies they are charged with helping schools implement or the functioning of the SMSP more generally. The present research programme is part of the team’s ongoing reflection on a component of Strategy 4: professional development of school administrators and the school team. In this paper, we detail results from this initial and subsequent studies on the work of principals in low-performing schools. We also describe our collaborative relationship with the SMSP team, discuss the effectiveness of the SMSP in promoting the implementation of the seven governmentmandated strategies and critique the utility of our partnership with the SMSP and our use of that programme as a vehicle for linking research to practice.

Why do women of low socioeconomic status have poorer dietary behaviours than women of higher socioeconomic status? A qualitative exploration

In developed countries, persons of low socioeconomic status (SES) are generally less likely to consume diets consistent with dietary guidelines. Little is known about the mechanisms that underlie SES differences in eating behaviours. Since women are often responsible for dietary choices within households, this qualitative study investigated factors that may contribute to socioeconomic inequalities in dietary behaviour among women. Semi-structured interviews were conducted with 19 high-, 19 mid- and 18 low- SES women, recruited from Melbourne, Australia, using an area-level indicator of SES. An ecological framework, in which individual, social and environmental level influences on diet were considered, was used to guide the development of interview questions and interpretation of the data. Thematic analysis was undertaken to identify the main themes emerging from the data. Several key influences varied by SES. These included food-related values such as health consciousness, and a lack of time due to family commitments (more salient among higher SES women), as well as perceived high cost of healthy eating and lack of time due to work commitments (more important for low SES women). Reported availability of and access to good quality healthy foods did not differ strikingly across SES groups. Public health strategies aimed at reducing SES inequalities in diet might focus on promoting healthy diets that are low cost, as well as promoting time-efficient food preparation strategies for all women.

Reframing 'the problem': students from low socioeconomic status backgrounds transitioning to university

At the heart of this book are people enrolling at university for the first time and entering into the broad variety of social relations and contexts entailed in their ‘coming to know’ at, of and through university.

Early Rheumatoid Arthritis in Latin America: Low Socioeconomic Status Related to High Disease Activity at Baseline

Objective. To determine the influence of socioeconomic factors on disease activity in a Latin American (LA) early rheumatoid arthritis (RA) multinational inception cohort at baseline. Methods. Clinical evaluation, ethnicity, socioeconomic status (SES), 4-variable Disease Activity Score in 28 joints using the erythrocyte sedimentation rate (DAS28-ESR), Health Assessment Questionnaire (HAQ) disability index (DI), and erosions were recorded in 1,093 patients with early RA (<1 year from onset). Multivariate analyses evaluated influences of sex, age, marital status, education, medical coverage, SES, and ethnicity on HAQ DI, DAS28-ESR, and presence of erosions. Results. Ethnicities included 43% Mestizo, 31% Caucasian, 19% African LA, 4% Amerindian, and 3% other. Fifty-eight percent were of low/low-middle SES, 42% had <8 years of education, 21% had no medical coverage, median disease duration was 6 months (25th, 75th percentiles 4, 9 months), median HAQ DI score was 1.25 (25th, 75th percentiles 0.63, 2.00), median DAS28-ESR score was 6.2 (25th, 75th percentiles 4.9, 7.2), and 25% had erosions. Women and Mestizos, African LA, and Amerindians had earlier onset than men or Caucasians (P < 0.01). When adjusted by country, the analysis of covariance model showed that low/low-middle SES, female sex, partial coverage, and older age were associated with worse HAQ DI scores; only low/low-middle SES was associated with higher DAS28 scores. Statistically significant differences were found in HAQ DI and DAS28 scores between countries. When excluding country, low/low-middle SES, female sex, and no coverage were associated with worse HAQ DI and DAS28 scores, whereas separated/divorced/widowed status was associated with worse HAQ DI scores and age was associated with worse DAS28 scores. Logistic regression showed that older age, no coverage, and the Amerindian and other ethnic groups were associated with erosions. Conclusion. We compared early RA patients from the main LA ethnic groups. Our findings suggest that low/low-middle SES is important in determining disease activity. A more genetic-related background for erosions is possible.

Differential educational attainment among "at-risk" youth : a case study of language minority youth of Mexican descent and low socioeconomic status /

"August 1982."

Effects of Number-Way Curriculum on Pre-Schoolers’ Mathematical Learning for Low Socioeconomic Status Children

The objective of this research is to test the effectiveness of a game-based mathematical curriculum Number-Way in preschools for low socioeconomic status (SES) children. This curriculum contains fifteen interesting number games representing four main principles. The result indicated that this curriculum promoted early mathematical competence for preschoolers significantly.

Teaching students using technology: Facilitating success for students from low socioeconomic status backgrounds in Australian universities

Australian higher education has adopted a widening participation agenda with a focus on the participation of disadvantaged students, particularly those from low socioeconomic status (LSES) backgrounds. As these students begin to enter university in greater number and proportion than ever before, there is increasing interest in how best to facilitate their success. A recent national study employed semi-structured interviews to ask 89 successful LSES students what had helped them succeed. Twenty-six staff experienced in effectively teaching and supporting LSES students were also interviewed about what approaches they used in their work. Analysis of the study's findings indicates a strong theme related to the use of technology in effectively teaching and supporting LSES students. In particular, the use of a range of resources and media, facilitating interactive and connected learning, enabling personalised learning and assuring high academic standards were found to contribute to student success. The implications of these findings are discussed with a specific focus on promoting effective teaching practice and informing related policy. At a time when the diversity of the student cohort in Australian higher education institutions is increasing, the findings reported in this paper are both timely and critical for educators and institutions.

Supporting mature-aged students from a low socioeconomic background

The aim of the current study was to examine mature-aged student perceptions of university support services and barriers to study. Using a mixed methods approach, interviews and focus groups were conducted with mature-aged students to identify barriers to study, knowledge and use of current student support services, and suggestions to improve upon these services. From these data and an audit of university support services, an online survey was created to examine study barriers and patterns of support service use, as well as, perceptions of proposed support services not currently offered by the university within a larger sample of mature-aged students. Analysis of survey data indicated distinct patterns of barriers and support service use according to socioeconomic status as well as other demographic factors such as, age and enrolment status. Study findings are discussed in terms of generating support services for the retention of mature-aged students of low socioeconomic status and for the retention of mature-aged students in general.

A successful strategy for supporting low socioeconomic and accelerated students studying Biosciences in their first year of study

At our regional University low socioeconomic status (SES) campus, enrolled nurses can enter into the second year of a Bachelor of Nursing. These students, hence, have their first year experience while entering directly into the degree’s second year. A third of these students withdrew from our Bioscience units, and left the University. In an attempt to improve student retention and success, we introduced a strategy involving (i) review lectures in each of the Bioscience disciplines, and subsequently, (ii) “Getting started”, a formative website activity of basic Bioscience concepts, (iii) an ‘O’-week workshop addressing study skills and online resources, and (iv) online tutor support. In addition to being well received, the introduction of the review lectures and full intervention was associated with a significant reduction in student attrition. This successful approach could be used in other low SES areas with accelerated programs for Nursing and may have application beyond this discipline.

Whose socioeconomic status influences a women's obesity risk: her mother's, her father's, or her own?

Background Evidence on the relative influence of childhood vs adulthood socioeconomic conditions on obesity risk is limited and equivocal. The objective of this study was to investigate associations of several indicators of mothers', fathers', and own socioeconomic status, and intergenerational social mobility, with body mass index (BMI) and weight change in young women.

Methods This population-based cohort study used survey data provided by 8756 women in the young cohort (aged 18–23 years at baseline) of the Australian Longitudinal Study on Women's Health. In 1996 and 2000, women completed mailed surveys in which they reported their height and weight, and their own, mother's, and father's education and occupation.

Results Multiple linear regression models showed that both childhood and adulthood socioeconomic status were associated with women's BMI and weight change, generally in the hypothesized (inverse) direction, but the associations varied according to socioeconomic status and weight indicator. Social mobility was associated with BMI (based on father's socioeconomic status) and weight change (based on mother's socioeconomic status), but results were slightly less consistent.

Conclusions Results suggest lasting effects of childhood socioeconomic status on young women's weight status, independent of adult socioeconomic status, although the effect may be attenuated among those who are upwardly socially mobile. While the mechanisms underlying these associations require further investigation, public health strategies aimed at preventing obesity may need to target families of low socioeconomic status early in children's lives.

Characteristics of physically active and inactive men from low socioeconomic communities and housing estates : a qualitative study using the socioecological model

This qualitative study compares experiences of men from low socioeconomic status (SES) communities who achieved sufficient physical activity (PA) with those who did not. The socioecological model of health guided interviews with men (n=25) and community health workers (n=4) to explore individual, interpersonal, organizational, community, environmental and policy influences on PA participation. Men generally reported that they had poor health, financial barriers, were unfamiliar with community PA facilities and programs, had limited social support, and lived in unsafe neighbourhoods. There were clear differences between active and inactive men. Inactive men described their inability to cope with poor health, and consequent perceptions of disconnection. They did not identify positive PA outcomes and seemed consumed by stressful life situations. Active men identified barriers to existing programs such as the exclusive culture of PA facilities. It is important that personal circumstances are understood, and financial and cultural barriers addressed to promote PA among men from low SES communities.

Objectively assessed recess physical activity in girls and boys from high and low socioeconomic backgrounds

Background
The school environment influences children’s opportunities for physical activity participation. The aim of the present study was to assess objectively measured school recess physical activity in children from high and low socioeconomic backgrounds.

Methods
Four hundred and seven children (6–11 years old) from 4 primary schools located in high socioeconomic status (high-SES) and low socioeconomic status (low-SES) areas participated in the study. Children’s physical activity was measured using accelerometry during morning and afternoon recess during a 4-day school week. The percentage of time spent in light, moderate, vigorous, very high and in moderate- to very high-intensity physical activity were calculated using age-dependent cut-points. Sedentary time was defined as 100 counts per minute.

Results
Boys were significantly (p < 0.001) more active than girls. No difference in sedentary time between socioeconomic backgrounds was observed. The low-SES group spent significantly more time in light (p < 0.001) and very high (p < 0.05) intensity physical activity compared to the high-SES group. High-SES boys and girls spent significantly more time in moderate (p < 0.001 and p < 0.05, respectively) and vigorous (p < 0.001) physical activity than low-SES boys.

Conclusions
Differences were observed in recess physical activity levels according to socioeconomic background and sex. These results indicate that recess interventions should target children in low-SES schools.