This study was conducted to investigate the disproportional distribution of subjective and objective discipline referrals to the different student groups’ gender, socioeconomic status, and ethnicity for the 6th through 12th grade students in a central Florida public school district for the school year 2009-2010. The relationship of the disproportional distribution of subjective and objective discipline referrals between gender and socioeconomic status was analyzed. In addition, the relationship of the disproportional distribution of subjective and objective discipline referrals between ethnicity and socioeconomic status was analyzed. Analysis of the discipline referral data from the central Florida public school district for the school year 2009-2010 led to the following findings: (a) males, blacks, and students with low socioeconomic status, were over represented with student discipline referrals of all types; (b) males, blacks, and students with low socioeconomic status, were over represented with subjective discipline referrals; (c) low socioeconomic status males were the major contributors to disproportional distribution for males within the gender group variable, and low socioeconomic blacks were the major contributors to disproportional distribution within the black ethnicity group variable.

The purpose of this study was to identify the relationship between teacher self-efficacy (TSES) score and observable teacher instructional behaviors (CSAS) score and student academic achievement (SOL) score. This study addressed the following question: What is the relationship between teacher self-efficacy and teacher behavior and student academic achievement? More specifically, the researcher studied the relationship between teacher self-efficacy score and observable teacher instructional behaviors score, teacher self-efficacy scores and student academic performance score, and observable teacher instructional behaviors score and student academic performance score. Research on implications that TSE has on teacher behaviors adds to a relatively limited literature base that holds possibilities for leaders to elicit positive school change through improved instructional practices and higher student achievement. To establish whether there was a relationship between TSE and observable teacher instructional behaviors, TSE and student academic achievement and observable teacher instructional behaviors and student academic achievement, this study used a quantitative analysis method that utilizes a simple linear regression model. The simple linear regression model isolated observable teacher behavior in model 1 and student academic achievement in model 2 and model 3 as the dependent variable. Control variables included limiting the study to 20 teachers who teach core curriculum subjects in grades 6-12 that also have an end of course Virginia Standards of Learning assessment (SOL). The researcher identified regression relationships and their statistical significance and interpreted results to reach a conclusion that addressed each research question. The researcher highlighted potential relationships between teacher self-efficacy and student achievement, teacher self-efficacy and observable teacher instructional behaviors and observable teacher instructional behaviors and student achievement. This included a finding that the relationship between teacher self-efficacy and student achievement for the participants in this study was significant and positively correlated. The model indicated that TSE explained 42.1% of variations in student SOL scores. The regression relationship between TSE and student SOL scores revealed a positive correlation since the standardized coefficient was 0.463 > 0. That is as the teacher's self-efficacy score increased then the student SOL scores improved. Implications for practitioners included principals considering professional development opportunities that support increased teacher self-efficacy and promote stronger student engagement in the learning process and identifying non-instructional behaviors that teachers engage in that might negatively impact student achievement. Recommendations for future investigation were also suggested by the researcher and included expanding the study to increase the number of participants. Increasing the number of participants would allow for an increase in the total number of TSES scores, CSAS scores, and student achievement scores. / Doctor of Education / This study examined the relationship between teacher self-efficacy and observable teacher instructional behaviors and student academic achievement scores. The study included 10 secondary teachers who taught a core curriculum course to students in grades 6-12 that also included an end of course Virginia SOL test for students. All of the participants in this study were from the same medium-sized school district in Virginia. The data analysis in this study determined that there was a statistically significant relationship between teacher self-efficacy and student achievement. Data analysis also determined a positive relationship between teacher self-efficacy and student achievement indicating that as the teacher's self-efficacy score increased the student achievement scores improved. The study described the relationship between teacher self-efficacy and observable teacher instructional behaviors for the participants in this study indicating TSE explained some of the variance in teacher instructional behaviors. The relationship between the variables was not statistically significant but they were positively correlated. That is, as the teacher's self-efficacy increased then the frequency of the teacher's observable instructional behaviors during the teaching process also increased. The researcher determined that the relationship between teacher instructional behaviors and student achievement (SOL scores) for the participants in this study was not statistically significant. The model supported that teacher instructional behaviors explained a small amount of the variance in student achievement.

This research examined the relationship of student academic performance exhibited by American elementary-school students through the types of school leadership. The goal was to define a functional model of leadership that might support the academic achievement of students attending school in low- to middle-socioeconomic areas. Teachers on the staffs of 58 California elementary schools located in such areas completed the Task Relationship Change Questionnaire (Yukl, n.d.) to facilitate data collection. This survey instrument measured teacher perception of the leadership characteristics of principals. Three broad areas of leadership characteristics, as well as 14 leadership-behavior factors were measured and correlated. The study results supported the notion that the same type of leadership is generally effective in schools located in both middle- and low-socioeconomic areas. The findings also indicated that elementary-school principals serving these schools generally possess leadership characteristics that are blended between factors of change, relationship, and task. The academic performance of students attending low-socioeconomic schools is enhanced by principals that incorporate specific task and change behavior factors into their leadership styles. The findings also suggest that a more directive leadership style enhances the academic achievement of students attending such schools. Task-leadership behavior factors that facilitated this goal were found to be related to task monitoring. Leadership change behaviors producing the same enhancement included a strong visionary leadership and the ability to infuse dimensions of improvement into schools through new ideas and opportunities. This study also found that the academic performance of students attending elementary schools of low-socioeconomic status may be negatively impacted when principals incorporate certain relationship and change behavior factors into their leadership style. Potentially negative change factors included overly aggressive emphasis on efficiency and product by principals. Potentially negative related relationship factors were found to be equivocation by principals during the decision-making process, resulting in the engagement of teaching staff in extended debate over pivotal school issues. Overall, the results of this study were significant and represent a new approach to research in the area of leadership. The study illuminates the pivotal fact that certain leadership characteristics can indeed enhance student academic performance in elementary schools serving populations located in low-socioeconomic areas.

This qualitative study considers the experiences of a high school student with respect to unstable living conditions and peer relationships. For “Peter,” living in shelters and budget hotels meant withdrawing into cramped spaces, giving up personal possessions, and restricting social interaction at a time when identity formation is usually characterized by exploration, independence, and increased peer interaction Since Peter feels his socioeconomic background is the cause of difficult peer relationships, a quantitative study of his peers was conducted. Using a random sample of 232 students at Peter's high school, attitudes toward poor, sheltered, and middle class students are analyzed. Although Peter displays a hesitant personality style that contributes to poor social relationships, findings from the quantitative study suggest that students at Peter's school form friendships based upon socioeconomic class. Findings also suggest that students from middle to high SES backgrounds reject a newly-enrolled peer at a greater rate when compared to students from low to middle SES backgrounds.

I tested the relationship between self-efficacy and socioeconomic status and how the combination can affect major choices in African American students. I used the social cognitive career theory and process mediation models to analyze the results of different variables. At the University of Central Florida, the participants were 1200 students in the introduction to financial accounting course. They completed a survey that measured various social barriers, social supports, and self-efficacy. Implications of future research in the context of accounting fields are discussed.

The Air Quality Health Index (AQHI) is a 10-point scale that communicates the cumulative health risks associated with air pollution (ECCC, 2016). The general theme of this dissertation centers on an understanding of AQHI adoption while accounting for socioeconomic status (SES) in order to facilitate AQHI uptake by the public with particular focus on “at risk” populations (i.e. young children, seniors, and those with pre-existing respiratory and/or cardiovascular conditions). The study is unique since it approaches AQHI adoption consistent with the ecological model and an equity lens, and AQHI adoption is considered at the individual, organizational and community levels. The study area for this dissertation is Hamilton, Ontario, Canada. The findings from this dissertation contribute to an understanding of why AQHI is or is not being adopted and suggests potential intervention strategies to increase its uptake. Consistent with health behaviour theory, demographics (gender, age, education, area of residence), knowledge/understanding and individual risk perceptions (neighbourhood air effects on health) were found to be significant predictors of AQHI adoption. Additionally, perceived benefits of AQHI adoption included protection of health for self and those cared for via familial and/or occupational duties. While perceived barriers of AQHI adoption included lack of time required to check and follow AQHI health messages and the inability to “self-identify” as belonging to the “at risk” population. This dissertation proposes that increases in AQHI adoption may be achieved by increasing AQHI knowledge and emphasizing the benefits and relevance of AQHI such that “at risk” populations can self-identify. Additionally, AQHI uptake may be increased by providing AQHI information at a neighbourhood scale via local media sources and wearable devices. / Dissertation / Doctor of Philosophy (PhD)

An ethnographic case study of a Year 6 (5th grade) classroom in Southwest England was conducted in order to explore factors that contribute to academic self-efficacy in British education, specifically in this classroom. Data was collected through qualitative observations, a teacher interview, and student questionnaires to determine the level of academic self-efficacy in the classroom. The class consisted of 14 female students and 9 male students, ranging from ten to eleven years old. Of the total number of students, parental consent was received to allow 9 boys and 7 girls to complete questionnaires. Data was analyzed by examining critical issues and comparing anecdotal records to a teacher interview and student questionnaires. Recurrent themes that materialized were: bullying, uniforms, discipline, competition, assessment, and exceptional students. Results showed that these core issues contributed to positive academic self-efficacy among students in this classroom in the context of the British educational system.

The purpose of this study was to investigate the relationship between health insurance status and diabetes management (in terms of medication adherence and physical activity levels) in Black adults based on socioeconomic factors. Data were harvested from the Sample Adult Questionnaires of the National Health Interview Survey (NHIS) between the years of 2010 and 2016. The survey questions that were collected included information about the participants' income, education level, insurance status, diabetes diagnosis, medication therapy and physical activity levels. This study employed the most recent version of the Statistical Package for Social Sciences (SPSS) software. The association between diabetes management and socioeconomic factors were analyzed using chi-square analysis. It was hypothesized that Black adults who were uninsured, lower income, and less-educated would report lower adherence to medication and lower physical activity participation when compared to their insured, higher income, and higher-educated counterparts. However, there was no statistically significant relationship between health insurance status and diabetes management in people of different socioeconomic status. Too few people met the weekly recommendations for moderate exercise thus chi-square outcomes for physical activity were invalid. This study will be beneficial for future research as it has provided more generalizable information on this topic due to the use of a national dataset. This study also highlighted the importance of adequate physical activity interventions for this population and can be used for further research on Black adults with diabetes.

This thesis utilizes a reproductive justice framework to discuss the impact of anti-abortion legislation and the anti-abortion movement on women of color and low-income women, arguing that reduced access to abortion is oppressive to minority women. Chapter 1 outlines the theoretical framework of this thesis, focusing on feminist Marxism, Intersectionality, Critical Race Theory, and radical and third wave feminist perspectives. Chapter 2 provides an overview of the anti-abortion movement and the major state and federal laws and court cases that have defined women's access to abortion in the United States, including Roe v Wade, the Hyde Amendment, Planned Parenthood v Casey, and TRAP laws. Chapter 3 discusses the oppressive effects of these laws by connecting anti-abortion legislation and the anti-abortion movement to larger historical systems of oppression and examining the effect of reduced access to abortion on women's reproductive choices and socioeconomic status. This chapter argues that reduced access to abortion is oppressive because it encourages sterilization among minority women who may have chosen other birth control options given the choice, and funnels minority women into an oppressive and exploitative US welfare system. Chapter 4 discusses minority women's potential to overcome this oppression and examines some real-world examples of reproductive rights activism. This thesis expands the current discussion on abortion access by centering the discussion on minority women and arguing that reduced access to abortion is systematically oppressive rather than simply discriminatory.

Health disparities between different racial/ethnic groups in the United States are substantial. When reviewed across an extensive body of literature, these disparities have been demonstrated to persist even when socioeconomic status, geographic region, health conditions, treatment methods, and patient access-related variables are controlled. This ultimately leads to higher mortality rates among minority patients, making disparities in health a highly prevalent issue. However, the literature suggests that while racial and ethnic disparities in health have been widely examined, research documenting the evolution of these changes over time is lacking. This motivates the research questions: (1) How has the impact of racial biases on disparities in health outcomes evolved over the past decade?; (2) To what extent do race and ethnicity impact variation in health outcomes?; and (3) To what extent are race and ethnicity correlated with the socioeconomic gradient in health?; Last, (4) How present were these disparities when looking at outcomes related to the COVID-19 Pandemic? This thesis aims to address these questions through a two-part empirical analysis using publicly available data from the National Health Interview Survey (NHIS) and the COVID-19 Case Surveillance Public Use Dataset from the Centers for Disease Control and Prevention (CDC).