Adolescents Develop Their Identities Amidst Adversities

2021 ◽  
Vol 8 (1) ◽  
pp. 504-519
Author(s):  
Faizah Idrus ◽  
Nik Suryani Nik Abdul Rahman ◽  
Suhailah Hussein ◽  
Haniza Rais
Keyword(s):  
Identity Development ◽  
Parental Involvement ◽  
Economic Status ◽  
Peer Pressure ◽  
Socioeconomic Background ◽  
Academic Outcome ◽  
Structured Interviews ◽  
Low Socioeconomic ◽  
Fitting In ◽  
Malaysian Adolescents

Adolescence is a somewhat turbulent phase of life to many. This paper explores the challenges of 6 Malaysian adolescents aged between 13 and 17 from low socioeconomic background in developing their identities. In depth semi-structured interviews were carried out. Family problems, peer pressure, and learning difficulties were among the main issues encountered. This study revealed that although the respondents’ families’ socio-economic status had affected them, it is not the determinant to their success nor failure. This study also suggests that a sound identity development and academic outcome could be achieved with relatively good parental involvement, well perceived expectations, fitting in with group of friends as well as a healthy surrounding

scholarly journals What features of a nutrition resource are important to adolescents of a low socioeconomic status?

2020 ◽  
Vol 23 (10) ◽  
pp. 1716-1725
Author(s):  
HC Scott ◽  
C Craddock ◽  
LCA Craig
Keyword(s):  
Social Media ◽  
Socioeconomic Status ◽  
Behaviour Change ◽  
Low Socioeconomic Status ◽  
Dietary Behaviour ◽  
Socioeconomic Background ◽  
Structured Interviews ◽  
Framework Analysis ◽  
Low Socioeconomic ◽  
North East

AbstractObjective:To identify the key features of a nutrition resource that are important to adolescents of a low socioeconomic status (SES).Design:Structured interviews were conducted to explore participants’ preferences relating to the features of a nutrition resource. Thematic framework analysis was used to determine key themes, subthemes and concepts from the data.Setting:Streetsport activity sessions, north-east of Scotland.Participants:Eighteen adolescents aged 12–17 years from a low socioeconomic background.Results:The overarching themes identified were barriers and facilitators to engagement with a nutrition resource. Adolescents expressed a preference for an app, and this was mainly attributed to convenience and low cost. There was also an emphasis on the integral role social media has in their lives. Aesthetics was a facilitator for both male and female participants, with a particular focus on weight loss. Behaviour change support, including reminders, access to simple recipes and adopting a ‘small change approach’, were identified as possible facilitators, whereas cost, environmental influences, and existing eating habits were identified as possible barriers to engaging with a nutrition resource.Conclusions:A number of subthemes, including aesthetics, cost and convenience, which have previously been reported in adolescents with a higher SES, were prominent in our research. The present study contributes to insights relating to behaviour change tools that should be considered when developing a nutrition resource targeting disadvantaged adolescents. Further research focusing on how mobile phone technology and social media can be utilised to support dietary behaviour change in low SES adolescents is recommended.

Blazing a Trail to First Generation Success

2021 ◽  
Vol 11 (2) ◽  
pp. 36-47
Author(s):  
Jehangir Pheroze Bharucha
Keyword(s):  
Academic Success ◽  
Identity Development ◽  
First Generation ◽  
Economic Status ◽  
First Generation College Students ◽  
Peninsular Malaysia ◽  
Cultural Transition ◽  
Structured Interviews ◽  
Cultural Challenges ◽  
First Generation College

While higher education is rich in diversity and rewards, it can be particularly arduous for first-generation college students. This paper reports the results of a qualitative research study investigating the college experiences, identity development, and issues faced by this student subpopulation that moved from sixth-form and completed the undergraduate programme at a midsized public university in Peninsular Malaysia. Data were collected through semi-structured interviews and focus groups. These students have faced and managed to overcome a host of academic, socio-economic, emotional, and cultural challenges. The parents' low socio-economic status is the biggest barrier to the academic success of these students. They viewed their status as a source of strength. The biggest cultural transition faced by the participants involved bringing their student identity home. It is hoped that the results of this study will offer some fresh perspectives into the continuing discussion on first generation students.

Mentally Retarded Criminal Offenders in Denmark

1990 ◽  
Vol 156 (5) ◽  
pp. 726-731 ◽  
Author(s):  
Jens Lund
Keyword(s):  
Economic Status ◽  
Mentally Retarded ◽  
Socioeconomic Background ◽  
Behaviour Disorder ◽  
Biological Factors ◽  
Sexual Offences ◽  
Criminal Offenders ◽  
Dramatic Decrease ◽  
Low Socioeconomic ◽  
First Time

Based on data from the Danish Central Criminal Register, the total number of mentally retarded offenders serving statutory care orders on a census day decreased from 290 in 1973 to 91 in 1984. The reduction was caused by shorter sentences and a dramatic decrease in the number of sentenced borderline retarded offenders; the total number of sentences per year slightly decreased, and the number of first-time sentences was stable. Crimes of property are decreasing among this population, while violence, arson, and sexual offences are increasing. Behaviour disorder was found in 87.5% of 91 offenders serving care orders in 1984. Offensive behaviour was significantly predicted by early institutionalisation, having retarded or divorced parents of low socio-economic status, and behaviour disorder of social-aggressive type. Independent significant effects were attributed to behaviour disorder and low socioeconomic background. All predictors were closely correlated. Biological factors did not have any significant predictive value.

Bridging Cultural Identities: Examining Newcomer’s Post-Secondary School Integration Experiences Through an Arts-Based Ethnographic Approach

2021 ◽  
pp. 216769682110276
Author(s):  
Jessica F. Saunders ◽  
Michelle Zak ◽  
Emily Matejko ◽  
Anusha Kassan ◽  
Rabab Mukred ◽  
...  
Keyword(s):  
Identity Development ◽  
Secondary School ◽  
Emerging Adults ◽  
Structured Interviews ◽  
Post Secondary ◽  
Ethnographic Approach ◽  
Intersecting Identities ◽  
Fitting In ◽  
New Education ◽  
Familial Expectations

Many modern emerging adults undertake the task of identity development while navigating life on a post-secondary campus, where they assimilate to new social and learning environments. Emerging adult newcomers (i.e. immigrants) must navigate additional developmental challenges as they reconcile their cultural, ethnic, and personal identity development simultaneously while facing systemic barriers to post-secondary integration. We employed an arts-based engagement ethnography to investigate the post-secondary integration experiences of 10 emerging adults from a person-first perspective. Through cultural probes, individual semi-structured interviews, and focus groups, we identified four key structures to participants’ integration experience: fitting in (through assimilation and accommodation), biculturalism, managing familial expectations, and being a newcomer in the classroom. This research clarifies the key experiences shaping young newcomer identity development and highlights the profound ways in which young newcomers negotiate and reconcile their intersecting identities while integrating into new education contexts following migration.

Disability and Work in South Asia and the United Kingdom

2018 ◽  
Author(s):  
Jane Buckingham
Keyword(s):  
Low Socioeconomic Status ◽  
Industrial Revolution ◽  
Economic Status ◽  
Low Socioeconomic ◽  
Disability History ◽  
The United Kingdom ◽  
Indian Experience ◽  
The Social ◽  
History Of ◽  
Western View

Historical analyses, as well as more contemporary examples of disability and work, show that the experience of disability is always culturally and historically mediated, but that class—in the sense of economic status—plays a major role in the way impairment is experienced as disabling. Although there is little published on disability history in India, the history of the Indian experience of caste disability demonstrates the centrality of work in the social and economic expression of stigma and marginalization. An Indian perspective supports the challenge to the dominant Western view that modern concepts of disability have their origins in the Industrial Revolution. Linkage between disability, incapacity to work, and low socioeconomic status are evident in India, which did not undergo the workplace changes associated with industrialization in the West.

scholarly journals Impact of the COVID-19 pandemic on UK medical school widening access schemes: disruption, support and a virtual student led initiative

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Emily R Bligh ◽  
Ellie Courtney ◽  
Rebecca Stirling ◽  
Asveny Rajananthanan ◽  
Hibatallah Altaher ◽  
...  
Keyword(s):  
Medical School ◽  
Work Experience ◽  
Medical Schools ◽  
Educational Background ◽  
Socioeconomic Background ◽  
Widening Participation ◽  
Manipulation Check ◽  
Low Socioeconomic ◽  
Widening Access ◽  
The Impact

Abstract Background COVID-19 has disrupted medical education in the United Kingdom (UK). The pandemic may result in a long-term disproportionate negative impact to students applying to Medical School from a low-socioeconomic background. In addition, the upsurge in Medical School applications increases the likelihood of stricter University entry criteria over the coming years. There is no current research to determine how widening participation of Medicine to students from low-socioeconomic backgrounds can be improved virtually. The aim of this study is to establish the impact of COVID-19 on students enrolled in UK widening access schemes and the role of virtual student led initiatives in widening participation. Methods A voluntary online survey was distributed to UK Sixth Form students (N = 31) enrolled in a widening access scheme who attended Sheffield Neuroscience Society International Virtual Conference in February 2021. The event was free to attend. The five-domain survey consisted of questions determining demographics, career aspirations, impact of COVID-19, academic skillsets and an educational manipulation check. Results There were 30 pre-conference and 26 post-conference responses. 76.7 % had work experience cancelled due to COVID-19. A total of 36.7 % of participants reported participating in virtual work experience. ‘Observe GP’ and ‘Medic Mentor’ were each specified as attended virtual opportunities in 20 % of answers. Post conference, students felt significantly more confident in applying to Medical School (p = 0.008) and more prepared to undertake a presentation (p = 0.002). Educational manipulation check scores increased significantly (p = 0.003). 100 % of students felt inspired to do further CV building activities. Conclusions COVID-19 has negatively impacted pupils enrolled in UK Medical School widening access schemes. Virtual student led initiatives can instill confidence in delegates from low socio-economic backgrounds, increase their career knowledge and inspire them to take part in further CV building exercises. Both Medical Schools and medical students play a key role in widening participation. This study recommends Medical Schools promote access to virtual events, urge private and state schools to declare offered opportunities and act mindfully when determining student’s academic potential in the context of their socioeconomic and/or educational background.

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