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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.


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Journal ArticleDOI
TL;DR: It is suggested that young teenagers' dislike for queuing for food, their ability to budget for food at school and their desire to maximize time spent with friends influence food choices; therefore, these are issues which have implications for health education and will be of interest to those responsible for school meal provision.
Abstract: In this paper, we explore the secondary school environment as an important context for understanding young teenagers' eating habits and food practices. We draw on data collected during semi-structured interviews with 36 young teenagers (aged 13/14 years) living in disadvantaged circumstances in Scotland. We found that the systems inherent in school had an impact on what, where and when participants ate their lunch. Each school had rules governing use of the school dining hall and participants sometimes chose to leave this environment to buy food outside school premises. Our interviews showed that parents determined how much money young people took to school and, therefore, had some control over their food choices. Participants rarely spoke of giving priority to food and eating during the non-curriculum parts of the school day, preferring to spend time 'hanging out' with friends. Eating with friends was sometimes reported as a cause of anxiety, particularly when participants had concerns about body image, appetite or appearance. We suggest that young teenagers' dislike for queuing for food, their ability to budget for food at school and their desire to maximize time spent with friends influence food choices; therefore, these are issues which have implications for health education and will be of interest to those responsible for school meal provision.

71 citations

Journal ArticleDOI
TL;DR: In this paper, the authors explored the concepts of social and cultural capital as analytical tools for investigating the capacity of sport-based intervention programs to contribute to the personal, social and professional development of disadvantaged young people.
Abstract: This article explores the concepts of social and cultural capital as analytical tools for investigating the capacity of sport-based intervention programs to contribute to the personal, social and professional development of disadvantaged young people. It draws on survey data (n=129) and qualitative interviews (n=53) with participants of the Vencer program in Rio de Janeiro to examine how the program impacts on participants’ personal and skill development and social connectedness. Surveys (n=28) and interviews (n=36) with stakeholders provide additional perspectives on the program's impact on participants. It is argued that the program's contribution to the development of social and cultural capital is closely associated with its ability to develop linkages with multiple institutional agents and the provision of a facilitating institutional context which enables young people to get to know one another and broaden their social horizons.

70 citations

Journal ArticleDOI
TL;DR: In this paper, the authors identify a range of cumulative barriers that limit children's access to services and illustrate how their experiences are shaped by ethnicity, social class and place, and they argue that migrant children's own social networks are relevant and they need to be analysed through a more individualised approach.
Abstract: For migrant children, moving to a new country is marked by excitement, anxiety and practical challenges in managing this significant transition. This paper draws upon the concepts of social capital and social networks to examine migrant children’s access to services post-migration. Using data from a qualitative study with Eastern European families in Scotland, we identify a range of cumulative barriers that limit children’s access to services and illustrate how their experiences are shaped by ethnicity, social class and place. The study shows that migrant children are often disadvantaged post-migration and develop their own mechanisms to mitigate the impact of migration on their lives. We argue that migrant children’s own social networks are relevant and they need to be analysed through a more individualised approach.

70 citations

Journal ArticleDOI
TL;DR: Regular evidence-based oral language interactions can make significant improvements in children's oral language and there is a need to examine the efficacy of more intensive interventions to raise language skills to allow learners to access the curriculum.
Abstract: BACKGROUND: A significant number of children now enter formal education in England with reduced levels of proficiency in oral language. Children who come from disadvantaged backgrounds and who are English language learners (ELL) are at risk of limited oral language skills in English which impacts on later educational achievement. AIMS: This paper reports the development of a theoretically motivated oral language intervention, Talking Time, designed to meet the needs of preschool children with poor language skills in typical preschool provision. SAMPLE: One hundred and forty-two 4-year-old children attending three inner city preschools in a disadvantaged area of London, England. METHOD: This is a quasi-experimental intervention study comparing children exposed to Talking Time with children exposed to a contrast intervention and children receiving the statutory early years curriculum. Measures were taken of both targeted and non-targeted language and cognitive skills. RESULTS: Data were analysed for the ELL. The intervention had a significant effect on vocabulary, oral comprehension, and sentence repetition but not narrative skills. As predicted, there were no effects on the skills which were not targeted. CONCLUSIONS: Regular evidence-based oral language interactions can make significant improvements in children's oral language. There is a need to examine the efficacy of more intensive interventions to raise language skills to allow learners to access the curriculum.

70 citations

Journal ArticleDOI
TL;DR: Using a large and heterogeneous dataset, Hässler et al. show that intergroup contact and support for social change towards greater equality are positively associated among members of advantaged groups, but negatively associated among disadvantaged groups.
Abstract: Guided by the early findings of social scientists, practitioners have long advocated for greater contact between groups to reduce prejudice and increase social cohesion. Recent work, however, suggests that intergroup contact can undermine support for social change towards greater equality, especially among disadvantaged group members. Using a large and heterogeneous dataset (12,997 individuals from 69 countries), we demonstrate that intergroup contact and support for social change towards greater equality are positively associated among members of advantaged groups (ethnic majorities and cis-heterosexuals) but negatively associated among disadvantaged groups (ethnic minorities and sexual and gender minorities). Specification-curve analysis revealed important variation in the size-and at times, direction-of correlations, depending on how contact and support for social change were measured. This allowed us to identify one type of support for change-willingness to work in solidarity- that is positively associated with intergroup contact among both advantaged and disadvantaged group members.

70 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20231,425
20223,107
2021656
2020755
2019717
2018723