Showing papers on "Disadvantaged published in 2017"
TL;DR: In this paper, the authors draw on a multidisciplinary body of research to consider how planning for urban agriculture can foster food justice by benefitting socioeconomically disadvantaged residents, and suggest that the potential social benefits of urban agriculture include increased access to food, positive health impacts, skill building, and connections to broader social change efforts.
Abstract: Problem, research strategy, and findings: We draw on a multidisciplinary body of research to consider how planning for urban agriculture can foster food justice by benefitting socioeconomically disadvantaged residents. The potential social benefits of urban agriculture include increased access to food, positive health impacts, skill building, community development, and connections to broader social change efforts. The literature suggests, however, caution in automatically conflating urban agriculture’s social benefits with the goals of food justice. Urban agriculture may reinforce and deepen societal inequities by benefitting better resourced organizations and the propertied class and contributing to the displacement of lower-income households. The precariousness of land access for urban agriculture is another limitation, particularly for disadvantaged communities. Planners have recently begun to pay increased attention to urban agriculture but should more explicitly support the goals of food justice in t...
205 citations
TL;DR: In this paper, a study was designed to substantiate the positive, long-term outcomes demonstrated by children from economically disadvantaged homes who received a high-quality, early education, and children who at...
Abstract: This study was designed to substantiate the positive, long-term outcomes demonstrated by children from economically disadvantaged homes who received a high-quality, early education. Children who at...
142 citations
TL;DR: This work concludes that, in this climate, Latinos and Muslims in the United States feel heavily dehumanized, which predicts hostile responses including support for violent versus non-violent collective action and unwillingness to assist counterterrorism efforts.
Abstract: Research suggests that members of advantaged groups who feel dehumanized by other groups respond aggressively. But little is known about how meta-dehumanization affects disadvantaged minority group...
141 citations
TL;DR: The rising price of higher education and its implications for equity and accessibility have been extensively documented, but the material conditions of students' lives are often overlooked as mentioned in this paper. But the authors of this paper focus on the financial conditions of student's lives.
Abstract: The rising price of higher education and its implications for equity and accessibility have been extensively documented, but the material conditions of students’ lives are often overlooked. Data fr...
140 citations
TL;DR: Five experiments provide converging evidence that highlighting shared experiences of discrimination can improve intergroup outcomes between stigmatized groups across dimensions of social identity.
Abstract: Intergroup relations research has largely focused on relations between members of dominant groups and members of disadvantaged groups. The small body of work examining intraminority intergroup relations, or relations between members of different disadvantaged groups, reveals that salient experiences of ingroup discrimination promote positive relations between groups that share a dimension of identity (e.g., 2 different racial minority groups) and negative relations between groups that do not share a dimension of identity (e.g., a racial minority group and a sexual minority group). In the present work, we propose that shared experiences of discrimination between groups that do not share an identity dimension can be used as a lever to facilitate positive intraminority intergroup relations. Five experiments examining relations among 4 different disadvantaged groups supported this hypothesis. Both blatant (Experiments 1 and 3) and subtle (Experiments 2, 3, and 4) connections to shared experiences of discrimination, or inducing a similarity-seeking mindset in the context of discrimination faced by one's ingroup (Experiment 5), increased support for policies benefiting the outgroup (Experiments 1, 2, and 4) and reduced intergroup bias (Experiments 3, 4, and 5). Taken together, these experiments provide converging evidence that highlighting shared experiences of discrimination can improve intergroup outcomes between stigmatized groups across dimensions of social identity. Implications of these findings for intraminority intergroup relations are discussed. (PsycINFO Database Record
115 citations
TL;DR: This paper used data from 2015-2016 to document faculty representation and wage gaps by race-ethnicity and gender in six fields at selective public universities and found no evidence of wage premiums for individuals who improve diversity, although for Black faculty they cannot rule out a modest premium.
Abstract: We use data from 2015–2016 to document faculty representation and wage gaps by race-ethnicity and gender in six fields at selective public universities. Consistent with widely available information, Black, Hispanic, and female professors are underrepresented and White and Asian professors are overrepresented in our data. Disadvantaged minority and female underrepresentation is driven predominantly by underrepresentation in science and math intensive fields. A comparison of senior and junior faculty suggests a trend toward greater diversity, especially in science and math intensive fields, because younger faculty are more diverse. However, Black faculty are an exception. We decompose racial-ethnic and gender wage gaps and show that academic field, experience, and research productivity account for most or all of the gaps. We find no evidence of wage premiums for individuals who improve diversity, although for Black faculty we cannot rule out a modest premium.
115 citations
TL;DR: Measured by income mobility, Denmark is a more mobile society, but not when measured by educational mobility, while Danish social policies for children produce more favorable cognitive test scores for disadvantaged children, which do not translate into more favorable educational outcomes.
Abstract: This paper examines the sources of differences in social mobility between the US and Denmark. Measured by income mobility, Denmark is a more mobile society, but not when measured by educational mobility. There are pronounced non-linearities in income and educational mobility in both countries. Greater Danish income mobility is largely a consequence of redistributional tax, transfer, and wage compression policies. While Danish social policies for children produce more favorable cognitive test scores for disadvantaged children, they do not translate into more favorable educational outcomes, partly because of disincentives to acquire education arising from the redistributional policies that increase income mobility.
109 citations
TL;DR: This study shows that socioeconomically disadvantaged and ethnic minority families in disadvantaged neighborhoods can be engaged in and benefit from parenting interventions to reduce disruptive child behavior.
Abstract: Families with socioeconomically disadvantaged and ethnic minority backgrounds are often hard to reach for the prevention and treatment of disruptive child behavior problems. We examined whether the Incredible Years parenting intervention can successfully reach and benefit families with socioeconomic disadvantaged and ethnic minority backgrounds in the Netherlands. One hundred fifty-four families from a wide range of socioeconomic and ethnic backgrounds were recruited in an outpatient clinic for child and adolescent psychiatry and in elementary schools serving deprived neighborhoods. Families were randomly assigned to the BASIC Incredible Years parenting intervention or a waiting list control condition. Children were 3-8 years old (M = 5.59, SD = 1.35; 62% boys, 66% ethnic minorities) and 65% of the children met Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.) criteria for oppositional defiant disorder, conduct disorder, and/or attention-deficit hyperactivity disorder. Incredible Years reduced parent-reported disruptive child behavior and teacher-reported hyperactive and inattentive child behavior and increased parent-reported use of praise and incentives and reduced harsh and inconsistent discipline. Incredible Years did not affect parent-reported hyperactive and inattentive child behavior; teacher-reported child conduct problems; and parent-reported use of appropriate discipline techniques, clear expectations, physical punishment, and parenting stress. Of importance, the effectiveness of Incredible Years did not differ across families with different socioeconomic and ethnic backgrounds. Effects were maintained at 3-month follow-up. This study shows that socioeconomically disadvantaged and ethnic minority families in disadvantaged neighborhoods can be engaged in and benefit from parenting interventions to reduce disruptive child behavior.
102 citations
TL;DR: This article studied five projects in India in which businesses bought goods and services from NGOs that employed disadvantaged people and found that in the projects that worked well, the two parties held fluid categories, i.e. they saw differences between business and NGO as contextual and aimed to find creative workarounds to emergent problems.
Abstract: Businesses and NGOs are collaborating more frequently to address social issues with commercial solutions, yet not all collaborations work well. We wanted to know why some collaborations struggle where others succeed. We studied five projects in India in which businesses bought goods and services from NGOs that employed disadvantaged people. Two of these five projects met the expectations of both parties, whereas the other three did not. By drawing on the paradox literature, we argue that the project’s success indicates that the business and NGO engaged the commercial-social paradox. We found that in the projects that worked well, the two parties held fluid categories, i.e. they saw differences between business and NGO as contextual and aimed to find creative workarounds to emergent problems. In the projects that did not work well, businesses and NGOs imposed categorical imperatives, i.e. they saw sharp differences that they intensified by imposing standardized and familiar solutions on their partner. We c...
89 citations
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TL;DR: This article explored whether early childhood human-capital investments are complementary to those made later in life and found that early investments in the skills of disadvantaged children that are followed by sustained educational investments over time can effectively break the cycle of poverty.
Abstract: We explore whether early childhood human-capital investments are complementary to those made later in life. Using the Panel Study of Income Dynamics, we compare the adult outcomes of cohorts who were differentially exposed to policy-induced changes in pre-school (Head Start) spending and school-finance-reform-induced changes in public K12 school spending during childhood, depending on place and year of birth. Difference-in-difference instrumental variables and sibling- difference estimates indicate that, for poor children, increases in Head Start spending and increases in public K12 spending each individually increased educational attainment and earnings, and reduced the likelihood of both poverty and incarceration in adulthood. The benefits of Head Start spending were larger when followed by access to better-funded public K12 schools, and the increases in K12 spending were more efficacious for poor children who were exposed to higher levels of Head Start spending during their preschool years. The findings suggest that early investments in the skills of disadvantaged children that are followed by sustained educational investments over time can effectively break the cycle of poverty.
87 citations
TL;DR: The extent to which health insurance can mitigate the effects of the social determinants of health on cancer care is unknown.
Abstract: BACKGROUND
Individuals from disadvantaged communities are among the millions of uninsured Americans gaining insurance under the Affordable Care Act. The extent to which health insurance can mitigate the effects of the social determinants of health on cancer care is unknown.
METHODS
This study linked the Surveillance, Epidemiology, and End Results registries to US Census data to study patients diagnosed with the 4 leading causes of cancer deaths between 2007 and 2011. A county-level social determinant score was developed with 5 measures of wealth, education, and employment. Patients were stratified into quintiles, with the lowest quintile representing the most disadvantaged communities. Logistic regression and Cox proportional hazards models were used to estimate associations and cancer-specific survival.
RESULTS
A total of 364,507 patients aged 18 to 64 years were identified (134,105 with breast cancer, 106,914 with prostate cancer, 62,606 with lung cancer, and 60,882 with colorectal cancer). Overall, patients from the most disadvantaged communities (median household income, $42,885; patients below the poverty level, 22%; patients completing college, 17%) were more likely to present with distant disease (odds ratio, 1.6; P < .001) and were less likely to receive cancer-directed surgery (odds ratio, 0.8; P < .001) than the least disadvantaged communities (median income, $78,249; patients below the poverty level, 9%; patients completing college, 42%). The differences persisted across quintiles regardless of the insurance status. The effect of having insurance on cancer-specific survival was more pronounced in disadvantaged communities (relative benefit at 3 years, 40% vs 31%). However, it did not fully mitigate the effect of social determinants on mortality (hazard ratio, 0.75 vs 0.68; P < .001).
CONCLUSIONS
Cancer patients from disadvantaged communities benefit most from health insurance, and there is a reduction in disparities in outcome. However, the gap produced by social determinants of health cannot be bridged by insurance alone. Cancer 2017;123:1219–1227. © 2016 American Cancer Society.
TL;DR: The results identify a novel perceptual bias rooted in individuals’ chronic motivations toward hierarchy-maintenance, with the potential to influence their policy attitudes.
Abstract: Debate surrounding the issue of inequality and hierarchy between social groups has become increasingly prominent in recent years. At the same time, individuals disagree about the extent to which inequality between advantaged and disadvantaged groups exists. Whereas prior work has examined the ways in which individuals legitimize (or delegitimize) inequality as a function of their motivations, we consider whether individuals' orientation toward group-based hierarchy motivates the extent to which they perceive inequality between social groups in the first place. Across 8 studies in both real-world (race, gender, and class) and artificial contexts, and involving members of both advantaged and disadvantaged groups, we show that the more individuals endorse hierarchy between groups, the less they perceive inequality between groups at the top and groups at the bottom. Perceiving less inequality is associated with rejecting egalitarian social policies aimed at reducing it. We show that these differences in hierarchy perception as a function of individuals' motivational orientation hold even when inequality is depicted abstractly using images, and even when individuals are financially incentivized to accurately report their true perceptions. Using a novel methodology to assess accurate memory of hierarchy, we find that differences may be driven by both antiegalitarians underestimating inequality, and egalitarians overestimating it. In sum, our results identify a novel perceptual bias rooted in individuals' chronic motivations toward hierarchy-maintenance, with the potential to influence their policy attitudes. (PsycINFO Database Record
TL;DR: Empirical evidence suggested that student characteristics associated with the highest opportunity costs of engaging with residential education—such as being a full-time employee, parent, or married—were more likely to enroll in some online courses and online-only programs.
Abstract: This study used nationally representative data and employed multinomial logistic regression to examine the changing profile of online students in American higher education. Although online education continues to become an increasingly mainstream mode of instruction, certain student groups may engage disproportionately with computer-mediated instruction. Weighted descriptive statistics revealed that the proportion of postsecondary students who enrolled in online courses increased from 5.9% in 2000 to 32.1% in 2012, with 23.6% of students enrolled in some online courses and 8.5% of students enrolled in fully online programs. Empirical evidence suggested that student characteristics associated with the highest opportunity costs of engaging with residential education—such as being a full-time employee, parent, or married—were more likely to enroll in some online courses and online-only programs. In addition, economically and socially disadvantaged students were typically less likely to engage with online education.
TL;DR: In this paper, the authors discuss contexts of poverty that provided pathways to child welfare involvement and the vast majority of incidents parents described implicated in their involvement parental adversities related to poverty; embeddedness in disadvantaged networks or volatile personal relationships; and involvement in, or need for, social services.
TL;DR: The findings of this literature review guide schools on the inputs likely to maximize their socially accountability outputs and increase their impact on students, local health workforce and local communities.
Abstract: This literature review describes the impact of health professional schools with a social accountability mandate by identifying characteristics of medical education found to impact positively on medical students, health workforce, and health outcomes of disadvantaged communities A critical appraisal tool was used to identify the strengths and weaknesses of the published articles Data are presented as a narrative synthesis due to the variety of methodologies in the studies, and characterized using a logic model Health professional schools aiming to improve health outcomes for their disadvantaged local communities described collaborative partnerships with communities, equitable selection criteria, and community-engaged placements in underserved areas as positively impacting the learning and attitudes of students Students of socially accountable schools were more likely to stay in rural areas and serve disadvantaged communities, and were often more skilled than students from more traditional schools to meet the needs of underserved communities However, published literature on the impact of socially accountable health professional education on communities and health outcomes is limited, with only one study investigating health outcomes The findings of this literature review guide schools on the inputs likely to maximize their socially accountability outputs and increase their impact on students, local health workforce and local communities
TL;DR: Although gender norms varied by site according to the particular cultural and historical context, similar patterns of gender inequity reflect the underlying patriarchal system in both settings.
TL;DR: This article reviewed scholarship on youth and young adult activism in digital spaces, as young users of participatory media sites are engaging in political, civic, social, or cultural action and ad...
Abstract: This article reviews scholarship on youth and young adult activism in digital spaces, as young users of participatory media sites are engaging in political, civic, social, or cultural action and ad...
TL;DR: Wide health disparities were found, including a thirteen-year gap in life expectancy among black men in high-poverty areas of Appalachia, compared to white women in low-p poverty areas elsewhere.
Abstract: Appalachia—a region that stretches from Mississippi to New York—has historically been recognized as a socially and economically disadvantaged part of the United States, and growing evidence suggest...
TL;DR: The authors argued that when children allocate resources, group processes and moral judgments are relevant, and a developmental shift occurs in children's ability to coordinate moral and group concerns, and group processes contribute to intergroup bias regarding allocations but also to efforts to consider the status of disadvantaged groups.
Abstract: The fair exchange of resources provides a basis for developing morality, yet research has rarely examined the role of group processes that are central to children's world. In this article, we describe a new perspective as well as research demonstrating that group processes play a key role in the fair allocation of resources among children and adolescents. We contend that when children allocate resources, group processes and moral judgments are relevant, a developmental shift occurs in children's ability to coordinate moral and group concerns, and group processes contribute to intergroup bias regarding allocations but also to efforts to consider the status of disadvantaged groups. Our perspective informs efforts to reduce prejudice as well as increase fairness and equality in situations in which group processes are relevant for allocating resources fairly.
01 Jun 2017
TL;DR: A new National Academies report outlines social risk factors that should be accounted for in quality-measurement and payment systems, recommending ways to promote fairness for providers while enhancing incentives to improve care for disadvantaged patients.
Abstract: A new National Academies report outlines social risk factors that should be accounted for in quality-measurement and payment systems, recommending ways to promote fairness for providers while enhancing incentives to improve care for disadvantaged patients.
TL;DR: The role of the teacher in education that seeks to promote emancipation is discussed in this paper, where the authors address how we might understand the role of a teacher in the education process.
Abstract: The question I address in this article is how we might understand the role of the teacher in education that seeks to promote emancipation. I take up this question in conversation with German and No...
TL;DR: Evidence of effectiveness could not be ascertained due to variable methodological quality, as appraised by the Cochrane risk of bias tool, and theoretical and methodological recommendations are provided to enhance the development and evaluation of educational interventions.
Abstract: Looked-after children and young people (LACYP) are educationally disadvantaged compared to the general population. A systematic review was conducted of randomised controlled trials evaluating interventions aimed at LACYP aged ≤18 years. Restrictions were not placed on delivery setting or delivery agent. Intervention outcomes were: academic skills; academic achievement and grade completion; special education status; homework completion; school attendance, suspension, and drop-out; number of school placements; teacher-student relationships; school behaviour; and academic attitudes. Fifteen studies reporting on 12 interventions met the inclusion criteria. Nine interventions demonstrated tentative impacts. However, evidence of effectiveness could not be ascertained due to variable methodological quality, as appraised by the Cochrane risk of bias tool. Theoretical and methodological recommendations are provided to enhance the development and evaluation of educational interventions.
TL;DR: This paper analyzed the US Lanham Act of 1940, a heavily subsidized and universal child care program administered during World War II, and found that employment increased substantially following the introduction of the program.
Abstract: This paper analyzes the US Lanham Act of 1940, a heavily subsidized and universal child care program administered during World War II. I first estimate its impact on maternal employment using a triple-differences model. I find that employment increased substantially following the introduction of the program. I then study children’s long-run labor market outcomes. Using Census data from 1970 to 1990, I assess well-being in a life-cycle framework by tracking cohorts of treated individuals throughout their prime working years. Results from difference-in-differences models suggest the program had persistent positive effects, with the largest benefits accruing to the most economically disadvantaged adults.
TL;DR: A wide range of contexts have long pursued policies of social mixing to disperse poverty concentrations, attract middle class residents, and manage disadvantaged neighbourhoods as discussed by the authors. But, as shown in Table 1 :
Abstract: Governments in a wide range of contexts have long pursued policies of social mixing to disperse poverty concentrations, attract middle class residents, and manage disadvantaged neighbourhoods. Draw...
TL;DR: Results indicate that school poverty is not a significant mediator of neighborhood effects during either developmental period, which suggests that neighborhood effects on academic achievement are largely due to mediating factors unrelated to school poverty.
Abstract: Although evidence indicates that neighborhoods affect educational outcomes, relatively little research has explored the mechanisms thought to mediate these effects. This study investigates whether school poverty mediates the effect of neighborhood context on academic achievement. Specifically, it uses longitudinal data from the Panel Study of Income Dynamics, counterfactual methods, and a value-added modeling strategy to estimate the total, natural direct, and natural indirect effects of exposure to an advantaged rather than disadvantaged neighborhood on reading and mathematics abilities during childhood and adolescence. Contrary to expectations, results indicate that school poverty is not a significant mediator of neighborhood effects during either developmental period. Although moving from a disadvantaged neighborhood to an advantaged neighborhood is estimated to substantially reduce subsequent exposure to school poverty and improve academic achievement, school poverty does not play an important mediating role because even the large differences in school composition linked to differences in neighborhood context appear to have no appreciable effect on achievement. An extensive battery of sensitivity analyses indicates that these results are highly robust to unobserved confounding, alternative model specifications, alternative measures of school context, and measurement error, which suggests that neighborhood effects on academic achievement are largely due to mediating factors unrelated to school poverty.
TL;DR: Children in the most disadvantaged position in their societies and children living in low-HDI countries are at the greatest risk of failing to reach their developmental potential.
Abstract: Background
This study was to describe and quantify the relationships among family poverty, parents' caregiving practices, access to education and the development of children living in low- and middle-income countries (LAMIC).
Methods
We conducted a secondary analysis of data collected in UNICEF's Multiple Indicator Cluster Surveys (MICS). Early childhood development was assessed in four domains: language-cognitive, physical, socio-emotional and approaches to learning. Countries were classified into three groups on the basis of the Human Development Index (HDI).
Results
Overall, data from 97 731 children aged 36 to 59 months from 35 LAMIC were included in the after analyses. The mean child development scale score was 4.93 out of a maximum score of 10 (95%CI 4.90 to 4.97) in low-HDI countries and 7.08 (95%CI 7.05 to 7.12) in high-HDI countries. Family poverty was associated with lower child development scores in all countries. The total indirect effect of family poverty on child development score via attending early childhood education, care for the child at home and use of harsh punishments at home was −0.13 SD (77.8% of the total effect) in low-HDI countries, −0.09 SD (23.8% of the total effect) in medium-HDI countries and −0.02 SD (6.9% of the total effect) in high-HDI countries.
Conclusions
Children in the most disadvantaged position in their societies and children living in low-HDI countries are at the greatest risk of failing to reach their developmental potential. Optimizing care for child development at home is essential to reduce the adverse effects of poverty on children's early development and subsequent life.
TL;DR: The findings reveal a dynamic and somewhat concerning interplay between the geographic neighborhood and the digital neighborhood, whereby negative social interactions in the geographical neighborhood are reproduced and amplified on social media.
Abstract: This study examines the role of social media in the lives of youth living in disadvantaged neighborhoods. Feminist Standpoint theory, which privileges the voices of marginalized communities in understanding social phenomena, suggests that youth at the margins have specific knowledge that helps us understand social media more broadly. We conducted semi-structured interviews with 30 females and 30 males aged 13 to 24 about their social worlds and neighborhoods, both on- and offline. The findings reveal a dynamic and somewhat concerning interplay between the geographic neighborhood and the digital neighborhood, whereby negative social interactions in the geographic neighborhood are reproduced and amplified on social media.
TL;DR: Qualitative and quantitative evidence of system justification among the disadvantaged is summarized and prospects for more constructive political activity are considered.
Abstract: Working class conservatism is a perennial issue in social science, but researchers have struggled to provide an adequate characterization. In social psychology, the question has too often been framed in 'either/or' terms of whether the disadvantaged are more or less likely to support the status quo than the advantaged. This is a crude rendering of the issue obscuring the fact that even if most working class voters are not conservative, millions are-and conservatives could not win elections without their support. System justification theory highlights epistemic, existential, and relational needs to reduce uncertainty, threat, and social discord that are shared by everyone-and that promote conservative attitudes. I summarize qualitative and quantitative evidence of system justification among the disadvantaged and consider prospects for more constructive political activity.