Socioeconomic Background Research Articles

Early Language Literacy and Numeracy Skills of Kindergarten Learners in Talakag Bukidnon

In the contemporary context, young Filipinos from disadvantaged socio-economic backgrounds are encountering challenges in mastering fundamental language and numeracy skills, impeding their educational advancement. To address this issue, a study was conducted in Talakag District 1, Bukidnon during the 2022-2023 academic year, focusing on kindergarten learners aged 4-5. The study aimed to outline the participants’ characteristics, evaluate their proficiency in early language literacy and numeracy during the 1st and 2nd Quarters of the school year, and establish links between their learning skills and backgrounds. With 154 kindergarten learners involved, the study employed a descriptive correlational research approach, analyzing data using descriptive statistics and Spearman Correlation to identify significant relationships between language and math skills and participants’ profiles. The findings indicated a predominance of female participants with parents engaged in farming, holding a high school education, and earning a household income of P 9,999 or less. Moreover, the study revealed that the learners’ performance in early language literacy and numeracy neared proficiency levels in the specified quarters, emphasizing a noteworthy connection between their skills and background factors, particularly the mothers’ educational attainment. Recommendations included a focus on enhancing early language and math skills by the Department of Education and encouraging teachers and parents to allocate more time to enrichment activities.

Insights into the associations of polygenic risk scores and parents' socioeconomic status on students' educational achievement

A complex and multifaceted problem that has been widely studied in the field of education is the impact of genetic variables and parents' socioeconomic status (SES) on students' academic achievement. Children from low socioeconomic backgrounds struggle academically due to scarce resources, educational opportunities and developmental delays. For successful interventions and policies aiming at expanding educational opportunities and reducing performance gaps, it is essential to understand the relationship between these elements. To achieve this, we investigate the complex relationship between genetic characteristics, socioeconomic status and their combined effect on children's educational attainment. Families' financial position and children's acquired DNA differences, which can be integrated into Polygenic Risk Scores (PRS), are the two most important factors of children's educational success obtainable during childbirth. The sample consisted of 1451 low-income teenage females (n=718) enrolled in rural public schools between the ages of 14 and 19. We show that throughout the academic years, both the PRS and SES predict higher levels of educational achievement. In addition to predicting first-year academic success, we find that SES and PRS explain why students' grades fluctuate so much over a school year. Children with high PRS and high SES origins enroll in university at a rate of 70%, in contrast to 30% among individuals with lower PRS and lower SES families. We determine the relationships between SES and PRS as well as academic success are usually positive, indicating that their combined impact is significant for students at the extreme ends of the dispersion.

The social role of vocational education in decolonisation

ABSTRACT In this paper I consider the social role vocational education can play in decentring settler-colonialism. Through focused programming located in community settings, these educational offerings provide opportunities for students from diverse socioeconomic backgrounds. Connecting capitalism’s relationship to this school system, I contend that vocational education, with its vast scope of subject-matter areas, and deeply embedded connections to the intersectionality of race, class, and gender-oppressions, provide an under-examined opportunity to advance decolonising efforts within society.

The Relationship Between Religious Attitudes and Xenophobia: Evidence from Türkiye

In this study, we examined whether religious attitudes have an effect on xenophobia, which we have witnessed to increase in recent years in Türkiye as well as in the world due to economic, socio-political and other factors, in terms of socio-demographic variables. In this context, our research was conducted to better understand the relationship between xenophobia and religious attitudes. Our sample group consists of 419 people aged between 18 and 56, residing in different provinces of Türkiye. These diverse demographic participants come from different socio-economic and cultural backgrounds. Data were collected online through Google Forms using the Personal Information Form, Religious Attitudes Scale and the Xenophobia Scale. These scales were used to assess participants' demographic information, religious attitudes and attitudes towards xenophobia. The findings of our study reveal that religious attitudes do not directly affect xenophobia in terms of variables such as age, gender, marital status and occupational status. That is, individuals' religious beliefs and the degree of these beliefs do not seem to be an important factor in determining their negative attitudes towards foreigners. Instead, other important factors behind xenophobia were analyzed. In the context of economic threat, remarkable results were obtained. Our research has documented that xenophobic attitudes are higher among individuals with low education and income levels compared to individuals with high income and education levels. This shows how important the impact of economic situation on xenophobia is. Especially in times of increased economic uncertainty and threats, individuals tend to develop negative attitudes towards foreigners. This suggests that economic insecurity may play a fundamental role in increasing xenophobia.

Exploring the Role of Women in Gender-Based Violence: Deconstructing the One-sided Narrative in Bityi, Eastern Cape, South Africa

The study addresses the critical and pervasive issue of gender-based violence (GBV), a universal human rights violation affecting individuals across the globe, irrespective of cultural, socioeconomic, or religious backgrounds. While GBV predominantly impacts women, this research sought to highlight the often-overlooked fact that men can also be victims, challenging the one-sided narrative that typically surrounds this issue. Conducted in Bhityi, Eastern Cape, South Africa, the study employed a qualitative approach, collecting data from 12 participants through semi-structured interviews. The study was framed by the Person-In-Environment theory and aimed to understand the role of women in perpetrating GBV against men. The findings revealed that men experience various forms of GBV at the hands of women, including emotional, physical, verbal, financial, and sexual abuse. However, such incidents are rarely reported, attributed to cultural norms, the fear of secondary victimisation, and a lack of support and protection for male victims. To address this gap, the study recommended the development of programs to raise awareness about male victimisation and to foster open dialogue among men about their experiences with GBV. This research contributes significantly to the field of social work by offering insights into the experiences of male victims of GBV, thereby enriching the body of knowledge with a largely absent perspective. It informs officials and practitioners about enhanced intervention skills and strategies and influences legislators to develop policies that protect the rights of both women and men. By acknowledging men as victims, the study not only challenges the prevailing narrative about GBV but also provides a platform for male victims to seek help and support, adding depth and nuance to societal understanding of GBV. Keywords: Human Rights, Gender-based violence, Gender-bias, the role of women in gender-based violence, Person-In-Environment theory

Experiences of parents of teenagers with life-threatening food allergies: a qualitative systematic review protocol.

The objective of this review is to synthesize the experiences of parents of teenagers with life-threatening food allergies. Life-threatening food allergies are increasing globally, with a significant effect on families, particularly parents. The teenage years are a time of increasing autonomy for young people; however, for parents living with and caring for a teenager with a life-threatening food allergy, this responsibility can have a considerable impact. This review will include qualitative studies on the experiences of parents of teenagers with life-threatening food allergies, including, but not limited to, caregiving, parenting, and psychosocial experiences; any day-to-day activities, happenings, thoughts, or feelings related to parenting a teenager with life-threatening food allergies; and the handing over of responsibility for the allergy to the teenager. The review will include studies on participants in the community and in health care settings such as inpatient hospitalizations, outpatient visits, school and sports events, family dinners, restaurants, and travel. Participants from all cultural backgrounds, socio-economic backgrounds, and countries will be included. The review will follow the JBI methodology for systematic reviews of qualitative evidence. The search for published studies will include CINAHL, MEDLINE, and PsycINFO (EBSCOhost); Embase (Ovid); LILACS, IBSS, and Sociological Abstracts (ProQuest). The search for unpublished studies will include ProQuest Dissertations and Theses, Open Access Theses and Dissertations (OATD), Bielefeld Academic Search Engine (BASE), Google, and Google Scholar. Databases will be searched from inception until the present. JBI tools and guidelines will be used to conduct critical appraisal, data extraction, data synthesis, and assessment of confidence in the findings. PROSPERO CRD42024503698.

Seeking opportunity or socio-economic status? Housing and school choice in Sweden

Residential choices and school choices are intimately connected in school systems where school admission relies on proximity rules. In countries with universal school choice systems, however, it remains an open question whether families’ residential mobility is tied to the choice of their children’s school, and with what consequences. Using administrative data on all children approaching primary-school age in Sweden, we study to what extent families’ financial and socio-economic background affects mobility between neighbourhoods and the characteristics of schools chosen by moving families. Our findings show that families do utilise the housing market as an instrument for school choice over the year preceding their firstborn child starting school. However, while families who move do ‘climb the social ladder’ by moving to neighbourhoods with more households of higher socio-economic status, their chosen schools do not appear to be of higher academic quality compared to those their children would otherwise have attended.

Access to medicines, the Unified Health System, and intersectional injustices.

To estimate the prevalence of general and public access to prescription drugs in the Brazilian population aged 15 or older in 2019, and to identify inequities in access, according to intersections of gender, color/race, socioeconomic level, and territory. We analyzed data from the 2019 National Health Survey with respondents aged 15 years or older who had been prescribed a medication in a healthcare service in the two weeks prior to the interview (n = 19,819). The outcome variable was access to medicines, subdivided into general access (public, private and mixed), public access (via the Unified Health System - SUS) for those treated by the SUS, and public access (via the SUS) for those not treated by the SUS. The study's independent variables were used to represent axes of marginalization: gender, color/race, socioeconomic level, and territory. The prevalence of general and public access in the different groups analyzed was calculated and the association of the outcomes with the aforementioned axes was estimated with odds ratios (OR) using logistic regression models. There was a high prevalence of general access (84.9%), when all sources of access were considered, favoring more privileged segments of the population, such as men, white, and those of high socioeconomic status. When only the medicines prescribed in the SUS were considered, there was a low prevalence (30.4% access) that otherwise benefited marginalized population segments, such as women, black, and people from low socioeconomic backgrounds. Access to medicines through the SUS proves to be an instrument for combating intersectional inequities, lending credence to the idea that the SUS is an efficient public policy for promoting social justice.

Comparative Study of Student Performances from Two Socioeconomic Backgrounds: Kwambai Primary School

Comparative Study of Student Performances from Two Socioeconomic Backgrounds: Kwambai Primary School

Housing independence pathways in Europe: the influence of parents’ socio-economic background in times of economic stress

ABSTRACT The housing independence of young adults has become more complex and uncertain in Europe over the last decades. Previous research suggests that patterns of independent living and housing demand have become more differentiated and socially stratified, especially since the Great Financial Crisis (GFC). The decline in homeownership and the availability of social housing has been accompanied by an increase in private renting and shared accommodation. Moreover, young adults have increasingly relied on their parents for both material and non material support to overcome constraints and achieve independent living. This paper examines how the relationship between parental background and both young adults' leaving home, and their first housing tenure changed during the GFC in different European housing contexts. Using longitudinal data from EU-SILC (2008–2018), the results show that parental background still plays a significant stratifying role in the housing independence of young adults from the pre – to the post-crisis period, particularly in terms of first tenure status rather than home-leaving. The influence of the housing context on both housing market opportunities and the role of parents in young adults' independence shapes the shift from co-residence with parents to living independently in either homeownership or rented accommodation.

Unhinged: Reading Comprehension Tests as Gatekeepers to Teaching

A teacher’s ability to read effectively is critical to that individual’s ability to teach reading skills. Correspondingly, most state departments of education require that prospective teachers earn a passing score on a standardized reading comprehension test before they can enter university-based teacher education programs or otherwise get a professional teaching license. Having witnessed quality candidates get pushed away from teaching due to poor performance on the our state’s reading comprehension measure and given that previous studies have shed doubt on the construct validity of major standardized assessments (e.g., the SAT and ACT), we examined the validity of our state’s standardized reading assessment for teachers. Using data generated by 115 college-aged participants in a prerequisite course for our teacher education programs, we found that our state’s assessment did little to measure reading comprehension. Instead, it measured students’ test-taking skills. This is exceptionally problematic because tests like this one keep significant numbers of qualified and motivated individuals from entering the teaching profession. Worse, due to the oft-researched relationship between test-taking skills to the socioeconomic background of the test-taker, these impacts may be exponentially worse for individuals from minority and lower socioeconomic backgrounds, thereby further reducing their opportunities to teach.

Dialogic reading in preschool: a pragmatic randomized trial enrolling additional language learners

Additional language learners are at risk of presenting lower language skills in the majority language compared to peers. These differences in language skills have been observed at an early stage of education and may impact academic achievement later on. A randomized trial with a switching replications design was performed in Swedish preschools to examine the effectiveness of small group dialogic reading, aiming to promote oral language skills. The sample comprised 85 children with diverse language, socioeconomic, and cultural backgrounds attending nine preschools in three school districts. Dialogic reading was conducted by ten teachers, trained in dialogic reading and coached by three special education teachers. The dialogic reading intervention was feasible in preschool context and children progressed in their oral language skills during the intervention.

Ultra-processed food consumption in UK adolescents: distribution, trends, and sociodemographic correlates using the National Diet and Nutrition Survey 2008/09 to 2018/19

PurposeWe quantified levels of ultra-processed food (UPF) consumption and investigated consumption patterns in a representative sample of UK adolescents.MethodsWe used data from 4-day food diaries from adolescents in the UK National Diet and Nutrition Survey (NDNS) (2008/09–2018/19). UPF were identified using the NOVA classification. We estimated the percentage of Total Energy Intake (%TEI) and the absolute weight (grams). Linear regression models quantified differences in UPF consumption across survey years and its association with participant’s individual characteristics. This was an analysis of the repeated cross-sectional data from the UK NDNS Rolling Programme waves 1–11 (2008/09–2018/19). A total of 2991 adolescents (11–18y) with complete information on dietary intake were included.ResultsMean UPF consumption was 861 (SD 442) g/d and this accounted for 65.9% (SD 13.4%) of TEI. Between 2008 and 2019, mean UPF consumption decreased from 996 to 776 g/d [ – 211 (95%CI – 302; – 120)] and from 67.7% to 62.8% of TEI [ – 4.8% (95%CI – 8.1; – 1.5)]. Higher %TEI was consumed by adolescents with lower socioeconomic status; white ethnicity and living in England North. A higher weight of UPF consumption (g/d) was associated with being male, white, age 18y, having parents with routine or manual occupation, living in England North, and living with obesity.ConclusionAverage energy intake from UPF has decreased over a decade in UK adolescents. We observed a social and regional patterning of UPF consumption, with higher consumption among adolescents from lower socioeconomic backgrounds, from a white ethnicity and living in England North. Our findings suggest inequalities associated with UPF intake and factors that might lie beyond individual choice.

Built for movement: Neighborhoods and adolescent physical activity behaviors, and the moderating role of socioeconomic position and gender

This study examined whether the built environment was associated with physical activity among adolescents in Oslo, Norway, and the role of socioeconomic position and gender as potential moderators of this association. We used data from 897 adolescents who participated in the TACKLE cross-sectional study conducted in 2020. Built environment features (recreational facilities, parks, forest, public transport, traffic calming devices, and schools) were assessed objectively using Geographical Information Systems. Physical activity data included device-measured moderate-to-vigorous physical activity, total physical activity, and self-reported active transportation to school. Using general linear models and logistic regression, we found that most built environment features were unrelated to the participants’ device-measured physical activity. Longer distances to school and to traffic calming devices were associated with decreased likelihood of participants reporting active transportation to school. Our moderated regression analysis showed that adolescents with low socioeconomic backgrounds seemed less affected by longer distances to school compared with their high socioeconomic counterparts. Furthermore, boys appeared to be more sensitive to traffic safety relative to girls. Implementing traffic calming devices may enhance active transportation to school and improve traffic safety for Norwegian adolescents.

Role of National Testing Agency (NTA) and its Credibility in India

The National Testing Agency (NTA) plays a pivotal role in India's education system by conducting entrance examinations for higher education institutions and various professional courses. Established in 2017, the NTA aims to enhance the quality and efficiency of the examination process through the implementation of standardized testing and the use of technology. This paper explores the NTA's credibility, focusing on its transparency, reliability, and the effectiveness of its assessments. By adopting a robust framework for exam administration, including measures to prevent malpractice and ensure fair evaluation, the NTA has gained public trust. Furthermore, the agency's initiatives, such as providing a digital platform for application and result management, have streamlined the testing process, making it more accessible to students across diverse socio-economic backgrounds. This paper also examines the challenges faced by the NTA, including issues related to examination centers, infrastructure, and the continuous need for technological upgrades. Overall, the NTA's commitment to upholding high standards in educational assessments significantly contributes to the integrity of India's academic landscape, fostering an environment conducive to merit-based opportunities for students. Keywords: National Testing Agency, NTA, credibility, standardized testing, transparency, examination process, educational assessments, India, merit-based opportunities.

Climate change beliefs and behaviours: Data collected from 30-year-old offspring and their parents in the Avon Longitudinal Study of Parents and Children (ALSPAC)

Climate change is causing a suite of environmental and social issues. Understanding patterns of climate change beliefs and behaviours, and the factors which shape these attitudes and actions, is therefore essential. This data note describes the novel data collection of climate belief and behaviour questions embedded within the Avon Longitudinal Study of Parents and Children (ALSPAC), a longitudinal population-based birth cohort in southwest England. Two generations of ALSPAC participants completed the questionnaires containing these climate questions: the Generation-1 (G1) offspring (n=4,341), Generation-0 (G0) mothers (n=4,793), and the G0 mother’s partners (n=2,111). The questions asked about: belief in climate change; concern over climate change; whether climate change is caused by human activity; whether individual behaviours can impact climate change; the impacts of climate change in the participants’ local area; and whether participants were engaging in any of 17 pro-environmental behaviours (e.g., recycling more, reducing meat/dairy consumption) for climate change and/or other reasons. The majority of participants believed the climate was definitely changing (~80%), were somewhat or very concerned about climate change (~90%) and attributed most or all of climate change to human activity (~75%), with only small differences between the generations. On average, participants reported engaging in between 5 and 6 actions because of concerns regarding climate change (5.8 in G0 mothers; 5.2 in G1 offspring and G0 partners). Associations with sociodemographic factors (e.g., age, sex, ethnicity and socioeconomic background) were relatively weak, but positive relationships between highest level of education and greater climate change belief, concern and behaviours were evident. Increased climate belief and concern also predicted engaging in more pro-environmental actions. Responses to these climate questions were more similar within-families. This data note provides important information for future users of these data, as well as discussing some of the key strengths, limitations and considerations for data users.

Promoting public engagement in interdisciplinary biological systems education by leveraging American sports-inspired bracket contests on social media and web.

The complexity of modern biology poses challenges in fostering interdisciplinary understanding, particularly between practicing scientists and the public. Furthermore, scientists often lack formal training in science communication, despite various motivations to engage the public. The science literacy of the public in the biological sciences can also vary across socio-economic and cultural backgrounds. Leveraging popular culture and informal learning practices to promote active learning offers promising avenues to enhance public understanding of biological systems. Organized sports hold collective recognition across various communities and cultures, serving as a means to bring people together. Notably, the NCAA March Madness event holds widespread national and international popularity, presenting an opportunity to laterally apply this concept to promote science communication within STEM and biology education. An educational social media and web-based contest tool was developed integrating NCAA-inspired brackets with animal biological systems concepts. The tool featured tournament-style matchups based on animal biological systems, interesting animal facts, and a voting system, all housed within a user-friendly interface. To encourage regular user access to the tool, graphic designs were developed for all social media posts to aid in visual recruitment to the voting website. Based on online metrics, the use of social media garnered repeat users across both the public and educators. The latter noted the tool's simplicity and informative content. Application of this social media and web-based bracket contest tool, which leverages informal settings for active learning for use in biology education, can foster science communication to engage audiences, improve comprehension, and promote interdisciplinary biology education.

The effects of socioeconomic status on complex ventral hernia repair operative decision-making and outcomes

BackgroundPatients from low socioeconomic backgrounds have greater rates of morbidity and mortality across disease processes. The Distressed Communities Index identified several socioeconomic components that were used to create a Distressed Communities Index score for every ZIP code, then broken into quintiles from prosperous to distressed. We aimed to explore whether socioeconomic distress as defined by the Distressed Communities Index affects the outcome of complex ventral hernia repair in the elderly population. MethodsRetrospective analysis was performed using the Abdominal Core Health Collaborative data. Included were adults aged 65+ years undergoing elective complex ventral hernia repair from 2013 to 2021. Primary outcomes were postoperative outcomes and composite hernia recurrence by Distressed Communities Index quintile. The Cox proportional hazards model was used for composite recurrence, and logistic regression was used for postoperative outcomes. ResultsA total of 4,172 patients were included. Patients in distressed communities were more likely to identify as female or racial minority and had greater body mass index and American Society of Anesthesiologists class. Lower Distressed Communities Index quintile was associated with larger hernia (P = .012), open repair (P = .019), and 30-day complication (P = .05). There was no association between time to recurrence and Distressed Communities Index quintile (P = .24). After adjusted analysis, there was no significant difference for readmission, reoperation, recurrence, and complications. ConclusionPatients from more distressed communities presented in worse clinical status with larger hernias. This likely contributed to greater rates of open repair and complications. However, when adjusted for these variables, outcomes were similar across Distressed Communities Index quintile. This supports the efficacy of complex hernia repair across socioeconomic classes.

Over-the-counter cosmeceuticals: Exploring usage patterns and attitudes among Indians

Objectives: The study’s objectives were to find the prevalence of over-the-counter (OTC) usage of skin, nail, and hair care products and to understand the knowledge, attitudes, and practices (KAPs) of the Indian population presenting to a non-dermatology outpatient department (OPD) for various indications concerning this usage. Materials and Methods: This was a cross-sectional questionnaire-based study, conducted over a year, in which 668 consenting Indians aged 18–60 years, representing various socioeconomic backgrounds were surveyed through Google Forms regarding the OTC cosmeceutical usage in a non-dermatology OPD. Results: This KAP study was conducted on 668 participants, of whom the majority were middle-aged males (481 [72.01%]), with a diverse socioeconomic range, with the upper-middle class making up the largest segment (264 [39.52%]). Allopathy was the primary treatment choice for 347 (51.95%) of participants, with 566 (84.73%) preferring professional healthcare over self-medication. Social media was a significant source of skincare information, with Google Ads (279 [41.8%]) and Instagram (84 [12.6%]) being popular platforms. While doctors’ advice influenced 270 (40.4%) of participants in their skincare choices, word-of-mouth played a role, with 251 (37.57%) agreeing it was helpful. OTC usage was found to vary by socioeconomic class and treatment type. Oral OTC products were preferred for skin health, especially in the upper class, while fairness creams were more common among the lower class. Conclusion: Despite the growing reliance on social media for skincare information, traditional sources such as word-of-mouth and TV still hold sway, indicating a mix of modern and conventional influences. The frequency and type of OTC product usage varied across socioeconomic classes, with oral products like vitamin supplements leading in the upper class and fairness creams leading in the lower class, reflecting the societal pressure for a fair complexion in this subset.

Intervention for early literacy success: Phonological awareness and rapid automatized naming

The study aimed to assess the effectiveness of a comprehensive intervention program (including PA and RAN interventions) on improving early literacy skills in preschoolers from low socioeconomic backgrounds while exploring participant perspectives. The experimental group showed significant improvements in PA, RAN-object, and RAN-color performance compared to the control group. These improvements were observed immediately after the intervention and were maintained even after a 16-week follow-up period. The experimental group’s scores in PA, RAN-object, and RAN-color increased significantly from pretest to posttest and were further improved at the follow-up. These findings suggest that the interventions effectively enhanced participants’ performance in these areas and that the experimental group consistently outperformed the control group. The intervention had a significant positive impact on early literacy performance, with the experimental group outperforming the control group. The findings highlight the effectiveness of the program and its favorable reception among families, teachers, and children.