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Research has demonstrated that >5 servings of fruits and vegetables (F&V) per day improve health. Eighty-three percent of 18-24 year olds, including college students, do not meet recommendations. For the study, freshmen at MSU were recruited. Included freshmen (n=132), 6 percent, received a sociodemographic and intake survey. Eighty subjects, 61 percent, completed the survey. Of these subjects (n=33), 41 percent, participated in focus groups. X2 analyses assessed intake and sociodemographics. Paired t-test compared BMI and intake. Focus group analyses determined additional influences. Results indicated nine percent of subjects consumed >5 servings, and 23 percent of subjects consumed >3 servings. >3 servings was insignificant to sociodemographics. Significance occurred between income and french fry and salad, parental environment and french fry, and gender and white potatoes. Focus groups revealed additional factors influenced intake. In conclusion, F&V consumption was inadequate, placing students at health risks. Dietary interventions should address barriers other than sociodemographics.

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Student success and motivation are issues that baffle parents and educators. Various factors go a long way in explaining why these educational phenomena occur. Current research has confirmed that issues such as parental involvement, home life, attitude, intellect, and teacher and student relations and rapport have an impact on motivation and future success of students. This research project focused on students' perceptions of factors that affect their success and achievement. These factors were categorized into four areas: intrapersonal influences, parental influences, educational influences, and external influences. These areas were explored in an attempt to promote an awareness of the factors necessary for student success. The purpose of this study was to examine the perceptions of honor and at-risk high school students regarding achievement factors. The method of acquiring information for this phenomenological study was exclusively through indepth interviews. The study was limited to 16 students at a specific Northeast Tennessee high school. Sixteen students were selected from a stratified purposeful sample. Eight students were selected from the top 10% of their class and eight students were selected from the bottom 10% of their class. Each interview contained semistructured and open-ended questions. The questions were prewritten but flexible in interview presentation. The results of this study should promote an awareness of the factors that foster success and those that are detrimental to the success of all students. This awareness might motivate educators to work harder at preventing students from slipping through the cracks. 

BACKGROUND: Previous studies show a positive association between household wealth and overweight in sub-Saharan African (SSA) countries; however, the manner in which this relationship differs in the presence of educational attainment has not been well-established. This study examined the multiplicative effect modification of educational attainment on the association between middle-income and rich household wealth and overweight status among adult females in 22 SSA countries. We hypothesized that household wealth was associated with a greater likelihood of being overweight among middle income and rich women with lower levels of educational attainment compared to those with higher levels of educational attainment. METHODS: Demographic and Health Survey (DHS) data from 2006 to 2016 for women aged 18-49 years in SSA countries were used for the study. Overweight was defined as a body mass index (BMI) ≥ 25 kg/m2. Household wealth index tertile was the exposure and educational attainment, the effect modifier. Potential confounders included age, ethnicity, place of residence, and parity. Descriptive analysis was conducted, and separate logistic regression models were fitted for each of the 22 SSA countries to compute measures of effect modification and 95% confidence intervals. Analysis of credibility (AnCred) methods were applied to assess the intrinsic credibility of the study findings and guide statistical inference. RESULTS: The prevalence of overweight ranged from 12.6% in Chad to 56.6% in Swaziland. Eighteen of the 22 SSA countries had measures of effect modification below one in at least one wealth tertile. This included eight of the 12 low-income countries and all 10 middle income countries. This implied that the odds of overweight were greater among middle-income and rich women with lower levels of educational attainment than those with higher educational attainment. On the basis of the AnCred analysis, it was found that the majority of the study findings across the region provided some support for the study hypothesis. CONCLUSIONS: Women in higher wealth strata and with lower levels of educational attainment appear to be more vulnerable to overweight compared to those in the same wealth strata but with higher levels of educational attainment in most low- and middle- income SSA countries.

OBJECTIVE: This study was conducted to compare the relative influence of the socioeconomic status of both mothers and fathers on feeding method and cosleeping. METHODS: The time and method of feeding and sleeping were recorded in a log during the 4th-week postpartum and analyzed according to the parental Hollingshead Index of Social Position in 33 families with their first newborn. RESULTS: The effect of socioeconomic status on feeding and sleep was parent specific. Low socioeconomic status of the mother, but not the father, was associated with cosleeping (t ≤ 2.39, P < .01); whereas, a low socioeconomic status of the father, but not the mother, was associated with bottle-feeding rather than breast-feeding (t ≤ 1.94, P < .05). CONCLUSIONS: Socioeconomic status of the parents differentially affects neonatal care. Programs to increase breast-feeding rates would be most effective if designed for and aimed at the fathers. Copyright © 2007 Wolters Kluwer Health | Lippincott Williams and Wilkins.

The mobility of low-income students who do not have access to stable housing creates numerous challenges both at home and in school. Among these challenges, academic performance certainly is one of the most important. The lack of a more permanent, familiar, and safe environment is presumed to impact home life as well as students' performance in the classroom. This research compares two groups of current and former students of Orange County Public Schools (OCPS) in Florida (1) children of families who are Habitat for Humanity (HFH) homeowners, and (2) a matched socioeconomic control group. The HFH program is designed to provide a stable, affordable housing for families who cannot acquire it through standard means. The research question is: Does stability in housing make an impact on academic performance in the particular area of FCAT scores and attendance? Data were gathered from OCPS and the HFH homeowners themselves. This data were used to evaluate the impact of HFH homeownership on students' academic environment. Results showed better attendance at school, but HFH students fared worse in FCAT performance when compared to control group especially in reading.

This study proposes age- and sex-specific percentiles for serum cobalamin and folate, and analyzes the effects of sex, age, body mass index (BMI), and socioeconomic status (SES) on cobalamin and folate concentrations in healthy children and adolescents. In total, 4478 serum samples provided by healthy participants (2 months–18.0 years) in the LIFE (Leipzig Research Centre for Civilization Diseases) Child population-based cohort study between 2011 and 2015 were analyzed by electrochemiluminescence immunoassay (ECLIA). Continuous age-and sex-related percentiles (2.5th, 10th, 50th, 90th, 97.5th) were estimated, applying Cole’s LMS method. In both sexes, folate concentrations decreased continuously with age, whereas cobalamin concentration peaked between three and seven years of age and declined thereafter. Female sex was associated with higher concentrations of both vitamins in 13- to 18-year-olds and with higher folate levels in one- to five-year-olds. BMI was inversely correlated with concentrations of both vitamins, whilst SES positively affected folate but not cobalamin concentrations. To conclude, in the assessment of cobalamin and folate status, the age- and sex-dependent dynamic of the respective serum concentrations must be considered. While BMI is a determinant of both vitamin concentrations, SES is only associated with folate concentrations.

The focus of this study was to examine the relationship of student participation in the Advancement Via Individual Determination (AVID) program and student academic performance. More specifically, this study was conducted to determine if there was a mean difference in student performance on the Florida Comprehensive Assessment Test (FCAT) in mathematics, reading, and writing between students who participated in the AVID program during their first two years of high school and students who had similar demographics (e.g., ethnicity, gender, and economic status) but did not participate in the AVID program for 2007-2009. The population for this study consisted of students from six high schools with certified AVID programs during the 2007-2008 and 2008-2009 school years in two central Florida school districts. Students participating in the AVID program were matched with non-AVID participants for each school site by ethnicity, gender, socioeconomic status, and tenth grade mathematics or English course. The results of this study did not indicate statistically significant differences in the FCAT mathematics and reading developmental scale score gains between the AVID and non-AVID students. However, the non-AVID students performed significantly higher on the tenth grade writing component of the FCAT. Participation in the AVID program produced no statistically significant findings for the factors of gender, ethnicity, and socioeconomic status for FCAT mathematics, reading, or writing. The findings indicated that AVID and non-AVID students could not be differentiated by FCAT performance measures in the mathematics and reading domains.