Low Socioeconomic Environments Research Articles

The effect of childhood socioeconomic status on patience

In this research, we examine the effect of childhood socioeconomic status on patience, which is operationalized as willingness to wait for a chosen alternative. Because decision makers socialized in low (high) socioeconomic status environments learn a model of agency that emphasizes exerting self-control (vs. exerting environmental control), we predict that they will exhibit greater (less) willingness to wait for a chosen alternative. In three studies in which participants of various ages chose an alternative and then learned that it was not immediately available, lower childhood socioeconomic status consistently predicted greater willingness to wait and less negative emotional reactions to waiting. We discuss implications of this effect in organizational settings.

Using Empathy and Somatics in Dance Class to Engage Early Adolescent Learners from Low Socioeconomic Communities

ABSTRACTEarly adolescent learners are notoriously challenging to teach. Students from low socioeconomic environments face multiple stressors that can both exacerbate existing problems and create significant new ones. We as dance educators are charged with the challenge of creating both a physical and metaphysical space for students to cultivate connectivity between their inner and outer experiences while addressing their unique socioemotional needs. Through my experience teaching in a Title I middle school, three themes have emerged regarding somatic strategies for engagement: forming authentic relationships, allowing for individual agency, and cultivating inclusion and value of student interests as well as feelings. Although no one strategy will ever be effective for every child, I have found that these three themes help to cultivate a dance space in which even my most challenging students are more willing to engage.

Parent-Implemented Language Intervention for Teaching Enhanced Milieu Teaching Strategies to Parents of Low-Socioeconomic Status

In this study, the authors examined the effects of training four parents from low-socioeconomic environments to use Enhanced Milieu Teaching (EMT) with their young children with language delay. Parents were taught to use the following EMT strategies during eight to 10 individualized, home-based sessions: matched turns, expansions, time delays, and milieu teaching prompts. A single-case, multiple-baseline design across behaviors replicated across four parent/child dyads was used to evaluate the parents’ use of the EMT strategies. Child language outcomes were also assessed using pre- and post-intervention language samples. All parents learned and demonstrated use of each language support strategy to set criterion levels. Results from this study indicated a functional relationship between the brief parent-implemented language intervention training and parents’ use of language support strategies. In addition, all four children demonstrated gains in expressive language. Additional research is needed to assess fidelity and dosage of parents’ use of strategies on specific child language outcomes and to determine how to facilitate maintenance of parents’ use of strategies over time.

Neighborhood Socioeconomic Status and Trajectories of Physical Health-Related Quality of Life Among Stroke Survivors.

Background and Purpose- Stroke is the leading cause of serious, long-term disability in the United States, and the number of stroke survivors is projected to rise. Physical functioning status may be compromised in survivors living in low socioeconomic status environments in comparison to higher socioeconomic status environments. Higher socioeconomic status environments may include benefits in the built environment such as sidewalks, accessible transit, or low traffic volume. Investigation is needed to understand the effects of the socioenvironmental context on trajectories of stroke survivors' physical health-related quality of life (PH-QOL) over time. Methods- Participants from the REGARDS (REasons for Geographic and Racial Differences in Stroke) study enrolled in the ancillary Caring for Adults Recovering from the Effects of Stroke project completed the SF-12 around 6 to 12, 18, 27, and 36 months poststroke. Measures of area-level income, wealth, education, and employment at the census tract level were combined to represent participants' neighborhood socioeconomic status. Linear mixed models were used to predict trajectories of PH-QOL over time, controlling for individual characteristics. Results- The average trajectory of PH-QOL was flat over time. However, women and younger stroke survivors had better trajectories over time than men and older stroke survivors. Higher neighborhood socioeconomic status was significantly associated with better PH-QOL across all time points (β=1.73; 95% CI, 0.17-3.30), after controlling for demographic variables and severity of stroke. Conclusions- Our findings demonstrate that neighborhood socioeconomic status, sex, and age are associated with the poststroke recovery process. The results of this study suggest the importance of evaluating the environment surrounding stroke survivors when they return to their home communities. Future research should identify specific features of the environment within different socioeconomic status neighborhoods to better understand how they contribute to PH-QOL among stroke survivors.

Mindfulness-Based Intervention (MBI) provides positive outcomes for those in lower socioeconomic environments

Mindfulness-Based Intervention (MBI) provides positive outcomes for those in lower socioeconomic environments

Age, Ethnicity, and Socioeconomic Factors Impacting Infant and Toddler Fall-Related Trauma.

To characterize trauma-related falls in infants and toddlers aged 0 to 3 years over a 4-year period and develop a risk stratification model of causes of fall injuries. Data on falls of 0 to 3 year olds from 2009 to 2012 were identified from a Jerusalem tertiary hospital trauma registry (N = 422) and the National Trauma Registry of Israel (N = 4,131). Almost half of falls occurred during the first year of life, and 57% of the children were Jewish. The majority of the children lived in low socioeconomic environments, both in the Jewish (59.2%) and Arab (97.6%) samples. Most (74%) of the falls resulted in head injury. A classification and regression tree analysis indicated that falls from furniture were the leading cause of injury in 0 to 12 month olds (estimated probability of 37.9%), whereas slipping is the leading cause in 13 to 36 month olds (estimated probability of 38.4%). Age and ethnicity emerged as the leading predictors of the nature of a fall; Injury Severity Score and the child's sex were secondary. Compared with the national data, Jerusalem children had a higher incidence of falls from buildings (9.3%; 2.4%), a higher moderate-severe Injury Severity Score (>16), a higher incidence of traumatic brain injury, and a longer hospital length of stay (P < 0.001). The leading determinants of fall injuries in children below the age of 3 years are age, ethnicity, and low socioeconomic status. Future outreach community interventions should target these risk groups and be tailored to their defining characteristics.

Behavioral Effects of a Locomotor-Based Physical Activity Intervention in Preschoolers.

Poor adaptive learning behaviors (ie, distractibility, inattention, and disruption) are associated with behavior problems and underachievement in school, as well as indicating potential attention-deficit hyperactivity disorder. Strategies are needed to limit these behaviors. Physical activity (PA) has been suggested to improve behavior in school-aged children, but little is known about this relationship in preschoolers. This study examined the effects of a PA intervention on classroom behaviors in preschool-aged children. Eight preschool classrooms (n = 71 children; age = 3.8 ± 0.7y) with children from low socioeconomic environments were randomized to a locomotor-based PA (LB-PA) or unstructured free playtime (UF-PA) group. Both interventions were implemented by classroom teachers and delivered for 30 minutes per day, 5 days per week for 6 months. Classroom behavior was measured in both groups at 3 time points, whereas PA was assessed at 2 time points over a 6-month period and analyzed with hierarchical linear modeling. Linear growth models showed significant decreases in hyperactivity (LB-PA: -2.58 points, P = .001; UF-PA: 2.33 points, P = .03), aggression (LB-PA: -2.87 points, P = .01; UF-PA: 0.97 points, P = .38) and inattention (LB-PA: 1.59 points, P < .001; UF-PA: 3.91 points, P < .001). This research provides promising evidence for the efficacy of LB-PA as a strategy to improve classroom behavior in preschoolers.

Social status, everyday interpersonal processes, and coronary heart disease: A social psychophysiological view

AbstractLower socioeconomic position is associated with increased risk of coronary heart disease. This robust gradient is found across levels of socioeconomic position and after controlling access to health care and traditional biological and behavioral risk factors. Thus, previous theory and research has examined the role of other, relatively static psychosocial factors (e.g., social isolation and negative emotional traits) that may account for this association. Utilizing an interpersonal perspective on psychosocial risk (Smith &amp; Cundiff, ; Smith, Gallo, &amp; Ruiz, ; Smith, Glazer, Ruiz, &amp; Gallo, ), this review examines the role of recurring interpersonal experiences and their physiological effects as a pathway linking socioeconomic position and coronary heart disease. Specifically, we focus on proximal interpersonal experiences that may not only explain the increased prevalence of more chronic psychosocial vulnerabilities in lower socioeconomic environments and individuals but may also link those psychosocial vulnerabilities to the momentary physiological mechanisms (i.e., stress responses) that directly contribute to coronary heart disease. Recurring experiences of reduced support and increased conflict in important personal relationships, work stress, multiple aspects of interactions with higher‐status others, the effects of negative stereotypes about lower socioeconomic groups and individuals, greater use of suppressive strategies for emotion regulation and greater negative consequences for more direct and expressive social behavior, and greater engagement in perseverative cognition all plausibly combine to perpetuate psychosocial risk and produce overall greater physiological burden at lower levels of socioeconomic position.

SOCIOECONOMIC ENVIRONMENT AND DIGITAL HEALTH TOOL USAGE AND OUTCOMES: IS THERE A DIGITAL DIVIDE?

Background: Digital health interventions (DHI) have been associated with improvement of CVD risk factors; however it has been postulated that these tools benefit affluent users more than those from lower socioeconomic environments. Methods: We analyzed usage of DHI and change in intermediate

Compensatory and protective factors against violent delinquency in late adolescence: Results from the Montreal longitudinal and experimental study

PurposeTo identify compensatory/protective factors in pre-adolescence and in mid-adolescence against late adolescence violent delinquency in a sample of kindergarten males from low socioeconomic environments. The selected factors concerned modifiable elements of their family (parental supervision), school (school engagement), and personal life (perceived legitimacy of legal authorities). MethodsParticipants were from the Montreal Longitudinal and Experimental Study, a prospective longitudinal study of 1037 kindergarten boys from disadvantaged neighborhoods. We used latent profile analysis to identify at-risk and non-at-risk behavioral profiles in kindergarten and regression analyses to test the putative compensatory/protective factors against late adolescence violent delinquency. ResultsWe identified three at-risk behavioral profiles in kindergarten (i.e., Low, Moderate, and High aggressive–disruptive). Perceived legitimacy of legal authorities, parental supervision and school engagement were identified as compensatory and/or protective factors in pre-adolescence and mid-adolescence against violent delinquency in late adolescence. The relative influence and the specific role of these factors depended, however, on the developmental period examined (pre-adolescence vs. mid-adolescence). ConclusionsInterventions for high risk kindergarten children that aim to foster positive social bonds with the community (including legal authorities), family and school probably need to start early in elementary school and continue until late adolescence to prevent violent delinquency during adolescence.

Soapbox: Class matters in parenting interventions

Class and income level influence parenting styles and values, yet are rarely discussed in treatment approaches and parenting interventions with families. In this soapbox article, I argue that discrepancies in outcome, retention, and participation could be fruitfully addressed through a fuller understanding of the needs, realities, and parenting goals of families struggling with financial disadvantage. I compare and contrast ethnographic studies of parenting in low socioeconomic environments with the types of strategies and interventions commonly advanced in parent training programs and suggest that clinicians must become more aware of the cultural and socioeconomic overtones of those interventions in determining whether, how, and when to use them with families.

Collegial teaming for inclusive education using photovoice as tool

As a Foundation Phase (FP) and inclusive education (IE) lecturer I am responsible for preparing teacher education students for the diversity in classrooms in low socio-economic environments, where teachers have very little professional help in the form of health professionals and remedial and support teachers. This qualitative study explored how collegial teaming amongst pre- and inservice FP teachers can promote the practice of IE. Photovoice technology was used to explore teachers’ challenges in mainstream classrooms and to investigate how teaming can promote IE practices. Participants included five practising inservice mentor teachers and five fourth-year preservice teachers from the local university. The findings have implications for an IE conception of quality, academic rigour and depth in initial teacher education focusing on school-based learning and teaching experiences. This study, with its ‘research as intervention’ approach, enabled collegial teams to make their voices heard and to reflect critically on what it is that they can do to contribute to promoting the practice of IE.

PROFICIENCY AT OBJECT CONTROL SKILLS BY NINE- TO TEN-YEAR-OLD CHILDREN IN SOUTH AFRICA: THE NW-CHILD STUDY.

Adequate proficiency at object control skills, which is influenced by biological and environmental constraints, underlies the development of more complex sport-specific skills. This study describes proficiency at six object control skills and demographic correlates associated with each skill and each skill criteria in 9- to 10-year-old children who were randomly selected from 20 schools (N=826) and tested with the Test of Gross Motor Development-2. Cross-tabulation and hierarchical linear models were used to analyze the effects of sex (433 boys, 393 girls), ethnicity (619 Black, 207 White), and high (n=312) and low (n= 514) socioeconomic school environments. Twenty-three percent of the sample showed below average proficiency. Significant sex and socioeconomic school environment differences were found favoring boys and children from higher socioeconomic environments, although kicking showed significant interaction effects. It is concluded that environmental opportunities are the primary cause of differences across skills and the rates at which the skills are learned.

PO-0391 Longitudinal Development Of Language Skills In Premature Infants Using Bayley Scales Of Infant Development-iii. Effect Of Parental Education

<h3>Background</h3> Preterm infants are at increased risk for language delay. Children in low socioeconomic status environments are exposed less often to experiences that promote language development. Parental education level has been associated with language scores. <h3>Aim</h3> To assess the influence of sociodemographic variables on the longitudinal development of language skills in a cohort of premature infants. <h3>Method</h3> Bayley-III scales were applied in 120 preterm infants (≤ 32 weeks) at a mean corrected age of 12 and 36 months. Preterm infants were divided in 2 groups according to their GA: A (n = 59, 24–28 wks), B (n = 61, 29–32 wks). All developmental assessments (n = 240) were performed by one researcher. <h3>Results</h3> Mean (SD) Bayley-III Language scores [composite (CSs) and Subscale: Receptive (RS), Expressive (ES)] for the 2 groups are shown in the table. Group B showed a significant increase in CSs and subscale RS, ES scores overtime while Group A scores were stable for the CS and ES. There was a significant correlation between CSs, RS, ES language scores and parental education level only for the group B. No correlation was found with other demographics or complications of prematurity. <h3>Conclusion</h3> Our findings argue that language development depends upon the grade of prematurity. ELBW infants show lower language performance not improving overtime as compared to VLBW. The more immature the less influence of parental education level. Very early language intervention with speech therapy may be especially important for the ELBW infants.

Physical activity patterns of ethnic children from low socio-economic environments within the UK

Many children fail to meet physical activity (PA) guidelines for health benefits. PA behaviours are complex and depend on numerous interrelated factors. The study aims to develop current understanding of how children from low Socio-economic environments within the UK use their surrounding built environments for PA by using advanced technology. The environment was assessed in 96 school children (7–9 years) using global positioning system (GPS) monitoring (Garmin Forerunner, 305). In a subsample of 46 children, the environment and PA were assessed using an integrated GPS and heart rate monitor. The percentage of time spent indoor, outdoor, in green and non-green environments along with time spent in moderate-to-vigorous PA (MVPA) in indoor and outdoor environments were assessed. A 2-by-2 repeated measures analysis of covariance, controlling for body mass index, BF%, assessed the environmental differences. The findings show that 42% of children from deprived wards of Coventry fail to meet PA guidelines, of which 43% was accumulated during school. Children engaged in more MVPA outdoor than indoor environments (P < 0.01) and a greater amount of time was spent in non-green environments (P < 0.01). Increased time outdoors was negatively associated with BF%. In conclusion, outdoor environments are important for health-enhancing PA and reducing fatness in deprived and ethnic children.

Is entrepreneurship education reproducing social inequalities among adolescents? Some empirical evidence from Israel

Evidence of the impact of entrepreneurship education on adolescents, as distinct from general education, on attitudes or perceptions of entrepreneurship has remained relatively inconclusive. Moreover, very little research has been conducted regarding the question whether socio-economic background has an impact on effectiveness of entrepreneurship programs in general and in schools in particular. In this paper we focused not only on the general efficacy of teaching entrepreneurship to adolescents, but we also examined if socio-economic status has a moderating effect on this process.Longitudinal data were gathered from 19 schools located in different socio-economic environments in the center of Israel, sampling 630 matched pairs of students half of which participated in the “Doing Business” program operated by Junior Achievement Israel, and the other half that functioned as a control group.Findings showed that when controlling for socio-economic school environments, the program was very effective for pupils in schools located in middle and high socio-economic environments. For pupils from low socio-economic environments, on the other hand, the program seemed to change their entrepreneurial attitudes in the wrong direction. In terms of self-efficacy, perceived feasibility and perceived desirability, participating pupils actually ranked lower after having taken part in the program. Thus, the data show that while the program is very effective for middle and upper class adolescents, encouraging them to become more entrepreneurial, it is detrimental to pupils from lower socio-economic environments, which value themselves with less self-efficacy and see entrepreneurship as less feasible and desirable when they finish the program. Moreover, even their business knowledge does not seem to have improved significantly.We recommend creating entrepreneurial education programs that are geared specifically to the needs of pupils from lower socio-economic environments.

Early chronic low-level lead exposure produces glomerular hypertrophy in young C57BL/6J mice

Early chronic lead exposure continues to pose serious health risks for children, particularly those living in lower socioeconomic environments. This study examined effects on developing glomeruli in young C57BL/6J mice exposed to low (30ppm), higher (330ppm) or no lead via dams’ drinking water from birth to sacrifice on post-natal day 28. Low-level lead exposed mice [BLL mean (SD); 3.19 (0.70)μg/dL] had an increase in glomerular volume but no change in podocyte number compared to control mice [0.03 (0.01)μg/dL]. Higher-level lead exposed mice [14.68 (2.74)μg/dL] had no change in either glomerular volume or podocyte number. The increase in glomerular volume was explained by increases in glomerular capillary and mesangial volumes with no change in podocyte volume. Early chronic lead exposure yielding very low blood lead levels alters glomerular development in pre-adolescent animals.

Accessing Students' Knowledge in a Context of Linguistic and Socioeconomic Diversity: The case of internal human anatomy

Traditional forms of assessment, mainly by written tests and examinations, cannot be said to be fair in a multicultural, multilingual environment. In South African public schools, home language is strongly associated with socioeconomic context, with both factors related to performance in traditional assessments. Children attending poor public schools speak one or more African languages at home, and their performance in national and international assessments is below that of middle-class public schools. The present study investigates students' understanding of their internal anatomy in the ninth year of formal schooling (Grade 9; average age 15) by drawing instead of writing. Twelve teachers collected drawings from 310 Grade 9 students in nine different schools of different socioeconomic and linguistic contexts. Boys were slightly more likely to draw systems and organs than girls, but quality of the drawings did not differ significantly. The most significant finding is that the marked distinction between performance of middle-class schools and those from lower socioeconomic environments in traditional forms of assessment is removed. This has implications for fairer assessment of students' knowledge in a multilingual context.

Genetic and environmental vulnerabilities in children with neurodevelopmental disorders.

One might expect that children with varying genetic mutations or children raised in low socioeconomic status environments would display different deficits. Although this expectation may hold for phenotypic outcomes in older children and adults, cross-syndrome comparisons in infancy reveal many common neural and sociocognitive deficits. The challenge is to track dynamic trajectories over developmental time rather than focus on end states like in adult neuropsychological studies. We contrast the developmental and adult approaches with examples from the cognitive and social domains, and we conclude that static models of adult brain lesions cannot be used to account for the dynamics of change in genetic and environmentally induced disorders in children.

Physical Activity and Perceptions of Neighborhood Walkability among Turkish Women in Low and High Socio-Economic Environments: An Exploratory Study

The purpose of this study was to compare the levels of physical activity, exercise stages of change, and perceptions of neighborhood walkability among Turkish women who were living in low and high socio-economic (SES) environments. The participants included 188 women in low SES and 206 in high SES environments, between the ages of 18 and 65 years. The Low SES group had a higher rate of inactivity, and relative to the High SES group, was less likely to rate the neighborhood environment as promoting and supportive of physical activity. Intervention programs for women living in low SES areas should be developed and administered while taking the level of physical activity, exercise stages of change, and perceptions of neighborhood walkability into consideration.