School connectedness and child anxiety

2020 ◽  
Vol 30 (1) ◽  
pp. 13-24 ◽  
Author(s):  
Paige J. Pikulski ◽  
Jeffrey E. Pella ◽  
Elizabeth P. Casline ◽  
Amy E. Hale ◽  
Kelly Drake ◽  
...  
Keyword(s):  
Parent Education ◽  
Age Differences ◽  
School Connectedness ◽  
Economic Status ◽  
Child Anxiety ◽  
Unique Role ◽  
Comorbid Disorder ◽  
Domain Specific ◽  
Race Ethnicity ◽  
Anxious Youth

AbstractPoor school connectedness (SC), defined as students’ feelings of belonging, safety, and fairness at school, is a risk factor for negative psychosocial outcomes. Few studies have examined the specific relationship between SC and anxiety. This study examined the relation between SC and anxiety within a group of 114 clinically anxious youth (mean age = 10.82; SD = 2.93; 48.2% female; 70.2% White, non-Hispanic); age differences were also examined. Results indicated that SC was significantly negatively associated with age but unrelated to gender, race/ethnicity, socio-economic status, parent education, or presence of a comorbid disorder. Findings generally revealed that low SC was associated with greater total and domain specific anxiety. SC may play a unique role in the maintenance of global and domain specific anxiety symptoms.

Abstract MP046: Gestational Hypertension in Minorities: Can Racial and Ethnic Disparities Be Attributed to Socio-Economic Status?

Circulation ◽  
2012 ◽  
Vol 125 (suppl_10) ◽  
Author(s):  
Alexander V Sergeev ◽  
Christina M Nyirati
Keyword(s):  
White Women ◽  
Gestational Hypertension ◽  
Economic Status ◽  
Ethnic Disparities ◽  
Asian Women ◽  
Low Ses ◽  
Racial And Ethnic Disparities ◽  
Socio Economic Status ◽  
Race Ethnicity ◽  
Hispanic White

Background: Gestational hypertension (GHTN) remains a compelling clinical and public health problem. It can increase risks of intrauterine growth restriction, low-birth weight, and stillbirth. Little is known about whether racial and ethnic minorities and lower socio-economic status (SES) population groups are more vulnerable to GHTN. Hypothesis: We hypothesized that racial and ethnic disparities in GHTN exist beyond the scope of SES-related health disparities. Methods: A case-control study of GHTN was conducted using the data of 114,298 births in the year 2010 in Ohio. The comprehensive births data were obtained from Ohio Department of Health. Cases were identified as those with GHTN. Controls were identified as those without GHTN. Mothers utilizing Medicaid or the Federal Special Supplemental Nutrition Program for Women, Infants and Children were considered of low SES. Odds ratios of GHTN in relation to mother’s race, ethnicity, and SES were obtained using multivariable logistic regression (SAS software), adjusting for known confounders - gestational age, mother’s age, pre-pregnancy and pregnancy smoking status, pre-pregnancy or gestational diabetes, and plurality. Results: GHTN was statistically significantly associated with maternal race and ethnicity, even after adjustment for SES. Compared to non-Hispanic whites, non-Hispanic blacks were more likely to develop GHTN (adjusted OR = 1.867, 95% CI 1.663–2.096, p<0.001), while Asian women were less likely to develop GHTN (adjusted OR = 0.538, 95% CI 0.426–0.679, p<0.001). Hispanic white women were less likely to develop GHTN than non-Hispanic white women, although the difference between them did not reach a conventional p<0.05 level of statistical significance (adjusted OR = 0.651, 95% CI 0.395–1.076, p=0.09). Adjusted for maternal race, ethnicity, age, and known clinical confounders, women of lower SES were more likely to develop GHTN (adjusted OR = 1.475, 95% CI 1.32–1.647, p<0.001). Conclusions: Non-Hispanic black women are at the highest risk of developing GHTN, while Asian women are at the lowest. The Hispanic paradox phenomenon extends to the issue of GHTN. Racial and ethnic disparities cannot be attributed to low SES only; other mechanisms need to be investigated further.

scholarly journals A-07 Race, SES, and IQ Test Score Differences: The Case for Social Justice

2020 ◽  
Vol 35 (6) ◽  
pp. 780-780
Author(s):  
L Weiss
Keyword(s):  
African Americans ◽  
Parent Education ◽  
Race And Ethnicity ◽  
Test Score ◽  
Data Sets ◽  
Academic Expectations ◽  
Unequal Distribution ◽  
Iq Test ◽  
Before And After ◽  
Race Ethnicity

Abstract Objective To quantify potential mediators of observed IQ test score differences of Whites with Hispanics and African Americans in the WISC-IV, WISC-V, and WAIS-IV standardization data sets. Method Mediators included parent education, income and academic expectations for children and adolescents; and self-education, income and occupation for adults. Observed IQ score means are presented by race and ethnicity, unadjusted for demographics. A series of regressions quantify the variance in IQ test scores accounted for by race/ethnicity before and after controlling for SES related mediators. Results SES related mediators accounted for substantial portions of IQ score variance in all group comparisons and age ranges, but least for African Americans and adults. Conclusions The critical influence of cognitively enriching and impoverishing environments on the neurocognitive development of children, and the unequal distribution of these influences across social and economic groups are discussed as complementary with interpretations of acculturation and heredity.

Enhancing Undergraduate Success in Biology through the Biomentors Program

2017 ◽  
Vol 79 (1) ◽  
pp. 23-27
Keyword(s):  
Biological Sciences ◽  
Learning Strategies ◽  
Parent Education ◽  
Bachelor's Degree ◽  
Drop Out ◽  
Mentoring Programs ◽  
Control Group ◽  
Mentoring Program ◽  
Science Majors ◽  
Domain Specific

Many undergraduates who wish to pursue degrees in science, particularly students from underrepresented groups, drop out of science majors before realizing their goal. This study examines the effectiveness of a mentoring program – called Biomentors – aimed at promoting success in biology courses for undergraduates beginning their coursework toward a bachelor's degree in the biological sciences. Students enrolled in the Biomentors program met twice a week in a small group with an advanced biology major under the supervision of a faculty member to explore effective learning strategies for success in an introductory-level biology course they were taking. Students who participated in the Biomentors program scored significantly higher (based on total points earned) than other students enrolled in the course across two cohorts (d = 0.36 in the fall quarter of 2014; d = 0.34 in the winter quarter of 2015). The biomentors group significantly outscored the control group even when the effects of gender, parent income level, parent education level, total SAT score, and cumulative GPA were statistically controlled using a stepwise regression. Overall, the results encourage further investigation of the effectiveness of peer-mentoring programs that emphasize domain-specific learning strategies for college students beginning as science majors.

Children’s Self-Perceptions in the Physical Domain: Between- and Within-Age Variability in Level, Accuracy, and Sources of Perceived Competence

2005 ◽  
Vol 27 (2) ◽  
pp. 226-244 ◽  
Author(s):  
Maureen R. Weiss ◽  
Anthony J. Amorose
Keyword(s):  
Cluster Analysis ◽  
Age Differences ◽  
Information Sources ◽  
Perceived Competence ◽  
Physical Domain ◽  
Sources Of Information ◽  
Self Perception ◽  
Domain Specific ◽  
Self Perceptions ◽  
Self Reports

Both level (high vs. low) and accuracy (discrepancy between perceived and actual) of perceived competence are important contributors to domain-specific emotions and motivational processes. Moreover, age differences in level and accuracy of perceived competence have been explained by the sources of information children use to judge their competence. Thus the purpose of our study was to examine simultaneously the interrelationships among age, actual competence, and level, accuracy, and sources of perceived competence. Children (N = 159) completed self-reports while teachers rated their actual competence at a sport camp. Cluster analysis revealed five profiles of children who varied in age, actual competence, perceived competence, and accuracy of perceived competence. These groups were further distinguished by the importance they placed on competence information sources. Results indicate that age, actual ability, and level, accuracy, and sources of perceived competence should be considered simultaneously in research on self-perception and motivational processes among youth.

scholarly journals Aspects of Dental Anxiety at Children of Different Ethnicities

2017 ◽  
Vol 13 (27) ◽  
pp. 36
Author(s):  
Ramona Vlad ◽  
Monica Monea ◽  
Eleonora Mircia ◽  
Adriana Mihai
Keyword(s):  
Ethnic Groups ◽  
Family Of Origin ◽  
Economic Status ◽  
Dental Anxiety ◽  
Child Anxiety ◽  
Structured Interview ◽  
Socio Economic Status ◽  
Economic Level ◽  
Dental Office ◽  
The Family

Objectives: The aim of our study is to identify the differences in how the dental act is perceived among children of different ethnic groups. For this purpose, we started from the hypothesis that the degree of child anxiety at the dentist can be influenced by the socio-economic status of the family of origin. Material and methods: A sample of 115 school children, including 40 Romanian children, 36 Hungarian children and 39 Roma children, aged between 8-9 years old, were interviewed. We have chosen these three ethnic groups to see if there are differences in the perception of the dental act. In terms of psychological method, the questionnaire, the semi-structured interview, and the demonstration were used. Results: The results showed that most children of the Romanian and Hungarian groups had been to the dentist, whereas only 48.71% of the Roma children had been there. The highest degree of anxiety is manifested by the Roma children. There are no significant differences in this study between the answers of Romanian children and Hungarian children regarding the degree of anxiety in the dental office. Conclusions: The study confirmed the hypothesis that the degree of child anxiety at the dentist is influenced by the socio-economic status of the family of origin. When the socio-economic level is low, parents do not go to the dental office for treatment or prevention and this behaviour is passed on to children.

scholarly journals Geographic inequities in local higher education opportunities? : identifying college deserts with critical GIS

2017 ◽  
Author(s):  
◽  
Christopher Krause
Keyword(s):  
Postsecondary Education ◽  
College Access ◽  
Spatial Scales ◽  
Economic Status ◽  
Policy Makers ◽  
Critical Gis ◽  
Education Access ◽  
Race Ethnicity ◽  
Python Programming ◽  
Aid Policy

In a world where one's future is heavily impacted by having postsecondary education, access to college is a pertinent research topic. Access is a widely researched topic, but only recently has college access been studied specifically. This study proposes a geographic information systems based methodology for quantifying college access at multiple spatial scales. This methodology was implemented with the Python programming language and ArcGIS. A sample of six metropolitan statistical areas were identified and analyzed using the developed methodology. Within this sample, college access varied primarily by socio-economic status although some variation between race/ethnicity was identified. Further research is needed to assess whether these trends are generalizable. Quantification of college access will aid policy-makers to prepare reforms to reduce the inequity of college access.

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