Sentences with phrase «at socioeconomic disadvantage»

Major depression is common in people over the age of 50, particularly in those at socioeconomic disadvantage, or with poor physical health and previous depressive symptoms

Overweight people, especially women, are at a socioeconomic disadvantage — and that taller people, especially men, are at a socioeconomic advantage, new research shows.

The findings provide the strongest evidence to date that overweight people, especially women, are at a socioeconomic disadvantage — and that taller people, especially men, are at a socioeconomic advantage.

Not exact matches

For lower socioeconomic women and often black women, yes, a marriageable man is one who has a job, but drug use and trafficking, under - or unemployment, the high rates of men in jail and the higher mortality rates for black men in their community put them at marital disadvantage — there are fewer men in their dating pool (And as I addressed previously, strong black women are often seen as being a detriment to black men's masculinity.)

Following a review of the available evidence and a public discussion involving the program's faculty, staff, and trainees, the exam's ability to predict student performance seems «weak at best» while it significantly disadvantages women, minorities, and students from low socioeconomic backgrounds, writes Scott Barolo, director of the Program in Biomedical Sciences (PIBS), in the announcement.

Students of color and students from low socioeconomic backgrounds are at a disadvantage when it comes to teachers» expectations.

To me, the biggest issues are the achievement gaps, as you said, and the achievement gaps are still there, according to socioeconomic background — disadvantaged students are still achieving at a much lower level than advantaged students or affluent students — and Indigenous students are still performing at a much lower level than non-Indigenous, and rural and remote students are still not achieving at the same levels as metropolitan students.

They define equity, disadvantage and student needs along socioeconomic lines; allocate resources to schools at least partially on the basis of students» backgrounds; and design programs and interventions specifically for low socioeconomic and Indigenous students.

This indicates that while there are many reasons why school districts and states might want to seek to integrate relatively advantaged and relatively disadvantaged students within the same school, it appears unlikely that a policy goal of reducing the test score gap between students in these groups will be realized through further socioeconomic integration (at least once there gets to be the degree of socioeconomic integration necessary to be part of this study to begin with).

Finn and Wright hint at the problem several times, but shift the focus to efforts to overcome socioeconomic disadvantage.

The PISA data indicate that the observed variation in the distribution of student characteristics across countries does not place the United States at a disadvantage in international assessments compared with other highly developed countries; students with high levels of socioeconomic status had an educational advantage over their low SES counterparts across all 20 countries, even after considering the differences in the percentage of students who are immigrants, from less - advantaged homes, non-native language speakers, and other factors.

At any point over at least the last 50 years, a synthesis of available empirical evidence would have suggested, quite unambiguously, that students having difficulty at school, especially those disadvantaged by their socioeconomic backgrounds, learn more when they are working in heterogeneous rather than in homogeneous ability groups (e.g., Oakes, 1985; Yonezawa, Wells, and Serna, 2002At any point over at least the last 50 years, a synthesis of available empirical evidence would have suggested, quite unambiguously, that students having difficulty at school, especially those disadvantaged by their socioeconomic backgrounds, learn more when they are working in heterogeneous rather than in homogeneous ability groups (e.g., Oakes, 1985; Yonezawa, Wells, and Serna, 2002at least the last 50 years, a synthesis of available empirical evidence would have suggested, quite unambiguously, that students having difficulty at school, especially those disadvantaged by their socioeconomic backgrounds, learn more when they are working in heterogeneous rather than in homogeneous ability groups (e.g., Oakes, 1985; Yonezawa, Wells, and Serna, 2002at school, especially those disadvantaged by their socioeconomic backgrounds, learn more when they are working in heterogeneous rather than in homogeneous ability groups (e.g., Oakes, 1985; Yonezawa, Wells, and Serna, 2002).

Further, to the extent that the biggest advantage of socioeconomic integration may be direct peer effects (Reid, 2012)-- picking up knowledge and habits from high - achieving, highly motivated peers — high - poverty schools will always be at a disadvantage, given the strong relationship between students» own socioeconomic statuses and their academic performance.

With the exception of communication skills at 0 — 1 years, socioeconomic disadvantage was associated with poorer outcomes across all ages and measures.

In the Indigenous cohort, maternal age at birth (< 20 years: OR = 1.45, 95 % CI 1.30 to 1.60), socioeconomic status (most disadvantaged 10 %: OR = 1.44, 95 % CI 1.24 to 1.67) and parity (three or more siblings: OR = 1.85, 95 % CI 1.64 to 2.08) were associated with increased odds of poor attendance.

Second, as the severity of childhood socioeconomic disadvantage, maltreatment, and social isolation increased, the number of age - related - disease risks at age 32 years also increased; that is, each adverse childhood experience independently predicted a greater number of age - related - disease risks at age 32 years in a dose - response fashion (Table 3, panel 2).

Amongst other things, it will look at some of the interplay between socioeconomic disadvantage and rural location for indicators like smoking rates and obesity, Ms Middleton said.

While early parenthood can pose many challenges for anyone, it is particularly problematic for early and chronic female offenders, who face increased risks of pregnancy complications, socioeconomic disadvantage, relationship violence, and compromised parenting skills.41 Several studies have linked a history of maternal conduct disorder with unresponsive parenting.42 Particularly troubling are data suggesting that mothers with a history of aggression or conduct disorder, or both, pass on at least three risk factors to their offspring: antisocial biological fathers (because of assortative mating), prenatal exposure to nicotine, and coercive (hostile) parenting style.43 The most common trajectories followed by female offenders tend to increase the odds that their children will follow in their footsteps.

The sociodemographic characteristics of the families in terms of parental education, high school dropout, family poverty, welfare status, age at parenthood, and socioeconomic status indicated an average level of disadvantage relative to the overall Canadian and Quebec populations, respectively (Statistics Canada, 2008, 2012a).