In South Africa, the penetration rate of Cellphones is greater than 100 percent. South African banks are leveraging off this technology by providing a bouquet of financial services via the Cellphone – Cellphone banking. However, the adoption of Cellphone banking has been much slower when compared to other electronic banking channels, such as internet banking. The objective of this research was to compare factors that inhibit adoption of Cellphone banking between the low and high income groups. Based on existing innovation adoption theory, there were five factors of adoption identified: Trialability, Perceived Complexity, Perceived Value, Perceived Credibility and Perceived Risk. A telephonic survey was administered. The survey questionnaire contained a series of closed-ended questions relating to the five factors of adoption and a single open-ended question to identify factors not being researched. The results of the survey found that the greatest inhibitor to Cellphone banking was Trialability, followed by Perceived Complexity and Perceived Risk (regardless of income levels). The results of the open-ended questions were grouped in two themes; Personal Preference and Banking Perception. The comparison of results between the open-ended themes found that personal preferences have a significant impact between the low and high income groups. The majority of the high income respondents preferred Internet banking to Cellphone banking. However, banking perceptions had a higher impact on the low income respondents when comparing the two themes. The study establishes that financial institutions should provide a demonstration and give the customers the opportunity to test Cellphone banking in an effort to increase adoption; as this should reduce the perceived complexity and risk associated with this service. / Dissertation (MBA)--University of Pretoria, 2011. / Gordon Institute of Business Science (GIBS) / unrestricted

This study examined teachers' perceptions and attitudes of Title I students at an urban elementary school in which over 90% of the student population receives free or reduced-priced lunch. Using participant observation and in-depth interviews, this research analyzed three avenues for Title I students to acquire cultural and social capital at school: material and non-material resources, language acquisition, and the building of positive teacher-student relationships. In order to analyze these avenues, this study explored the following questions: How do teachers talk about and perceive Title I students? Do their attitudes and the images constructed from these perceptions impact students' ability to build positive teacher-student relationships? Do these perceptions and attitudes impact students' opportunities to build social and cultural capital? Do the resources afforded to students aide the acquisition of cultural capital? What expectations do teachers have for students' language usage and do these expectations hinder the acquisition of cultural capital? These questions guided my data collection process and analysis on how social and cultural capital operates within a Title I school. This study found that students attending Sherwood did not have access to quality material resources such as books and computers. However, they did have exposure to non-material resources such as nutritional programs that provided students' avenues to acquire cultural capital through dominant cultural experiences. Students' acquisition of Standard English was another avenue for students to acquire cultural capital. Teachers at Sherwood held different expectations for African American students and Spanish speaking students. African American students were constantly corrected when they did not speak Standard English by white teachers. In contrast, Spanish-speaking students were not corrected because teachers did not view their language as a disruption to the class. My findings suggest that African American students did not know why Standard English was important. Thus, it is likely that they did not learn how to activate this form of capital to their social benefit. In contrast, the cultural codes Spanish-speaking students were perceived as of higher value and incorporated in the school. Last, this study found teachers' perceptions of Title I students did not always hinder their ability to form positive teacher-student relationships, but may have helped these relationships to form because of teachers' perceptions of students' home life. Throughout this study, I explored the strategies and obstacles faced by Title I teachers and students as well as how these affect the acquisition of cultural and social capital.

Diabetes is a chronic condition affecting more than 30 million adults living in the United States. Diabetes self-management (DSM) can prevent or delay the complications of diabetes and improve clinical outcomes; however, data show that low-income, food insecurity, female gender, and race contribute to challenges performing effective DSM. The health belief model was the theoretical framework for this cross-sectional study, which examined how food insecurity, low-income, and race affect DSM activities in women with diabetes. The sample population from the 2017 Behavioral Risk Factor Surveillance System survey consisted of 1,842 women with diabetes who were 18 years of age or older, had an annual income of less than $50,000, and were food insecure. Results of the chi square analyses indicated a significant association between food insecurity and DSM activities (χ2 = 48.99, p < 0.0001); however, results showed no significant association between low-income or race (p > 0.05). Results of a binary logistic regression model revealed that food secure and younger women had 1.618 and .584 times the odds of having effective DSM activities than food-insecure and older women (OR=1.618, 95% CI=1.282 - 2.041, p < 0.001; OR=.584, 95% CI=.465 - .733, p < 0.001, respectively). These results might provide researchers with guidance regarding food insecure and younger women with diabetes who might require additional support for their diabetes management. Tailored public health interventions might lead to positive social change by increasing food stability and nutrition knowledge, potentiating improvements in hemoglobin A1C, a 90-day measure of glucose control, which could reduce risk of diabetes-related morbidity and mortality.

This study examined an after-school tutoring and mentoring program that was implemented to help low-income students in the K-12 local district who were struggling with reading and mathematics. To date, the program has not been successful in improving student achievement. The purpose of this qualitative case study is to provide administrators and teachers with insights into parents' and teachers' perceptions of the program, with an emphasis on parental involvement (PI). Vygotsky's theory of social constructivism focused this study on the tenet that social interactions between parents, students, and teachers all impact the program students' construction of knowledge. The research questions focused on the teachers' and parents' perceptions of the effectiveness of the tutoring program, parental involvement, and suggestions to improve the program. Detailed qualitative data was collected through seven parents and three teachers structured interviews that were transcribed, open-coded, and analyzed across participants to identify recurrent themes. There were 5 themes: PI is crucial, behavior problems, improving parent-teacher communication, inadequate PI, and improving PI. Participants had mixed opinions of the effectiveness of the tutoring program, emphasized the importance of PI, and had many suggestions to improve the program. The project white paper includes 6 detailed recommendations supported by data, a timeline for implementation and materials for a teacher training component and a teacher-parent collaboration component. Positive social change may result if the study helps increase the amount of interaction between teachers and parents, increases attendance at parent meetings, and these changes help increase student test scores.

Childhood obesity is a prevalent chronic condition affecting millions of children and adolescents in the United States and is rising in record-breaking numbers among African Americans in low-income communities. Guided by the social cognitive theory, the purpose of this evidence-based project was to understand the impact of an educational intervention on parents' perceptions of childhood obesity risk factors, weight status, and prevention strategies in a rural South Carolina community. A convenience sample of parents who attended a church-based community health promotion service in a low-income area (n = 10), aged 28 to 54, completed The Childhood Obesity Perceptions survey before and after the completion of the educational program. The pretest and posttest responses were analyzed with paired sample t tests and frequency tables. There were several responses with a statistically significance change (p < .05), including the impact of obesity on the development of diabetes, stroke, cancer, and bone or joint problems. Survey participants strongly agreed (90%) that they could help their children live a healthier lifestyle by initiating preventive strategies which include providing healthy snacks and increasing exercise. Findings suggest that African American parents in low-income communities would benefit from regularly occurring education on the prevention of childhood obesity, including information on healthy diet choices, exercise, and the risk factors for childhood obesity. By educating parents, healthcare providers and community leaders can begin forming community health and childhood obesity prevention programs that support positive social change and help low-income families to achieve healthy lifestyles.

On average, low-income individuals have poorer diet quality compared to their high-income counterparts. However, improved food access may offer opportunities to improve diet among this population. This study examines how the low-income population navigates between barriers, resources, and opportunities to acquire healthy foods in different settings. Chapter 3 examined how the use of a farmers’ market incentive program among the low-income population impacts F&V consumption. We observed no effect on F&V consumption due to program participation but users of the program have a significantly higher F&V consumption than non-users. Chapter 4 identified transportation difficulties as a barrier to the uptake of farmer’s market incentive program and that larger families may be less likely to take advantage of opportunities provided by farmer’s market incentive programs. Chapter 5 examined the association between factors that influence food choices (taste, price, convenience, concern for nutrition, and concern for weight) and food access and availability in the home. We found that certain behaviors (concern for nutrition) exhibited within the food purchase environment may impact food access and availability in the home. We conclude that more efforts and interventions that target improving consumer’s perceived importance for nutrition and transportation access to food resources are needed; especially among low-income population with low F&V consumption. In addition, information and financial access to food resource opportunities should be expanded, specifically among those with low F&V consumption and expanding the food incentives for larger families should be considered.

Les populations défavorisées sont souvent peu réceptives aux messages de santé publiques, perçus comme trop complexes et peu adaptés. De nombreuses interventions nutritionnelles ont été menées, y compris en magasin, mais l’impact de ces interventions sur les comportements d’achats reste peu convaincant. L’utilisation des principes et des techniques issus du marketing pourrait constituer une stratégie efficace pour développer des interventions adaptées à ces populations.L’objectif de cette thèse était de développer, mettre en oeuvre et évaluer une intervention nutritionnelle dans deux magasins dans les quartiers Nord de Marseille, selon la méthode du marketing social. Pendant 6 mois, une sélection d’aliments peu coûteux et de bonne qualité nutritionnelle ont été mis en avant via un étiquetage en rayon, soutenu par une campagne de communication et des actions promotionnelles en magasin : dépliants, affiches, tête de gondole, stand de dégustation. L’analyse des achats des clients a montré un effet positif de l’intervention sur l’achat de féculents et de fruits et légumes. Un questionnaire rapide à la sortie des magasins a montré que 31 % des clients ont remarqué l’opération, et que ce pourcentage était plus élevé à la fin de l’intervention. Un questionnaire plus approfondi a montré que les clients ayant remarqué l’intervention obtenaient des scores plus élevés à un quiz sur la nutrition et comprenaient mieux le système d’étiquetage que les clients ne l’ayant pas vue.Bien que ces résultats soient plutôt encourageants, un certain nombre de questions demeurent, en particulier sur la temporalité du changement de comportement, l’importance de la segmentation de la cible et la prise en compte des comportements irrationnels et inconscients dans le marketing social. / Low-income populations are often unreceptive to public health messages that may be perceived as too complex and poorly adapted. Many nutrition interventions have been conducted, including store-based interventions, but their impact on purchase behaviors is not convincing. The use of marketing principles and techniques could be an effective strategy for developing interventions adapted to these populations.The objective of this PhD was to develop, implement and evaluate a nutrition intervention in two stores in the northern districts of Marseille (France), using a social marketing approach. For six months, a selection of inexpensive foods of good nutritional quality was promoted through shelf labeling, supported by a communication campaign and in-store promotional actions: leaflets, posters, endcap placement, tasting booth. Analysis of customer purchases showed a positive effect of the intervention on the purchases of starchy foods and fruits and vegetables. An exit survey revealed that 31% of customers had seen the intervention, and that this rate was higher at the end of the intervention. A more in-depth survey showed that customers who saw the intervention scored higher on a quiz about nutrition and had better understanding of the labeling system than did customers who had not seen the intervention.Although these results are rather encouraging, questions remain, in particular about the temporality of behavioral change, the importance of target segmentation and the consideration of irrational and unconscious behavior in social marketing.

Understanding economically disadvantaged students and the ways in which they perceive their environment, enrolled in middle to upper class universities, is essential to the study of student development. Six economically disadvantaged students were studied in order to understand their acquisition of self-efficacy, experienced challenges, and the ways in which they perceived their environment. The interviews revealed important information regarding their identity development in relation to economic status and their challenges and/or setbacks. Moreover, a theoretical framework is presented to assess institutional intent and impact, thus facilitating the disruption of oppressive policies and systems.

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