Educational Status and School-Related Abilities of Very Low Birth Weight Premature Children

PEDIATRICS ◽  
1991 ◽  
Vol 88 (6) ◽  
pp. 1125-1134 ◽  
Author(s):  
Gail Ross ◽  
Evelyn G. Lipper ◽  
Peter A.M. Auld
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Very Low Birth Weight ◽  
New York State ◽  
Full Term ◽  
Auditory Memory ◽  
Entire Group ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Premature Children

Eighty-eight premature children with birth weights ≤1500 g were evaluated at ages between 7 and 8 years old to determine their academic status in comparison with those of a matched full-term group. Results showed that a much higher proportion of the premature children required special educational interventions (48%) than either the full-term children (15%) or the New York State public elementary school population (10%). More than half of the premature children who received educational intervention were neurologically impaired or had below normal intelligence. The entire group of premature children differed significantly from the matched full-term group on IQ score and on tests of verbal ability, school achievement, and auditory memory. Lower socioeconomic status children performed significantly less well on each type of these measures and on a measure of attention than children of the higher socioeconomic status group. There was an interaction of prematurity and social class on Full Scale IQ, verbal tests, academic achievement, and attention, with lower socioeconomic status premature children scoring lowest on these measures. The subset of premature children normal in both IQ and neurologic status did not differ significantly from a matched normal full-term group on any cognitive measures other than arithmetic ability, but they continued to have significantly lower academic achievement scores.

A Six-Year Follow-up of Academic Achievement in An Israeli Elementary School Integration Project

1992 ◽  
Vol 74 (1) ◽  
pp. 123-129 ◽  
Author(s):  
Yaacov J. Katz ◽  
Avraham Ben-Yochanan ◽  
Masha Sheinman
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Elementary School ◽  
Academic Success ◽  
Achievement Gap ◽  
Control Group ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Integration Project ◽  
Experimental Group

An integration project initiated at the Gush Etzion Regional Elementary School in Israel at the beginning of the 1984/85 school year has now been running for six years. In the program ethnically Oriental pupils from a lower achievement-oriented environment and lower socioeconomic status were assigned to integrated classrooms together with higher achievement-oriented and higher socioeconomic-status students of Western ethnic background. A number of interventions designed to promote improved academic achievement were implemented at the school. Analysis indicated that pupils of lower socioeconomic status assigned to the experimental group achieved significantly higher reading scores than pupils of lower socioeconomic status in the control group attending a nonintegrated school. However, pupils of higher socioeconomic status studying in the integrated school and belonging to a comparison group achieved higher scores on the research instrument than members of either the experimental or the control groups despite the interventions undertaken to close the achievement gap. It appears that, although the interventions undertaken contributed to academic success of the experimental group subjects, they did not go all the way towards closing the achievement gap between lower and higher socioeconomic-status pupils.

scholarly journals The Mental Health and Grade Point Average among College Students from Lower Socioeconomic Status Based on Healthcare Data Analysis

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Xue Dong ◽  
Kaige Yang ◽  
Ruxin Zhang ◽  
Yuecheng Lv
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Academic Achievement ◽  
Socioeconomic Status ◽  
Self Esteem ◽  
Lower Socioeconomic Status ◽  
Grade Point ◽  
Mediating Role ◽  
Lower Socioeconomic ◽  
Health And Academic Achievement

This study evaluated the mediating role of social support in the relationships between mental health and academic achievement and used a sample of 640 college students from lower socioeconomic status (LSES) compared to 501 from higher socioeconomic status (HSES) in China. Self-report measures of depression, anxiety, Internet addiction, self-esteem, perceived social support, and grade point average (GPA) were measured online. Group differences were examined with Chi-square analyses. Results. (1) There were significant differences in mental health, academic achievement, and social support between LSES and HSES. (2) Anxiety, depression, and Internet addiction were significantly negatively correlated with academic achievement; self-esteem and social support were significantly positively correlated with academic achievement. (3) Social support has a mediating role between mental health and academic achievement. These results proved that it is necessary to pay more attention to their mental health and develop social support to improve their academic achievement for LSES students. Previous studies have paid little attention to the LSES students, but these students are more prone to psychological problems. Therefore, this study focuses on the LSES students.

Socioeconomic Status and the Rorschach

1994 ◽  
Vol 74 (1) ◽  
pp. 95-98 ◽  
Author(s):  
George Frank
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Socioeconomic Status ◽  
Middle Class ◽  
Abstract Thinking ◽  
Growing Up ◽  
Socioeconomic Group ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic ◽  
Mental Health Facilities

People from lower socioeconomic status are making increasing use of mental health facilities. Surveys have indicated that the Rorschach is still one of the more frequently used instruments by psychologists in such facilities, but research has also shown that clinicians tend to misinterpret Rorschachs of people from the lower socioeconomic group as reflecting greater psychopathology than the same Rorschachs identified as being given by people from the middle class. Research has also shown that growing up in conditions of poverty significantly affects how people perform on tests of abstract thinking, tests of intelligence, and tests of academic achievement; the question was raised as to whether this extends to the Rorschach. The lack of sufficient research on the effect of socioeconomic status on responsiveness to the Rorschach precluded that question being answered. The kind of research still needed was discussed.

scholarly journals Social Disparities in Adopting Non-pharmaceutical Interventions During COVID-19

2021 ◽  
pp. 0169796X2199685
Author(s):  
Svenn-Erik Mamelund ◽  
Jessica Dimka ◽  
Nan Zou Bakkeli
Keyword(s):  
Socioeconomic Status ◽  
Survey Data ◽  
Public Transportation ◽  
Positive Association ◽  
Social Disparities ◽  
Lower Socioeconomic Status ◽  
Home Office ◽  
Disease Outcomes ◽  
Lower Socioeconomic ◽  
Pharmaceutical Interventions

In the absence of vaccines to fight the COVID-19 pandemic, in 2020 governments had to respond by rely on non-pharmaceutical interventions (NPIs). Socioeconomic inequalities likely influenced the uptake of NPIs. Using Norwegian survey data, we study whether income was associated with increased handwashing, keeping 1 m distance, using facemasks increased use of home office, and less use of public transportation. Except for using facemasks and less public transportation in a non-work context, all analyzed NPIs showed an independent positive association with income. Social disparities in NPI uptake may be important drivers of higher risks of disease outcomes for people of lower socioeconomic status.

Is Fringe Baking A Component of Socially Determined Health?

2017 ◽  
Vol 32 (3) ◽  
Author(s):  
Courtney L Hundley ◽  
Richard W. Wilson ◽  
John Chenault ◽  
Jamie L. Smimble
Keyword(s):  
Socioeconomic Status ◽  
Health Status ◽  
Exploratory Study ◽  
Health It ◽  
Lower Socioeconomic Status ◽  
Health Measures ◽  
Lower Socioeconomic ◽  
Level Data ◽  
Indirect Association ◽  
Zip Code

This was an exploratory study to assess the association between density of fringe lenders (e.g.payday) and health status. For Louisville, Kentucky, ZIP code level data on hospitalizations and mortalityrates as health measures were compared to fringe bank locations. We found lower socioeconomic status(SES) positively correlated with greater frequency of fringe banks; rates of illness appear to be higher in ZIPcodes with more fringe banks, but this finding was not statistically significant. In conclusion, neighbor-hoods between higher frequencies of fringe banks appear to have poorer health; it is premature to rule in orrule out a direct or indirect association between neighborhood presence of fringe banks, but there is enoughevidence to justify additional research to put any conclusions on a firmer footing.

'Just do it': An analysis of accounts of control over health amongst lower socioeconomic status groups

2003 ◽  
Vol 13 (1) ◽  
pp. 15-31 ◽  
Author(s):  
Bruce Bolam ◽  
Darrin Hodgetts ◽  
Kerry Chamberlain ◽  
Simon Murphy ◽  
Kate Gleeson
Keyword(s):  
Socioeconomic Status ◽  
Lower Socioeconomic Status ◽  
Lower Socioeconomic
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