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Subjective socioeconomic status (SES) has previously been shown to be correlated with a large number of health measures. In this study, the subjective SES measure is modified and translated to measure childhood SES. The subjective SES scale is examined in a participant's hometown, community, and nation. Both an immigrant Hispanic and a Caucasian sample were studied (31 Hispanic males; 42 Hispanic females; 38 Caucasian males, 40 Caucasians females). Childhood SES was the most significant predictor of self-reported health in both sample groups.

The objectives of this study are to provide a comprehensive assessment of inequalities in infant and under-five years¿ child survival, access to and utilisations of child health services among different socio-economic groups in Ethiopia; and identify issues for policies and programmes at national and sub-national levels. This thesis examines the effect of parental socioeconomic status, maternal and delivery care services, mothers¿ bio-demographic and background characteristics on the level of differences in infant and under-five years¿ child survival and access to and utilisation of child health services. Descriptive and multivariate analyses were carried out for selected variables in the literature which were consider as the major determinants of infant mortality rate (IMR) and under-five years¿ child mortality rate (U5MR); access to and utilisations of child health services based on data from Ethiopian demographic and health survey (EDHS), covering the years 2000-2005. In the multivariate analysis a logit regression model was used to estimates inequalities in infant and under-five years¿ child survival, and inequalities in access to and utilisation of child health services. In Ethiopia, little was known about inequalities in IMR and U5MR, and inequalities in access to and utilisation of child health services. Besides, there is no systematic analysis of health inequalities and into its determinants using logistic regression. According to the available literature, this is the first comprehensive and systematic analysis of inequality of health in Ethiopia. The findings show that compared to under-five years¿ children of mothers¿ partners¿ with no work, mothers¿ partners¿ in professional, technical and managerial occupations had 13 times more chance of under-five years¿ child survival for 2000 weighted observations. In addition, compared to infants of mothers who were gave birth to one child in last 5 years preceding the survey, infants of mothers who were gave birth to 2 children in last 5 years preceding the survey had 70% less chance of infant survival while infants of mothers who were gave birth to 3 or more children had 89% less chance of infant survival for 2000 weighted observations. Moreover, this study finding also indicates that inequalities increased significantly in the five years period between 2000 and 2005 among mothers with different birth interval. Most of the relations between birth interval and receiving childhood immunisation for vaccine-preventable diseases were statistically significant. Moreover compared to non-educated mothers, mothers who completed secondary and higher education were nearly 10 times more likely to receive DPT3 immunisation for their young children. This study concludes that policy measures that tackle health inequalities will have a positive impact in the implementation of health sector strategy of Ethiopia. Health inequalities studies in Ethiopia and Sub-Saharan Africa (SSA) countries should focus on systematic analysis of different socio-economic groups. The finding of this study support investing in the Ethiopia¿s health extension package (HEP) is a necessary but not sufficient condition for addressing rural poor health problem. HEP is successful in increasing primary health care coverage in rural Ethiopia to 89.6% (FMOH, 2009) but unable to reduce Ethiopia¿s higher level of IMR and U5MR. HEP is one of the success stories that address the rural poor health problem and can also be adapted to developing countries of SSA. The finding also shows that the success stories such as health insurance programs like Rwanda (World Bank, 2008a) and Ethiopia (FMOH, 2009/10) will play a key role in achieving country¿s health care financing goal of universal coverage. This can also be replicated in the developing SSA countries.

This study is based on data from eight interviews with principals who lead schools in particularly vulnerable areas, where gang crime, exclusion, overcrowding and poverty are commonplace. The research questions are about their own view of their work in relation to the context. The purpose of the study is to deepen the knowledge of principals' work in urban schools. The study has a narrative approach and is examined from a hermeneutic perspective. These stories are analyzed partly individually but also together to examine if patterns or categories appear in the stories. The context emerges and is filtered in this way through the patterns formed by the principals' stories. The context studied is the societal and socio-cultural context. In order to be able to put the principals' stories in a common context, sociological thinking is used. The interview material in the study is analyzed as narrative, i.e. coherent stories. The analysis is done in two stages. The first step to create a narrative from the interview material. These created coherent stories are then analyzed as the second step. That analysis is made in two parts where each part is aimed at answering one of the research questions. The results show that four areas appear in the principals' stories. The first is the clear orientation for increased student outcomes described in the stories. Here, a clear shift from a care focus towards a knowledge focus is described. The second category deals with communication patterns and relationship building, which is described as particularly important based on the context the principals find themselves in and which reappears as a cornerstone in all work. The third category appearing is how organization and governance are used to have an effect on student learning. Here school development efforts and changes in roles within the operation are described, for example expansion of two- and three-teacher systems, team leader organization, cooperation with and between first teachers and development of recess activities. The final category is about the social responsibility that the principals describe and trust in education and in students. Within this category, high expectations of and trust in the students recur in stories. / Den här studien är baserad på data från åtta intervjuer med rektorer som leder skolor i särskilt utsatta områden, där gängkriminalitet, utanförskap, trångboddhet och fattigdom är vardag. Detta med frågeställningar om deras egen bild av sitt arbete i relation till kontexten. Syftet med studien är att fördjupa kunskapen om rektorers arbete i särskilt utsatta områden. Detta görs genom att undersöka rektorers berättelser om sitt arbete i denna specifika kontext. Studien har en narrativ ansats och undersöks ur ett hermeneutiskt perspektiv. Dessa berättelser analyseras dels enskilt men även tillsammans för att se om mönster eller kategorier framträder i berättelserna. Kontexten framträder och filtreras på så sätt genom de mönster som bildas av rektorernas berättelser. Den kontext som studeras är den samhällsgemensamma och den sociokulturella kontexten. För att kunna sätta rektorernas berättelser i ett gemensamt sammanhang används ett sociologiskt tänkande. Intervjumaterialet i studien analyseras som narrativ, dvs sammanhängande berättelser. Analysarbetet är gjort i två steg. Det första steget är att skapa narrativ av intervjumaterialet. Därefter analyseras dessa skapade sammanhängande berättelser. Den analysen är gjord i två delar där varje del riktas mot att besvara en av studiens frågeställningar. Resultatet visar att fyra områden framträder i rektorernas berättelser. Den första är den tydliga orientering för höjda kunskapsresultat som beskrivs i berättelserna. Här beskrivs en tydlig förskjutning från ett omsorgsfokus mot ett kunskapsfokus. Den andra kategorin handlar om kommunikationsmönster och relationsbyggande som beskrivs som särskilt viktigt utifrån den kontext rektorerna befinner sig i och återkommer som grundbult i allt arbete. Den tredje kategorien som blir tydlig är hur organisation och styrning används för att ge effekt på elevers lärande. Här finns skolutvecklingsinsatser och förändringar av roller inom verksamheten t ex utbyggnad av två- och trelärarsystem, arbetslagsledarorganisation, samarbetet med och mellan förstelärare samt utveckling av rastverksamhet. Den avslutande kategorin handlar om det samhällsansvar som rektorerna beskriver och tilltro till utbildning och till elever. Inom denna kategori återkommer höga förväntningar på och tilltro till eleverna i berättelser.

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