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Neighborhood income and physical and social disorder in Canada: associations with young children's competencies 总被引：8，自引：0，他引：8
This study examined the association of census level, observational, and parent-reported neighborhood characteristics on the verbal and behavioral competencies of a national sample of Canadian preschoolers (N = 3,350). Children's verbal ability scores were positively associated with residing in neighborhoods with affluent residents and negatively associated with residing in neighborhoods with poor residents and in neighborhoods with low cohesion, even after controlling for family socioeconomic factors. Behavior problem scores were higher when children lived in neighborhoods that had fewer affluent residents, high unemployment rates, and neighborhoods with low cohesion, after controlling for family socioeconomic factors. These findings are discussed in light of neighborhood studies of children in the United States in the mid-1990s. 相似文献
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Brit Toven-Lindsey Marc Levis-Fitzgerald Paul H. Barber Tama Hasson 《CBE life sciences education》2015,14(2)
The 6-yr degree-completion rate of undergraduate science, technology, engineering, and mathematics (STEM) majors at U.S. colleges and universities is less than 40%. Persistence among women and underrepresented minorities (URMs), including African-American, Latino/a, Native American, and Pacific Islander students, is even more troubling, as these students leave STEM majors at significantly higher rates than their non-URM peers. This study utilizes a matched comparison group design to examine the academic achievement and persistence of students enrolled in the Program for Excellence in Education and Research in the Sciences (PEERS), an academic support program at the University of California, Los Angeles, for first- and second-year science majors from underrepresented backgrounds. Results indicate that PEERS students, on average, earned higher grades in most “gatekeeper” chemistry and math courses, had a higher cumulative grade point average, completed more science courses, and persisted in a science major at significantly higher rates than the comparison group. With its holistic approach focused on academics, counseling, creating a supportive community, and exposure to research, the PEERS program serves as an excellent model for universities interested in and committed to improving persistence of underrepresented science majors and closing the achievement gap. 相似文献
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This study examined how the link between neighborhood poverty and the timing of sexual initiation varies as a function of age, gender, and background characteristics. A sample of N = 2,596 predominately White Canadian adolescents from the National Longitudinal Survey of Children and Youth was used. Sexual initiations occurring between 12 and 15 years old were considered. Results showed that younger adolescent females who lived in poor neighborhoods and who had a history of conduct problems were more likely to report early sexual activity. Peer characteristics partly accounted for this susceptibility. Among adolescent males, no direct neighborhood effects were found, but those who had combined risks at multiple levels appeared more vulnerable. The theoretical and practical implications of these findings are discussed. 相似文献
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Moving is common during middle childhood, but links between move type and children's development are less well understood. Using nationally-representative, longitudinal data (2010–2016) of ~9900 U.S. kindergarteners (52% boys, 51.48% White, 26.11% Hispanic/Latino, 10.63% Black, 11.78% Asian/Pacific Islander), we conducted multiple-group fixed-effects models estimating associations of within- and between-neighborhood moves, family income, and children's achievement and executive function, testing whether associations persisted or varied by developmental timing. Analyses suggest important spatial and temporal dimensions of moving during middle childhood: between-neighborhood moves had stronger associations than within-neighborhood moves, earlier moves benefited development whereas later moves did not, and associations persisted with significant effect sizes (cumulative Hedges' g = −0.09–1.35). Research and policy implications are discussed. 相似文献
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Véronique Dupéré Eric Dion Tama Leventhal Isabelle Archambault Robert Crosnoe Michel Janosz 《Child development》2018,89(2):e107-e122
Adolescents who drop out of high school experience enduring negative consequences across many domains. Yet, the circumstances triggering their departure are poorly understood. This study examined the precipitating role of recent psychosocial stressors by comparing three groups of Canadian high school students (52% boys; Mage = 16.3 years; N = 545): recent dropouts, matched at‐risk students who remain in school, and average students. Results indicate that in comparison with the two other groups, dropouts were over three times more likely to have experienced recent acute stressors rated as severe by independent coders. These stressors occurred across a variety of domains. Considering the circumstances in which youth decide to drop out has implications for future research and for policy and practice. 相似文献
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The present study used Canadian National Longitudinal data to examine a model of the mechanisms through which the effects of neighborhood socioeconomic conditions impact young children's verbal and behavioral outcomes (N= 3,528; M age = 5.05 years, SD= 0.86). Integrating elements of social disorganization theory and family stress models, and results from structural equation models suggest that both neighborhood and family mechanisms played an important role in the transmission of neighborhood socioeconomic effects. Neighborhood disadvantage manifested its effect via lower neighborhood cohesion, which was associated with maternal depression and family dysfunction. These processes were, in turn, related to less consistent, less stimulating, and more punitive parenting behaviors, and ultimately, poorer child outcomes. 相似文献
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This study of UCL Press sought to identify the extent to which data available to open access (OA) monograph presses can be combined with low‐cost analysis tools to provide insight into development and strategy. An additional goal was identifying practical steps that monograph publishers can take to ensure that they make the most of the data they have access to. The project team carried out an analysis of downloaded figures from platforms providing access to UCL Press monograph titles, social media activity, and sales patterns. Patterns of engagement with the books were cross‐referenced against key marketing and dissemination events in order to identify relationships between marketing approaches and awareness or use of a title. This study shows that it is possible to gain valuable insights into the uses of OA books by collating and analysing usage and social media data. It also identifies a series of relatively straightforward steps that can be taken by presses to maximize the richness of the data captured. These include proactively gathering and storing data; providing best practice advice to those engaging in promotion, particularly when promotion is via social media; and making it easier to track specific efforts to publicize books by using tagged links. 相似文献
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This study explored inter- and intraindividual immigrant group differences in children's English verbal ability over ages 6-16 in 4 racial/ethnic groups-White Americans, Black Americans, Mexican Americans, and Puerto Ricans (N=2,136). Although all children's mean verbal scores increased with age, immigrant children (except for Black Americans) had lower scores than respective nonimmigrant children. In contrast, immigrant children (except for Mexican Americans) had more persistent verbal growth into adolescence than respective nonimmigrant children. Family resources moderately accounted for immigrant differences in children's mean verbal scores only. The findings support different theoretical models for understanding inter- and intraindividual immigrant differences in achievement. Mexican-American immigrants and Black American nonimmigrants were struggling and merit policy attention. 相似文献
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