Disadvantaged

About: Disadvantaged is a research topic. Over the lifetime, 17050 publications have been published within this topic receiving 337157 citations. The topic is also known as: disadvantaged person.

Everyday (in)justices and ordinary environmentalisms: community gardening in disadvantaged urban neighbourhoods

Abstract: Recent years have witnessed increased academic interest in the relations between poverty, environment and place. Studies of poverty in disadvantaged urban neighbourhoods have pointed to the contribution of despoiled local environments to social exclusion. Work in urban political ecology has highlighted the socioenvironmental hybridity of injustices in the city, bringing a political dimension to debates on urban sustainability, while research on environmental justice has directed critical attention towards the local and everyday (urban) contexts of socio-ecological forms of injustice. This paper explores the everyday spaces and mundane forms of (in)justice through a case study of community gardening in cities. Drawing on materials derived from a recent study of 18 community gardening projects in disadvantaged urban neighbourhoods in the UK, this paper highlights how these projects are using ordinary forms of environmentalism to produce new socioecological spaces of justice within the city.

Accumulated labour market disadvantage and limiting long-term illness: data from the 1971–1991 Office for National Statistics' Longitudinal Study

Abstract: Background Both social class and unemployment have been shown in many studies to be related to ill health. Recent work in social epidemiology has demonstrated the importance of examining the accumulation of disadvantage over the life course. This paper therefore uses a large longitudinal data set to examine the accumulation of both disadvantaged class and unemployment over a 20-year period in a representative sample of the male working population of England and Wales.Methods Logistic regression.Results Both membership of semi- or unskilled social class and unemployment in 1971 were related to limiting long-term illness (LLTI) in 1991 independently of each other, and of subsequent social class and unemployment. Any occurrence of disadvantaged social class or of unemployment added significantly to the risk of LITT. A labour market disadvantage score comprising the number of occasions on which a study member had been either in a disadvantaged social class or unemployed showed a clear and graded relationship to illness, with odds of 4 to I in the worst-scoring group.Conclusion The experiences of disadvantaged social class or unemployment at any time during this period contributed independently to an increased risk of chronic limiting illness up to 20 years later in the life course. Whereas improvements in social conditions at any one time will lessen the long-term combined impact of accumulated labour market disadvantage on health, it may not prove easy to obtain short term improvements in health inequality.

Civic Education: What Schools Can Do to Encourage Civic Identity and Action

Abstract: The timeliness of civic education for American youth is discussed. Particular attention is given to the history of calls for civic education, the state of civic education in schools today, particularly those serving youth in disadvantaged contexts, and the specific ways in which schools can better address the civic education needs of contemporary youth. Findings from research are synthesized around three strategic moves: 1) Promote public discussion and debate of critical issues; 2) Provide quality extracurricular and student government activities; and 3) Build on particular types of service that have proven to enhance civic participation in and identity with one's community. It is concluded that these activities can provide factual knowledge of history and government and encourage students to partake in active practices of the daily life of being citizens.

A global call for action to include gender in research impact assessment

Abstract: Global investment in biomedical research has grown significantly over the last decades, reaching approximately a quarter of a trillion US dollars in 2010. However, not all of this investment is distributed evenly by gender. It follows, arguably, that scarce research resources may not be optimally invested (by either not supporting the best science or by failing to investigate topics that benefit women and men equitably). Women across the world tend to be significantly underrepresented in research both as researchers and research participants, receive less research funding, and appear less frequently than men as authors on research publications. There is also some evidence that women are relatively disadvantaged as the beneficiaries of research, in terms of its health, societal and economic impacts. Historical gender biases may have created a path dependency that means that the research system and the impacts of research are biased towards male researchers and male beneficiaries, making it inherently difficult (though not impossible) to eliminate gender bias. In this commentary, we – a group of scholars and practitioners from Africa, America, Asia and Europe – argue that gender-sensitive research impact assessment could become a force for good in moving science policy and practice towards gender equity. Research impact assessment is the multidisciplinary field of scientific inquiry that examines the research process to maximise scientific, societal and economic returns on investment in research. It encompasses many theoretical and methodological approaches that can be used to investigate gender bias and recommend actions for change to maximise research impact. We offer a set of recommendations to research funders, research institutions and research evaluators who conduct impact assessment on how to include and strengthen analysis of gender equity in research impact assessment and issue a global call for action.