Household Socioeconomic Status and Parental Investments: Direct and Indirect Relations With School Readiness in Ghana

2017 ◽  
Vol 90 (1) ◽  
pp. 260-278 ◽  
Author(s):  
Sharon Wolf ◽  
Dana Charles McCoy
Keyword(s):  
Socioeconomic Status ◽  
School Readiness ◽  
Parental Investments ◽  
Household Socioeconomic Status

scholarly journals Assessment of school readiness of children and factors associated with risk of inadequate school readiness in Ujjain, India: an observational study

2019 ◽  
Vol 3 (1) ◽  
pp. e000509 ◽  
Author(s):  
Shreya Shrivastava ◽  
Vandana Patil ◽  
Madhavi Shelke ◽  
Madhura Anvikar ◽  
Aditya Mathur ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Birth Weight ◽  
Quantile Regression ◽  
School Readiness ◽  
Phonological Processing ◽  
Lower Socioeconomic Status ◽  
Number Concept ◽  
Factors Associated ◽  
Lower Socioeconomic ◽  
Early Number

ObjectiveSchool readiness is a condition or state indicating that the child is ready to learn in a formal educational set-up. The objective of this study was to estimate the prevalence of and factors associated with school readiness in urban schoolchildren in Ujjain, India.MethodsThis cross-sectional study was conducted from February 2016 to March 2017. Two English-medium schools were conveniently selected. All children aged 5–7 years were eligible to participate. A subscale of Differential Ability Scales-Second Edition, namely ‘school readiness scale’, was used to assess school readiness in three major domains—early number concept, matching letter-like forms and phonological processing. Data on factors associated with school readiness were collected through parent interview. Quantile regression analysis was used to explore school readiness scores.ResultsThis study included 203 school-going children (105 boys and 98 girls) having a mean (SD) age of 67.7 (±0.51) months. The phonological processing and matching letter-like forms had 31.5% and 30.5% children, respectively, in lower quantiles (≤25th). The higher quantile (≥75th) scores were achieved for phonological processing and early number concept (47.7% and 44.8% children, respectively). The results of quantile regression showed negative association of school readiness scores with age of children, lower socioeconomic status and hospitalisation status, especially in the lower quantiles (≤25th). The 10th, 50th and 75th quantile scores were positively correlated with the increasing education status of the mother. Birth weight was positively associated with the median and higher quantile scores (≥75th).ConclusionsSchool readiness in a middle-class urban setting in India was negatively associated with lower age of the child, lower socioeconomic status, hospitalisation and positively correlated with increasing birth weight and maternal education. Lower quantile scores were achieved in matching letter-like forms, which measures complex visual–spatial processing, and phonological ability, which correlates with acquired verbal concepts. Focused interventions are needed to improve these skills.

Parental Conceptions of School Readiness: Relation to Ethnicity, Socioeconomic Status, and Children's Skills

2008 ◽  
Vol 19 (5) ◽  
pp. 671-701 ◽  
Author(s):  
Oscar A. Barbarin ◽  
Diane Early ◽  
Richard Clifford ◽  
Donna Bryant ◽  
Pamela Frome ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
School Readiness

Parenting, Race, and Socioeconomic Status: Links to School Readiness

2012 ◽  
Vol 61 (4) ◽  
pp. 657-670 ◽  
Author(s):  
Aryn M. Dotterer ◽  
Iheoma U. Iruka ◽  
Elizabeth Pungello
Keyword(s):  
Socioeconomic Status ◽  
School Readiness

scholarly journals Association of Household Socioeconomic Status, Neighborhood Support System and Adherence to Dietary Recommendation among Persons with T2DM, a Facility-based Cross-sectional Study in Ghana

2020 ◽  
Author(s):  
Be-Ikuu Doglikuu ◽  
Abubakari Abdulai ◽  
Mehdi Yaseri ◽  
Elham Shakibazadeh ◽  
Abolghassem Djazayery ◽  
...  
Keyword(s):  
Social Support ◽  
Socioeconomic Status ◽  
Support System ◽  
Outcome Variable ◽  
P Value ◽  
Cross Sectional ◽  
Dietary Recommendation ◽  
Modifiable Factors ◽  
Social Support System ◽  
Household Socioeconomic Status

Abstract Background: Dietary recommendation help persons with diabetes adopt healthy eating habits to achieve optimal glycemic control. Socioeconomic-status and neighborhood support system could influence adherence to dietary recommendation. The purpose of our study is to assess the association of household-socioeconomic status and neighborhood-support system with adherence to dietary recommendation among persons with type 2 diabetes mellitus (T2DM). Methods: Facility-based cross-sectional-survey was conducted among 530 individuals with T2DM in Brong Ahafo region, Ghana. Six hospitals were randomly selected and persons with T2DM consecutively recruited from the selected hospitals into the study. Structured-questionnaires were used to collect socio-demographic variables. Adherence to dietary recommendation was the outcome -variable, and was assessed using perceived dietary adherence questionnaire. Results: Age (years) (P-value=0.01), place of residence (P-value =0.01), educational level (P-value =0.01) and occupation (P-value =0.01) were significantly correlated with socioeconomic status (P-value 0.01). Age (years) regression coefficient (β) -0.089, 95%CI (-0.12, -0.001), Being married β0.103, 95%CI (0.002, 0.02), moderate and low-social support system β 0.309, 95%CI(0.17, 0.38) and β-0.192, 95%CI(-0.26, -0.06) respectively, and high-socioeconomic status β 0.197, 95%CI(0.06, 0.25) were significantly associated with adherence to dietary recommendation.Conclusion: We found that social-support system and socioeconomic-status could be associated with adherence to dietary recommendation. Therefore, health workers should consider that patients’ social support system and socioeconomic status could be modifiable factors for optimum adherence.

Racial Disparities in the Education System

2020 ◽  
Author(s):  
Martell Teasley ◽  
Bonita Homer
Keyword(s):  
High School ◽  
Socioeconomic Status ◽  
School Readiness ◽  
Ethnic Groups ◽  
Education System ◽  
Family Income ◽  
High School Graduation ◽  
The United States ◽  
School Graduation ◽  
K 12

Despite years of education reform, the United States continues to have disparities in academic outcomes among racial and ethnic groups in primary, secondary, and post-secondary education. High school graduation rates have increased for racial and ethnic minorities, but gross disparities in high school graduation and college attendance still exist. In this article, the authors first examine the literature on racial and ethnic group disparities in education within public K–12 education, followed by a brief review of recent research literature on racial and ethnic disparities within higher education. In each section, there is some examination of race, ethnicity, and critical factors that lead to disparities within the education system. Information on socioeconomic status, school readiness, special education, school discipline, culture, and teacher bias are discussed. The authors conclude that while family income and socioeconomic status help to explain disparities in education outcomes among racial and ethnic groups, cultural factors are a salient part of the conversation.

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