Critical Factors for Active Transportation to School Among Low-Income and Minority Students

2008 ◽  
Vol 34 (4) ◽  
pp. 341-344 ◽  
Author(s):  
Noreen C. McDonald
Keyword(s):  
Minority Students ◽  
Low Income ◽  
Active Transportation ◽  
Critical Factors

scholarly journals Linked Coding: A Qualitative Investigation of the Impact of a College Transition Program

2019 ◽  
Vol 26 (2) ◽  
Author(s):  
Laura Coleman-Tempel ◽  
Meghan Ecker-Lyster
Keyword(s):  
Minority Students ◽  
Low Income ◽  
College Transition ◽  
First Generation ◽  
Underrepresented Students ◽  
Qualitative Evaluation ◽  
Transition Program ◽  
Cultural Mismatch ◽  
College Ready ◽  
The Impact

Limited college knowledge often impacts underrepresented students’ ability to navigate the college setting, creating institutional barriers for these students once arriving on campus. Students who are first-generation, low-income, and/or minority students have been shown to be less “college ready” than their peers. This discrepancy in preparedness can be conceptualized as a cultural mismatch between the student’s background knowledge and the higher education institution's expectations and norms (Lohfink & Paulsen, 2005). This qualitative evaluation provides an in-depth investigation into first-generation, low-income, and minority students’ perceptions and experiences with a yearlong college transition program. The study explores how a college transition program can impact students’ social development.

Don't Forget About Us

2021 ◽  
pp. 126-140
Author(s):  
Rayshawn L. Eastman ◽  
April Eddie ◽  
Kelli Johnson
Keyword(s):  
Minority Students ◽  
Low Income ◽  
First Generation ◽  
Underrepresented Students ◽  
Lessons Learned ◽  
Social Challenges ◽  
Education Professionals ◽  
Racial Minority Students ◽  
Diverse Student ◽  
Higher Education Professionals

Through narratives, this chapter explores the perspectives of three higher education professionals who served diverse student bodies during a pandemic. Detailing their experiences, the authors address efforts made to support underrepresented students during a pandemic. The effects of COVID-19 were vast and even more impactful for underrepresented students. The challenges of taking classes during a pandemic, combined with the known social challenges of 2020, made for an unforgettable period of time. This chapter addresses lessons learned, best practices, and suggestions for supporting students during a pandemic. The authors define underrepresented students as first-generation, LGBT+, low-income, and ethnic/racial minority students.

scholarly journals Connectivity and Usership of Two Types of Multi-Modal Transportation Network: A Regional Trail and a Transit-Oriented Commercial Corridor

Urban Science ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 34 ◽  
Author(s):  
Ivis García ◽  
Jeni Crookston
Keyword(s):  
Low Income ◽  
Urban Policy ◽  
Salt Lake ◽  
Transportation Network ◽  
Salt Lake City ◽  
Active Transportation ◽  
Light Rail ◽  
The North ◽  
Lake City ◽  
Key Aspects

This article explores concepts related to connectivity and usership of the Jordan River Parkway Trail (JRPT) and the North Temple corridor—two locations or nodes that link together in a larger transportation network along the west side of Salt Lake City, Utah, a low-income, racially and ethnically diverse area. The JRPT is a multi-use trail providing regional connectivity for bicycles and pedestrians. It intersects North Temple, a transit development corridor accommodating automobiles, light rail, buses, bicycles, and pedestrians. Although the purposes of each corridor differ, one being recreational and one being commercial, the modes of transportation for each corridor overlap through active transportation—that is, biking and walking. The questions that drive this paper are: (1) How are these two neighborhood assets are connected and form a larger transportation network? and, (2) How can connectivity and usership be improved? The idea of increasing the utilization of the JRPT through increasing destinations along North Temple and vice versa is explored. Community feedback was gathered through a survey which was distributed to 299 residents who live less than a mile from each subnetwork. Extracted from the responses were key aspects of connectivity, accessibility, and the purposes of each corridor for the community as a whole to understand how they are connected and how they affect each other. More broadly, urban policy recommendations that increase active transportation connectivity and usership of two sets of links—that is, regional trails and transit-oriented corridors such as the JRPT and the North Temple corridor are described.

Green gentrification or ‘just green enough’: Do park location, size and function affect whether a place gentrifies or not?

Urban Studies ◽  
2019 ◽  
Vol 57 (2) ◽  
pp. 402-420 ◽  
Author(s):  
Alessandro Rigolon ◽  
Jeremy Németh
Keyword(s):  
Affordable Housing ◽  
Low Income ◽  
Housing Price ◽  
The United States ◽  
Active Transportation ◽  
Census Tracts ◽  
Price Increases ◽  
Logistic Regressions ◽  
And Function ◽  
Park Location

Recent research shows that the establishment of new parks in historically disinvested neighbourhoods can result in housing price increases and the displacement of low-income people of colour. Some suggest that a ‘just green enough’ approach, in particular its call for the creation of small parks and nearby affordable housing, can reduce the chances of this phenomenon some call ‘green gentrification’. Yet, no study has tested these claims empirically across a sample of diverse cities. Focusing on 10 cities in the United States, we run multilevel logistic regressions to uncover whether the location (distance from downtown), size and function (active transportation) of new parks built in the 2000–2008 and 2008–2015 periods predict whether the census tracts around them gentrified. We find that park function and location are strong predictors of gentrification, whereas park size is not. In particular, new greenway parks with an active transportation component built in the 2008–2015 period triggered gentrification more than other park types, and new parks located closer to downtown tend to foster gentrification more than parks on a city’s outskirts. These findings call into question the ‘just green enough’ claim that small parks foster green gentrification less than larger parks do.

scholarly journals Diversity and Technology: Classroom Implications of the Digital Divide

2005 ◽  
Vol 20 (4) ◽  
pp. 9-18 ◽  
Author(s):  
Maya Kalyanpur ◽  
Mubina H. Kirmani
Keyword(s):  
Students With Disabilities ◽  
Digital Divide ◽  
Minority Students ◽  
Low Income ◽  
Culturally Diverse ◽  
Female Students ◽  
Digital Inclusion ◽  
Technology Classroom ◽  
Diverse Backgrounds

This paper analyzes the intersection of technology and diversity in classrooms with reference to the implications of the inequity of access and usage for under-represented groups including low-income, minority students, students from culturally diverse backgrounds, students with disabilities, and female students. Strategies at national and individual levels to facilitate a process of digital inclusion for all children are identified.

scholarly journals Does high-stakes testing increase cultural capital among low-income and racial minority students?

2008 ◽  
Vol 16 ◽  
pp. 6 ◽  
Author(s):  
Won-Pyo Hong ◽  
Peter Youngs
Keyword(s):  
Cultural Capital ◽  
Minority Students ◽  
Low Income ◽  
High Stakes Testing ◽  
Racial Minority ◽  
Mixed Effects ◽  
High Stakes ◽  
Student Dropout ◽  
Racial Minority Students ◽  
Curriculum Instruction

This article draws on research from Texas and Chicago to examine whether high-stakes testing enables low-income and racial minority students to acquire cultural capital. While students' performance on state or district tests rose after the implementation of high-stakes testing and accountability policies in Texas and Chicago in the 1990s, several studies indicate that these policies seemed to have had deleterious effects on curriculum, instruction, the percentage of students excluded from the tests, and student dropout rates. As a result, the policies seemed to have had mixed effects on students' opportunities to acquire embodied and institutionalized cultural capital. These findings are consistent with the work of Shepard (2000), Darling-Hammond (2004a), and others who have written of the likely negative repercussions of high-stakes testing and accountability policies.

The School Discipline Dilemma: A Comprehensive Review of Disparities and Alternative Approaches

2018 ◽  
Vol 88 (5) ◽  
pp. 752-794 ◽  
Author(s):  
Richard O. Welsh ◽  
Shafiqua Little
Keyword(s):  
Socioeconomic Status ◽  
Minority Students ◽  
Low Income ◽  
School Discipline ◽  
Educational Equity ◽  
Comprehensive Review ◽  
Income Disparities ◽  
Discipline Policies ◽  
Alternative Approaches ◽  
K 12

In recent decades, K–12 school discipline policies and practices have garnered increasing attention among researchers, policymakers, and educators. Disproportionalities in school discipline raise serious questions about educational equity. This study provides a comprehensive review of the extant literature on the contributors to racial, gender, and income disparities in disciplinary outcomes, and the effectiveness of emerging alternatives to exclusionary disciplinary approaches. Our findings indicate that the causes of the disparities are numerous and multifaceted. Although low-income and minority students experience suspensions and expulsions at higher rates than their peers, these differences cannot be solely attributed to socioeconomic status or increased misbehavior. Instead, school and classroom occurrences that result from the policies, practices, and perspectives of teachers and principals appear to play an important role in explaining the disparities. There are conceptual and open empirical questions on whether and how some of the various alternatives are working to counter the discipline disparities.

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