Showing papers on "Disadvantaged published in 2021"

Schooling the Rustbelt Kids: Making the difference in changing times

Abstract: 'A truly exceptional book.' - Michael W. Apple, University of Wisconsin, Madison'A gripping insight into the local struggles facing disadvantaged schools and a compelling account of the injustice of their place in the bigger picture.' - Professor Geoff Whitty, Director, Institute of Education, University of LondonSchools in disadvantaged areas are struggling in the current economic and political environment. Like schools everywhere they are being asked to do more with less, but they face more obstacles.In recent years education policy has shifted from a holistic approach to learning to a focus on narrow educational outcomes: spelling, reading and writing. Thomson shows that this approach penalises disadvantaged schools and argues that educational and social disadvantage are inextricably linked in children's everyday lives.Examining primary and secondary schools in disadvantaged areas in a post-industrial ('rustbelt') city, Schooling the Rustbelt Kids reopens the debate about inequality in schooling. It provides concrete evidence that typical government policies in the Western world are not working, and that they are helping to create a permanent underclass. Thomson outlines an alternative whole of government approach to policy, which builds on those school programs that do make a real difference to educational outcomes.Thomson also emphasises the influence of local geography. Schools are coloured by particular neighbourhoods, permeated by national and global events, and tangled in complex networks of social relations. Interventions which work in one school may not work in others.

Income Inequality : Understanding the Needs of Economically Disadvantaged Children and Families

Abstract: Between 1947 and 1974, income growth was distributed fairly evenly among households in various income groups. However, income inequality has increased over the past 30 or so years. Since the mid-1970s, real income growth for households at the 95th percentile of the distribution has grown at a pace nearly 3/2 times that of households at the 20th percentile. A similar pattern holds between men and women. The Gini coefficient (lower-left chart), a more complete measure of income inequality, considers the entire income distribution. It indicates that income inequality is rising overall. One explanation holds that the increasing disparity of income in the U.S. over the past 30 years results from skill-biased technological change that has benefited higher-skilled workers. The skill-biased hypothesis asserts that technology improvements boost the productivity (and hence the income) of skilled labor by more than it does the unskilled. Since the 1980s, demand for skilled labor has kept pace with the relatively greater supply of skilled workers (as estimated by the rising proportion of college-educated workers), exerting upward pressure on wages for higher-skilled workers. Since the early 1980s, the average real wage has risen roughly 30% for male college graduates and nearly 50% for males with a postgraduate degree. 0 25 50 75 100 125

Vulnerable learners in the age of COVID-19: A scoping review.

Abstract: This scoping review provides an overview of COVID-19 approaches to managing unanticipated school closures and available literature related to young people learning outside-of-school. A range of material has been drawn upon to highlight educational issues of this learning context, including psychosocial and emotional repercussions. Globally, while some countries opted for a mass school shut-down, many schools remained open for students from disadvantaged backgrounds. This partial closure not only enabled learning in smaller targeted groups but also offered a safe sanctuary for those who needed a regulated and secure environment. In Australia, if full school closures were to be enforced over a long period, a significant proportion of students from more vulnerable backgrounds would likely experience persistent disadvantage through a range of barriers: long-term educational disengagement, digital exclusion, poor technology management, and increased psychosocial challenges. This scoping review combines research on technology availability and learning, with analysis of the long-term educational impacts of navigating the COVID-19 disruption.

What Shapes Uneven Access to Urban Amenities? Thick Injustice and the Legacy of Racial Discrimination in Denver’s Parks:

Abstract: Like other urban amenities, parks are unevenly distributed throughout cities, with advantaged groups enjoying better access to better parks than more disadvantaged residents. Although such inequiti...

The Impact of COVID-19 Pandemic on Student’s E-Learning Experience in Jordan

Abstract: Since the beginning of the COVID-19 pandemic Universities around the world are taking rapid actions to ensure students learning continuity and secure the well-being of their students. This study aims at exploring the student’s e-learning experience in Jordanian Universities as well as e-learning readiness during the pandemic. While each university is unique, we hope our assessment can provide some insights into how well the student’s e-learning experience was during the pandemic. A structural online questionnaire was distributed, followed by descriptive analysis. Students from remote and disadvantaged areas primarily faced enormous challenges such as technological accessibility, poor internet connectivity, and harsh study environments. This study also highlights the role of electronic commerce in transforming distance learning. Further investments and contingency plans are needed to develop a resilient education system that supports electronic and distance learning throughout Jordan.

Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support

Abstract: The spread of the COVID-19 pandemic quickly necessitated digital learning, which bore challenges for all pupils but especially for groups disadvantaged in a virtual classroom As some studies indicate persistent differences between boys and girls in use of technologies and related skills, the aim of this study was to investigate gender differences in the digital learning environment students faced in spring 2020 Previous studies investigating gender differences in digital learning largely used biological sex as the only indicator of gender This study includes both biological sex and gender role self-concept in order to investigate the role of gender in different components of this stereotyped domain in a more differentiated way A total of 19,190 Austrian secondary school students (61 9% girls, M age = 14 55, SDage = 2 49, age range 10-21) participated in an online study in April 2020 and answered questions regarding their competence beliefs, intrinsic value, engagement, and perceived teacher support in digital learning during the pandemic-induced school closures Results showed higher perceived teacher support, intrinsic value, and learning engagement among girls than boys, while no significant sex differences were found in competence beliefs regarding digital learning Furthermore, our results indicated clear benefits of an androgynous gender role self-concept for all studied components of digital learning Implications of the findings for theory and practice are discussed

Collaborative Governance and Environmental Justice: Disadvantaged Community Representation in California Sustainable Groundwater Management

Abstract: Abstract: A consistent critique of the theory and empirical research on collaborative governance is a lack of conceptualization and analysis of the role of political power and inequality. Our paper contributes to this discussion by analyzing the representation of Disadvantaged Communities (DACs) in the 2014 Sustainable Groundwater Management Act (SGMA) in California. Employing primary and secondary data, we model the likelihood of DAC representation in the state’s new Groundwater Sustainability Agencies based on key attributes of both the communities and governance setting. We find that overall collaborative governance is associated with increased representation of these marginalized stakeholders. Importantly, however, even in collaborative settings representation of the smallest, most low-income communities and those lacking representation through incorporated cities or public water districts still lags far behind their more advantaged counterparts and in fact, disparities in representation along these lines may increase. Using a uniquely interdisciplinary approach our analysis highlights the opportunity afforded by integrating collaborative governance and environmental justice in the shared pursuit of effective and equitable institutions and the inter-related goals of equity and sustainability.

Rental property investment in disadvantaged areas: the means and motivations of Western Sydney’s new landlords

Abstract: For more than two decades, Australia’s private rental sector (PRS) has seen rapid growth, as latterly replicated in most other anglophone nations. Commentary and scholarly attention have generally ...

Apart but Connected: Online Tutoring and Student Outcomes during the COVID-19 Pandemic

Abstract: In response to the COVID-19 outbreak, the governments of most countries ordered the closure of schools, potentially exacerbating existing learning gaps. This paper evaluates the effectiveness of an intervention implemented in Italian middle schools that provides free individual tutoring online to disadvantaged students during lock-down. Tutors are university students who volunteer for 3 to 6 hours per week. They were randomly assigned to middle school students, from a list of potential beneficiaries compiled by school principals. Using original survey data collected from students, parents, teachers and tutors, we find that the program substantially increased students' academic performance (by 0.26 SD on average) and that it significantly improved their socio-emotional skills, aspirations, and psychological well-being. Effects are stronger for children from lower socioeconomic status and, in the case of psychological well-being, for immigrant children.

Biased Aspirations and Social Inequality at School: Evidence from French Teenagers

Abstract: Socially disadvantaged students are less likely to aspire to the top educational pathways than their advantaged classmates who have the same test scores We identify two behavioural biases that explain most of this gap: socially disadvantaged students are less aware of the top educational pathways and underestimate their academic ability relative to their advantaged peers We also find that lower educational aspirations at a point in time are associated with poorer school outcomes later on, after controlling for many important factors Debiasing aspirations through information campaigns and self-esteem building programmes could thus help reduce social inequality in educational attainment

At risk students and teacher-student relationships: student characteristics, attitudes to school and classroom climate

Abstract: Student characteristics, their attitude to school and classroom climate can influence teacher-student relationships and adjustment to school. Poor early school experiences are associated with school avoidance, disruptive behaviour, teacher conflict, and suspension and exclusion. The focus, however, remains on the behaviour of individual children, rather than seeing behaviour as the result of interactions between individuals and their pedagogical contexts. This paper presents findings from the first year of an Australian longitudinal project tracking 240 children (101 boys, 139 girls) from high suspending primary schools serving disadvantaged communities through the first six years of school. Analyses, using multiple measures, including classroom observations, assessments and questionnaires, and multiple informants, such as teacher and child reports, explore associations between child characteristics, children’s attitudes to school, teacher-student relationship quality and the quality of classroom interactions as children commence school. Findings point to the importance of self-regulation as children transition to school and the pivotal role of inclusive and emotionally supportive classroom contexts in supporting the development of positive teacher-student relationships in the first year of school.

Inequalities reinforced through online and distance education in the age of COVID-19: The case of higher education in Nepal.

Abstract: Coronavirus disease (COVID-19) has triggered serious disruption in economic, social and cultural dynamics around the globe. Higher education has also suffered undeniable challenges as a result of the pandemic, with thousands of university students all over the world experiencing displacement, disconnect and disengagement from formal learning. In the Global South, online and distance education programmes tend to be concentrated in urban centres. In Nepal, students from rural areas, low socio-economic and gendered spaces, and those with low proficiencies in English and technological skills are experiencing inequalities in access to and participation in online and distance education. This article outlines how universities' shift to online teaching and learning modes due to the COVID-19 pandemic has reinforced social inequalities in Nepal. For the study presented here, the author collected data through netnographic research methods. These included online interviews with university executives, online focus group discussions (FGDs) with university teachers and students, observation of and participation in online classes and policy conferences and reviews of online documents. The article analyses three overriding mechanisms which are reinforcing social inequalities in higher education: (1) universities' policy trajectories in shifting teaching/learning from face-to-face to online mode; (2) infrastructural limitations challenging effective implementation of online teaching/learning; and (3) a lack of strong pedagogic support for students from disadvantaged and marginalised spaces, including those with low proficiencies in English and technological skills. The author presents a number of tangible strategies for universities to implement in order to mitigate social inequalities. He recommends the adoption of policies and practices that optimise the inclusive use of online and distance education programmes for best effect, both now and in the post-pandemic era.

A region-wide survey on emotional and psychological impacts of COVID-19 on public transport choices in Sicily, Italy

Abstract: Public transport generally addresses the evident mobility needs and offers an often-irreplaceable service, especially for captive users and other disadvantaged population groups. Public transport design and services are closely related to the physical size of modern cities, the number of people living or working in them, and the distribution and organization of work and social activities. However, public transport has been restricted with the spread of the COVID-19 pandemic in Italy, since March 2020. Public transport demand collapsed, especially during the lockdown period (March-May 2020), and adverse effects were reported even in the subsequent periods. In fact, the social distancing restrictions have highlighted numerous problems with public transport systems worldwide, primarily due to two factors. The first is related to the spread of the virus via the respiratory route, which is more likely to infect in restricted areas, and the second is associated with a transport system that by definition has high occupancy rates and low spacing throughout the journey (e.g., the positioning of seats or standing places in a train or bus). Thus, the COVID-19 pandemic has substantially impacted the travel choices of users. The pandemic has also negatively affected the psychological state, generating specific problems of anxiety, fear, or stress among all population groups, even when choosing the means of transport to travel with. Given the emerging pandemic challenges, the present study examines the public transport demand characteristics during the various phases of the COVID-19 pandemic in Sicily, one of the most affected regions in Italy. The study investigates the mental state of a population sample that frequently used the local urban or regional public transport to travel to work before and during the pandemic phases in the Sicilian territory. Through the administration of an online survey, it was possible to collect sociodemographic and psychological data to understand the propensity to use public transport. A series of inferential statistical tests were applied to assess the correlation of psychological aspects (i.e., fear, anxiety, and stress) with socio-demographic variables and modal choice habits (trip frequency). Results highlight and evaluate each psychological issue among population groups and their relative role in shaping public transport-related preferences. The study highlights some proposals and their implementation strategies to prevent negative emotions and encourage public transport use in Sicily and generally.

Health inequality experienced by the socially disadvantaged populations during the outbreak of COVID-19 in Hong Kong: An interaction with social inequality.

Abstract: Health inequality creates conditions for the transmission of infectious diseases, and existing health disparities can contribute to unequal burdens of morbidity and mortality. In Hong Kong, low socioeconomic districts were the epicentres of third-wave outbreak of COVID-19 in July and August 2020, suggesting that people from low socioeconomic class are vulnerable groups. Socially disadvantaged people are relatively more vulnerable to the physical, mental, and social impacts of infectious diseases. To achieve more effective infection control, the social determinants of health and existing health inequalities should be identified, and understanding the experiences of socially disadvantaged groups in the COVID-19 outbreak will be beneficial to health authorities in formulating a responsive infection control policy targeting the needs of the socially disadvantaged. This article investigates the experiences of economically disadvantaged groups during the COVID-19 outbreak and examines how they were further disadvantaged in the outbreak by delineating how health inequality intersected with social inequality. In-depth, semistructured interviews were conducted from February to April 2020 with 35 participants from the poverty class in Hong Kong. The high prices of surgical face masks and disinfecting products as well as the economic impacts induced by COVID-19-related social distancing policies imposed severe economic burden on the participants. In addition to economic and housing deprivation, social inequality was closely associated with health inequality, which made the participants more vulnerable to infection. Social inequality is associated with and can worsen health inequality. Here, the participants, who were of low socioeconomic status were more disadvantaged in health and in the attainment of social resources such as employment, education, face masks, disinfection products and right to use public facilities, during the COVID-19 outbreak. All these elements may have interrelated effects and in turn limit accessibility to healthcare and lead to less positive health outcomes and consequently to health inequality.

Systematic review: Effects of sustained nurse home visiting programs for disadvantaged mothers and children

Abstract: AIMS: To systematically evaluate published experimental studies of sustained nurse home visiting (SNHV) programs. This review summarizes the evidence and identifies gaps in the literature to inform practice, policy, and future research. DESIGN: Restricted systematic review with narrative summary. DATA SOURCES: Databases searched were Medline, CINAHL, PsycINFO, and Cochrane Central Register of Controlled Trials. Year of publication was originally restricted from 2008 to the date of search (13 February 2018, with supplementary searches conducted to identify more recent publications (up to 2019). Several reputable evidence clearinghouses were also searched. REVIEW METHODS: Studies were included if they used a randomized or cluster-randomized controlled trial to evaluate a home visiting program that: (a) targeted disadvantaged mothers; (b) commenced during pregnancy or prior to the child's first birthday; (c) had an intended duration of at least 12 months from the time of enrolment; and (d) was substantively delivered by nurses or midwives. Meta-analyses and reviews of studies meeting these criteria were also included. A quality appraisal was conducted for all studies. RESULTS: Of 1,393 total articles, 30 met inclusion criteria. Seven specific SNHV programs were identified. Each demonstrated evidence of a positive statistical effect on at least one child or maternal outcome. CONCLUSION: Sustained nurse home visiting programs benefit disadvantaged families, though effects vary across outcomes and subgroups. Further research is needed to discern the critical components of effective programs. IMPACT: As SNHV programs have gained policy appeal, the need to evaluate the evidence-base supporting such interventions has become imperative. The findings of this review will assist policy-makers and practitioners in high-income countries to make evidence-informed decisions about which programs are best suited to addressing specific maternal and child outcomes for disadvantaged families. This should in turn ameliorate some of the inequalities in child development that have significant social and economic costs.

Repairing the circular economy: Public perception and participant profile of the repair economy in Hull, UK

Abstract: Repair is an essential aspect of circular economy (CE) strategies to extend the life of products and materials, and has further been suggested as a key sector to benefit from employment through CE transitions At the same time, CE narratives around repair have been criticised as highly technocratic, neglecting the body of literature exploring repair as a relational act embedded in daily life Hull, UK has been characterised as a structurally disadvantaged city, which might benefit from development opportunities offered through an expanded repair economy However, a better understanding of the demographics of repair users is needed to promote its expansion Therefore, this research aims to increase understanding of public perceptions, attitudes and behaviours relating to repair as both an option for consumers and as potential employment The study combines literature in CE, human geography, and consumer behaviour to critically analyse a public survey (n = 740) conducted in partnership with Hull City Council Results explore demographic associations with repair behaviour, identifying a profile of repair economy participants Furthermore, an interdisciplinary discussion identifies a tension between repair as an act of necessity, which often carries a negative stigma, and that of choice for those privileged with skills and excess leisure time Gender discrepancies between public perceptions, attitudes, and behaviours are identified, and policy recommendations for the development of an inclusive repair economy are made While an opportunity for an expanded repair economy in the city is apparent, further research is needed to assess the quality of work in the sector

Mental health and wellbeing implications of the COVID-19 quarantine for disabled and disadvantaged children and young people: evidence from a cross-cultural study in Zambia and Sierra Leone.

Abstract: The mental health impact of the COVID-19 pandemic and quarantining on children and young people (CYP) living in low- and middle-income countries (LMICs) has yet to be fully comprehended. CYP in LMICs are at utmost risk, given the COVID-19-related restrictions and social distancing measures, resulting in reduced access to school-based services for nutritional and mental health needs. This study examined mental health of CYP during the first COVID-19 lockdown in Zambia and Sierra Leone. A total of 468 disabled and disadvantaged CYP aged 12 to 25 completed a planning tool that comprised the short Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS), as well as open-ended questions covering social connectedness, physical distancing and educational challenges during the lockdown. The community coaches screened individuals and families who could be eligible to receive emergency aid, and based on a convenience sample following distribution of aid, recipients were invited to complete the planning tool. The data showed that participants in the global south have increasing anxieties and fears centred on accessing offline educational resources and income loss in the family effecting food security and their ability to return to education. Mean (SD) SWEMWBS scores for all participants in Zambia and Sierra Leone, were 19.61 (3.45) and 21.65 (2.84), respectively. Mental well-being scores were lower in females, children aged 12–14 and participants with two or more disabilities. Factors significantly associated with poor mental wellbeing in the sample were: type of disability, nationality, peer relationships, connection to others during the pandemic, knowledge about COVID-19, worry about the long-term impact of COVID-19, and the types of self-isolating. The study shows that participants who self-reported low levels of COVID-19 health literacy also scored low on the mental wellbeing self-assessment. Yet, despite undoubted limited resources, these CYP are doing well in identifying their needs and maintaining hope in the face of the problems associated with COVID-19 in countries where stigma persists around mental ill-health.

Socioeconomic Barriers to Child Contact with Incarcerated Parents

Abstract: Scholarship suggests that prison visitation is beneficial and may be especially so for children and their incarcerated parents. However, economically disadvantaged families face unique chal...

Food insecurity during COVID-19 pandemic: A genuine concern for people from disadvantaged community and low-income families in Province 2 of Nepal.

Abstract: Background Food insecurity is a serious social and public health problem which is exacerbated by the COVID-19 pandemic especially in resource-poor countries such as Nepal. However, there is a paucity of evidence at local levels. This study aims to explore food insecurity among people from the disadvantaged community and low-income families during the COVID-19 pandemic in Province-2 of Nepal. Methods The semi-structured qualitative interviews were conducted virtually among purposively selected participants (n = 41) from both urban and rural areas in eight districts of Province 2 in Nepal. All the interviews were conducted in the local language between July and August 2020. The data analysis was performed using thematic network analysis in Nvivo 12 Pro software. Results The results of this study are grouped into four global themes: i) Impact of COVID-19 on food security; ii) Food insecurity and coping strategies during the COVID-19 pandemic, iii) Food relief and emergency support during the COVID-19 pandemic, and iv) Impact of COVID-19 and food insecurity on health and wellbeing. Most participants in the study expressed that families from low socioeconomic backgrounds and disadvantaged communities such as those working on daily wages and who rely on remittance had experienced increased food insecurity during the COVID-19 pandemic. Participants used different forms of coping strategies to meet their food requirements during the pandemic. Community members experienced favouritism, nepotism, and partiality from local politicians and authorities during the distribution of food relief. The food insecurity among low-income and disadvantaged families has affected their health and wellbeing making them increasingly vulnerable to the COVID-19 infection. Conclusion Food insecurity among low-income and disadvantaged families was found to be a serious problem during the COVID-19 pandemic. The study suggests that the relief support plan and policies should be focused on the implementation of immediate sustainable food security strategies to prevent hunger, malnutrition, and mental health problems among the most vulnerable groups in the community.

The Unequal Opportunity For Skills Acquisition During The Great Recession In Europe

Abstract: This paper is the first to investigate the extent to which the high levels of joblessness resulting from the Great Recession across Europe have translated into higher school attendance among youth. Using repeated cross‐sectional and longitudinal data from the EU‐SILC for 28 countries, we establish a robust counter‐cyclical relationship between rising unemployment rates and school enrolment. The same is true of transitions back to education. Our analysis by subgroups reveals a worrying trend, with youths from the most disadvantaged backgrounds (measured by low household income) less likely to enrol in tertiary studies when unemployment rises.

COVID 19 response: An analysis of teachers' perception on pedagogical successes and challenges of digital teaching practice during new normal.

Abstract: The purpose of this exploratory study undertaken between June and August 2020 was to capture teachers' perspectives to explore (a) what kind of pedagogies they have successfully implemented in the face of a pandemic; (b) what hurdles and successes did they encounter while implementing virtual teaching-learning; and (c) how virtual pedagogies can be improved. Data was collected using purposive sampling via 47 social media groups and pages, using internet survey as an instrument from 141 teachers, teaching kindergarten and elementary students, from different regions (continents) of the world. Findings revealed, six success themes and eight major challenges from the voice of teachers experiencing a rapid and unprepared shift to virtual education. Suggestions for improving digital education revolve around four areas which suggest that pupils from marginal socioeconomic households were significantly disadvantaged during the COVID-driven virtual education scheme. This research is not preoccupied with identifying universal outcomes but, instead, is focused on how the real virtual teaching experience can help in informing areas of focus for reimagining the approach to education for an uncertain future.

Transitioning to online learning during the COVID-19 pandemic: differences in access and participation among students in disadvantaged school districts

Abstract: The novel coronavirus, COVID-19, which emerged in 2019 and quickly spread to the United States, resulted in widespread closure of PreK-12 schools and universities and a rapid transition to online learning. There are concerns about how students in high-needs school districts will engage with online learning, given the limited access many disadvantaged students have to Internet and computers. Accordingly, the purpose of this study is to determine teacher perceptions of students' access and participation to online learning, as well as concerns about educational outcomes among different groups of learners.,The authors surveyed 300 K-12 teachers in NY state about the tools and accommodations they employed in their online teaching, whether their students were participating in the online learning and the reasons for their lack of participation.,Respondents reported that nearly 30% of all of their students were not regularly completing their assignments. Students in high-needs districts were significantly more likely to not complete their work. Teachers reported being very concerned about their students' educational outcomes, particularly students with disabilities (SWDs) and English language learners (ELLs). Respondents also provided suggestions for improving educational access to online learning in the future.,No published research has yet examined student compliance in online learning during an emergency and, in particular, during this unprecedented time of the COVID-19 pandemic and months-long stay-at-home orders.