Sentences with phrase «higher family socioeconomic»

Higher levels of positive development in emerging adulthood were associated with stronger family and peer relationships, better adjustment to the school setting, higher family socioeconomic status, and better emotional control.

Not exact matches

We now know that, in all socioeconomic groups, children raised outside of intact two - parent families are significantly more likely than their peers to drop out of high school, end up in prison and experience serious psychological distress.

Limitations of the study included low response rate for control families, higher socioeconomic status in participants vs. nonparticipants, possible residual confounding despite multivariate analysis, and possible recall bias because of retrospective design.

In recent years, numerous studies have shown that bright, charming, seemingly confident and socially skilled teenagers from affluent, loving families are experiencing epidemic rates of depression, substance abuse, and anxiety disorders - rates higher than in any other socioeconomic group of American adolescents.

Children in families and communities with low socioeconomic status had a higher risk of developing the disease.

She has shown that children from low socioeconomic families tend to hear fewer words per hour than children from high socioeconomic families.

As part of that effort, he recently found that children from lower - income families responded much better to a summer reading program than children from a higher socioeconomic background.

The study also found that factors including family background, health, home learning, parenting and early care and education explained over half the gaps in reading and math ability between children in the lowest versus highest socioeconomic strata.

• Both reading and math skills were closely correlated with the socioeconomic status of the child's family: The higher the family's status, the better the child's scores in both areas.

• Parents» supportive interactions, expectations for their child to earn a college degree and child's preschool attendance were higher among families in the higher socioeconomic groups.

Children of higher socioeconomic status show a similar brain response to adults, whereas children from lower - income families generally show a much reduced response or none at all, Neville says.

Low stress resilience was associated with an increased risk of developing type 2 diabetes after adjusting for body mass index, family history of diabetes, and individual and neighbourhood socioeconomic factors — the 20 % of men with the lowest resistance to stress (scores 1 - 3) were 51 % more likely to have been diagnosed with diabetes than the 20 % with the highest resistance to stress (scores 7 - 9) with diabetes risk decreasing in an approximately linear fashion with increased resistance to stress.

In California, both NME and pertussis clusters were associated with factors characteristic of high socioeconomic status such as lower population density; lower average family size; lower percentage of racial or ethnic minorities; higher percentage of high school, college, or graduate school graduates; higher median household income; and lower percentage of families in poverty.

We find larger effects for low - income children, such that these reforms narrowed adult socioeconomic attainment differences between those raised in low - vs. high - income families.

After taking into account differences in socioeconomic status, we found that parents of higher - achieving students are more likely to make a request, which perhaps reflects greater sophistication or interest on the part of these families.

The effects of attending a high - poverty school are not simply the aggregate effects of out - of - school poverty, either; the schools themselves disadvantage those who attend, regardless of their families» socioeconomic status.

Similarly, information on market price can inform decisions by states or localities on how to set sliding fee schedules or eligibility cutoffs so as to focus state expenditures on families in greatest financial need, while not at the same time driving away families with higher incomes whose children can provide needed socioeconomic diversity in daycare and preschool centers.

In fact, overall, children are coming into kindergarten today with higher math skills than they were over a decade ago — a finding that holds true across families of all socioeconomic and ethnic backgrounds.

Gender gaps in educational attainment, which are not unique to the United States, are more difficult to explain using conventional economic models than gaps based on socioeconomic status or race, because males and females grow up in the same families and attend the same schools.Recent evidence provides one possible explanation for the especially large gender gap in high school graduation rates among blacks and Hispanics.

Even in kindergarten and first grade classrooms, minority children from families of lower socioeconomic status (SES) are less likely to attend schools that provide computer access in their classrooms than children in the highest SES groups.

High - quality early childhood education has the greatest positive effect on children from lower socioeconomic status and children who are at risk because of family or community circumstances such as poverty and abuse / neglect, and children with disabilities and special needs (Stegelin, 2004).

Research found, Shanker noted, «that children from socioeconomically deprived families do better academically when they are integrated with children of higher socioeconomic status and better - educated families.»

3 Moreover, in their book, Kahlenberg and Potter emphasize the importance of maintaining a focus on integration in education form; they quote Albert Shanker, founder of the charter school movement, saying, «children from socioeconomically deprived families do better academically when they are integrated with children of higher socioeconomic status and better - educated families,» and «when children converse, they learn from each other.

If this is like most years, administrators at top schools such as Harvard and Stanford will try hard to find talented high school students from poor families in a push to increase the socioeconomic diversity on campus and to counter the growing concern that highly selective colleges cater mainly to students from privileged backgrounds.

GEO Academies, utilizes the TAP framework to promote teacher and student advancement because we believe that regardless of socioeconomic status of our students, they can all achieve at a high level, pursue a four year college degree, and achieve their dreams and goals, regardless of where they live, what color they are, and what their family education level is.

d.tech is a free public charter school that values diversity in race, ethnicity, gender, socioeconomic level, sexual orientation, physical ability, family structure and religion, and it encourages all students who believe that d.tech's innovative program might be a great fit for their high school years to register for the lottery.

The research cuts across socioeconomic lines finding, «low income African American children whose families maintain high rates of parent participation in elementary school are more likely to complete high school.»

Within schools the proximity to black majority areas with lower socioeconomic backgrounds makes them less likely to have to the cultural and social capital considered necessary for success, even if they themselves may have a higher income than other families in the area.

This attendance gap is well recognised in the literature and exists in spite of targeted interventions that span a number of decades.30 This significant gap has been attributed to several factors, including greater family mobility, social and cultural reasons for absence, the higher rate of emotional and behavioural problems in Aboriginal children, the intergenerational legacy of past practices of exclusion of Aboriginal children from schools, and its impact on shaping family and community values regarding the importance of attending school in Indigenous families compared with non-Indigenous families.6 7 31 Additional socioeconomic and school factors differed slightly between the Indigenous and non-Indigenous cohorts.

The trial regions are selected for their high prevalence of families experiencing socioeconomic and psychosocial adversity, a mix of metropolitan and regional areas, and interest from the universal CFH services in participating in the trial.

Comparative Study of Regular and Vocational High School Students on Family Socioeconomic Status, Social Support, Self - Efficacy and Well - Being

In addition, little knowledge is available on the effect of parenting support programmes delivered to immigrant parents.24 The few studies available have mostly shown little or no improvement in the mental health of immigrant parents25 26 or even poorer outcomes for immigrant families27 and families with low socioeconomic status.28 Scarcity of studies in this area may simply because few immigrant parents participate in such programmes.24 Several studies have reported difficulties in recruiting and retaining immigrant parents in parenting support programmes.29 30 Factors such as belonging to an ethnic minority, low socioeconomic status, practical aspects or experienced alienation and discrimination all contribute to low participation.28 31 Other studies have demonstrated that low participation and a high dropout rate of immigrant parents are associated with a lack of cultural sensitivity in the intervention, poor information about the parenting programme and lack of trust towards professionals.24 A qualitative study conducted with Somali - born parents in Sweden showed that Somali parents experienced many societal challenges in the new country and in their parenting behaviours.

In the survey - linked cohort, positively associated family characteristics included smaller family size; higher socioeconomic status; and parents who were older, were college graduates, reported excellent health, and received influenza vaccination.

Racial / ethnic minorities as well as those of lower socioeconomic status (SES) experience higher rates of family violence as well as higher rates of asthma37 than their white, higher - SES counterparts.38 - 40 Analyses were therefore adjusted for maternal race / ethnicity and maternal education level.

Parenting support programs have been shown to have positive effects among families with young infants at high psychosocial risk.20 - 25 Our results suggest a benefit from the universal provision of parenting and child development support services to an unselected sample of families with health coverage, who ranged from the affluent and employed to those at greater socioeconomic and psychosocial risk.

Some research suggests that the academic deficits associated with living with a single mother are less pronounced for black than for white children.37 One study found that growing up in a single - parent family predicted lower socioeconomic attainment among white women, white men, and black women, but not among black men.38 McLanahan and Sandefur found that white offspring from single - parent families were more likely to drop out of high school than were African American offspring from single - parent families.39 African American children may thus adjust better than white children to life in single - parent families, although the explanation for this difference is not clear.

In addition, many of the early intervention programs that have been shown to have positive treatment effects are resource intensive and target high - risk families, on the basis of socioeconomic status, childhood disabilities, parental substance use, or child maltreatment.1

Family background, health, home learning, parenting, and early care and education factors explain over half the gaps in reading and math ability between US children in the lowest versus highest socioeconomic status quintiles, suggesting a need for comprehensive early interventions.

The second problem is that the environmental factors examined in the studies usually cited as evidence for gene - environment interactions — for example, high family conflict (Bergeman, Plomin, McClearn, Pedersen, & Friberg, 1988), low socioeconomic status (Cloninger, Sigvardsson, Bohman, & von Knorring, 1982), or criminal parents (Mednick, Gabrielli, & Hutchings, 1987)-- can not account for differences between siblings reared together.

Being from a family of lower socioeconomic status, having a low reading age, and attending more than two primary schools led to significantly higher costs with t tests but just missed significance using bootstrap tests, where lower values for confidence intervals were negative.

When the sample was divided into low (n = 54) and high (n = 42) socioeconomic disadvantage (SED) families, a different picture emerged.

The higher - than - population normal levels of psychological distress found among families of children with ID might therefore be attributable to pre-existing socioeconomic disadvantage (the distal cause), rather than child ID per se.

Students living in two - parent families obtain higher achievement levels than other students, even after controlling the student's socioeconomic level and academic background (Cervini, Dari, & Quiroz, 2014).

Bogess (1998), also using the PSID, finds no effect of living with a single mother on children's likelihood of graduating from high school independent of the family's socioeconomic standing.

A total of 1,341 families (58.7 %) agreed to participate in the first phase of the study, of which 451 (33.6 %) were of high socioeconomic status (SES)[36], 581 (43.1 %) middle and 309 (23.3 %) low.

Longitudinal studies have consistently reported higher rates of major depression and other psychopathology (anxiety disorders, conduct disorders and substance abuse disorders) in adolescents with an affectively ill parent than in control families with similar demographic characteristics (age, ethnicity, socioeconomic status and educational level).

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).

Based on these mixed results and limitations in generalizability, more studies are needed with (a) adequate controls for key socioeconomic and family composition factors known to be associated with behavior problems in children, (b) early assessment of temperament, (c) samples that include higher risk children (e.g., low - income families, children with health problems, etc.), and (d) controls for behavior problems that predate the exposure to recent family conflict.

Given that many Indigenous families and communities experience lower socioeconomic status than non-Indigenous communities generally, then it should come as no surprise to find that some Indigenous young people living in poor physical and social environments experience higher rates of cognitive / intellectual disabilities and poorer mental health.

These findings extend prior research on the processes through which socioeconomic deprivation severity and family functioning impact maternal harsh discipline within a high - risk sample of low - income families.