A concerning public health issue in America is about food deserts urban and rural communities that lack grocery retailers that offer affordable, nutritious, and diverse foods. Empirical evidence has shown significant associations between neighborhood disadvantage/disorder risk factors of high poverty and high percentages of ethnic minority residents with presence/ absence of healthy food retailers in food deserts. The purpose of this quantitative correlational study, framed by the disparities in food safety conceptual model, was to examine if county-level poverty, number of African American residents, number of elderly (i.e., age 65 or older) residents, vehicle ownership, and crime rates were significantly associated with presence/absence of healthy food retail environments in a stratified random sample of 160 Mississippi Delta Region counties. Variables were measured using SPSS 25.0 data set from federal sources. Data were analyzed using binary logistic regression. Findings indicated that the percentage of households below poverty level was significantly associated with absence of healthy food retailers, (Wald X2 = 7.62, p = .006). Logistic regression findings further showed that the county percentage of households with at least one vehicle was significantly associated with the presence of healthy food retailers, (Wald X2= 8.75, p = .003). As a result of this study, residents of the Mississippi Delta Region (MDR) may begin to petition their local, county, and state governments to enhance access to healthy foods, and in turn, such government institutions may develop programs and initiatives that help to make healthy foods affordable.

The problem investigated in this study is that U.S. minority and low socioeconomic status (SES) student participation in advanced academic classes continues to lag behind that of Caucasian and economically advantaged students. The purpose of this project study was to investigate the participation gaps between minority and low SES students compared with non-minority and high SES students in advanced mathematics courses in the study district's middle school. The theoretical framework for the study was gap-analysis theory. A quantitative gap analysis of existing student test score data was conducted, utilizing a secondary analysis of existing Iowa Test of Basic Skills data from 347 middle school students, with 196 students classified as low SES and 129 as minority. Descriptive statistics and 2 one-sample chi square tests were used to examine differences by ethnicity and SES subgroups and to test whether the distributions of students who met the district's 70th-percentile cut-score were different than the hypothesized distribution of equal proportions. The results demonstrated significant enrollment gaps between minority and low SES students versus non-minority and high SES students. The study findings informed a policy recommendation project that offered suggestions for the current mathematics testing and enrollment program at the study site. Implications for social change include providing research-based findings to the administration at the local site on the enrollment gaps for minority and low SES students which may inform future decisions about enrollment policies for advanced mathematics courses.

Physical activity (PA) is beneficial to people of all ages and ethnicities. Regular physical activity can reduce the risk of multiple chronic diseases, improve mood and sleep and allows your body to function better overall (CDC, 2018). However, populations that are more vulnerable to adverse health risks may benefit more than others from regular physical activity. This study was designed to identify the motivating factors for physical activity in a sample of older, African-American women of lower socioeconomic status (SES). This particular subgroup was chosen because of their increased risk of obesity and cardiovascular disease due to unhealthy lifestyle factors, specifically low levels of PA. (CDC, 2017). A secondary aim of this study was to determine the essential components necessary to create a successful PA program within this population. By determining the feasibility and acceptability of a PA program to target this specific population, further PA programs can be designed to promote adoption and sustainability of PA in this high-risk population. This study consisted of 8 African-American women of lower SES at an average age of 65 and average BMI of 32 kg/m^2 . The participants volunteered to participate in an 8-week exercise program for this study. The exercise class lasted 45 minutes and consisted of light aerobics, weight training, and mobility/flexibility exercises. After the 8 weeks, the participants were given questionnaires, surveys and participated in a focus group to collect data about their experiences. The Hebni staff and exercise instructors observed that there was 100% attendance and compliance throughout the 8 weeks. They also noted that the participants had positive attitudes and stayed actively engaged throughout the classes. After reviewing the data, it was noted that the necessary components to a successful exercise program for this population was a sense of community, cultural considerations, a community and familiar setting, and a reliable and open-minded instructor. The data showed that 100% of the participants continued participating in PA outside of the program and felt less stressed after exercising. This study is unique and important in that it looks at physical activity and its motivating factors in this population versus the ample research that focuses on why this population is sedentary but offers no solution to the problem.

No description available.

Doctor of Philosophy / Department of Special Education, Counseling, and Student Affairs / Kenneth Hughey / The characteristics and needs of college students across the United States are ever-changing. As Millennial generation students, born between 1982 and 2003 (Howe & Strauss, 2000), attend college, unique characteristics are present. Commonalities within the Millennial generation have been identified; however, socioeconomic status can impact a student’s ability to demonstrate these characteristics of the Millennial generation (Ramsey, 2008). Socioeconomic status still remains the greatest predictor of college aspirations but can prohibit some Millennial students from the opportunity to attend college (Greene, Huerta, & Richards, 2007). This qualitative study investigated the lived experiences of low socioeconomic Millennial generation college students. Bourdieu’s (1977; Bourdieu & Passeron, 1977, 1990) Cultural Capital Theory was used as the framework to address four research questions regarding knowledge of college, academic experiences, types of support, and collegiate involvement. Research questions were developed utilizing a phenomenological methodology consisting of two semi-structured interviews with open-ended interview questions as the primary data source. Through the analysis of the participant interviews, themes of their lived experiences as a low socioeconomic status Millennial generation college student emerged. Participants shared that their families lacked knowledge and information about college although they encouraged and supported them and understood the importance of a college degree. Although the educational experiences of the participants varied, most encountered challenges transitioning from high school to college. The most important educational experience for the participants is obtaining a college degree, greatly impacting their future. Although self-supportive for most of their lives, attending college is possible through the financial support of the 21st Century Scholars Program. This financial support and the support of their collegiate friends going through similar experiences have been important. Involvement in collegiate activities was important for the participants’ future careers, relationships, and learning; however, they sought these opportunities on their own. This research supports and encourages student affairs practitioners to enhance and improve the services and support provided to low socioeconomic status students in the college community. In addition, this study supports the need for more research related to socioeconomic status within higher education as well as reexamining student development theories to take into consideration socioeconomic status.

Evidence suggests that parents in low socioeconomic households may have unaddressed educational needs about their children's development. The purpose of this case study was to discover innovative ways parents in a low socioeconomic community engaged in activities with their young children to influence academic and social development. Bronfenbrenner's ecological theory of human development and Epstein's parental involvement model, the family process model, and the family strength model were used to build the conceptual framework. Parents and educators were asked to describe parent-engagement opportunities that were provided within the kindergarten classroom. Data were collected using a focus group with 13 educators who were involved in early childhood education to discuss parental involvement in the early development of young children and via in-depth interviews with 6 parents who attended classroom events to promote engagement in their child's development in school and at home. Data were analyzed in a cycle with a deductive coding process. Manual coding was completed in each stage. The major themes identified include creating a team of early childhood educators and parents, building 21st century thinking skills, and enabling the community for early preparation using authentic learning. Recommendations were presented for educators and parents as they guide young children in the development of academic, social, and behavioral skills. Positive social change will come to the full community as parents are more prepared to equip their children with 21st century learning skills; in turn, children will obtain higher levels of achievement and enter the work force equipped for success.

Empirical studies have shown that single-parent families have been overrepresented in disadvantaged neighborhoods, and the children of these families are more exposed to factors that lead to aggressive behavior. Despite these studies, there is limited literature on the parenting of immigrant mothers that may prevent aggressive behaviors in children. Therefore, the purpose of this qualitative study was to explore the lived experiences of single Southern African immigrant mothers in low socioeconomic neighborhoods in California working and raising male children who do not exhibit aggressive behaviors in schools and in the community. Seligman's theory of positive psychology informed this study. Research questions were focused on how the participants make meaning of and positively cope with their parenting experiences. Data were collected through semistructured interviews using purposive sampling of 8 single Southern African immigrant mothers. Using interpretative phenomenological analysis, 5 themes emerged: (a) working hard, (b) religion, (c) family, (d) education, and (e) positively coping. The findings of this study may contribute to positive social change by informing policy makers from California and high school personnel about the need to develop programs that are culturally responsive to the needs of adolescents with aggressive behaviors.

The purpose of the study was to identify which factors are most closely related to academic success during the freshman year for low socioeconomic students in one urban high school. This was an ex post facto study conducted in one urban high school in East Tennessee. The subjects were students enrolled in the 9th grade during the 2005-2006 and 2006-2007 academic school years. Low socioeconomic students were divided into 2 groups based on academic performance during their freshman year of high school. Students with GPAs of 2.5 or higher were classified as higher performing, low socioeconomic status (HLSES). Students with GPAs of 2.4 or lower were considered lower performing, low socioeconomic status (LLSES). The higher achieving group contained 85 students; the lower achieving group had 292 students. Relationships between 9 predictor variables (ethnicity, gender, involvement in extra curricular activities, scores on 7th grade TCAP reading-language arts and mathematics tests, number of out of school suspension days, literacy scores, mobility rates, and attendance) were examined across the 2 groups. Chi-square tests were conducted to compare the 2 groups with regard to involvement in extracurricular activities, gender, and ethnicity. All remaining quantitative predictor variables were compared using independent t tests. Two sets of multiple regressions were conducted, 1 for the higher performing group and 1 for the lower performing group, to determine which of the predictor variables had the strongest relationship to students' GPAs. From the higher performing group, 10 students were interviewed to uncover the factors they credited as having the biggest impact on their academic success during their freshman year. Significance was found for 8 of the 9 predictor variables. Student mobility was the only non-significant factor between the groups. None of the variables had a significant relationship to the higher performing groups' GPA. Four variables, gender, number of suspension days, number of days absent, and involvement in extracurricular activities were significantly related to students' GPA in the lower performing group. Self-discipline, determination, and guidance from an adult to help them stay focused were the main factors cited for academic success by students during their freshman year.

The purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students’ academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida Comprehensive Assessment Test® 2.0 (FCAT 2.0) Mathematics and Reading Developmental Scale Scores (DSS), was the dependent variable. Other student data such as gender and socioeconomic status were also collected and used along with classroom structure to examine the extent to which third grade gifted students’ reading and mathematics performance could be predicted. Random samples of students were drawn from the third grade gifted student population attending Florida Brevard County Public School System in the 2010-2011 and the 2011-2012 school years. Using an independent samples t-test, analysis of the 2011 FCAT 2.0 Reading and Mathematics found a statistically significant difference in both the students’ FCAT 2.0 Mathematics and the students’ FCAT 2.0 Reading achievement test scores based on the classroom structure. Specifically, there was enough evidence to support the claim that third grade gifted students who learned in a homogeneous high academic ability learning environment scored significantly higher on reading and mathematics standardize tests than did third grade gifted students who learned in a heterogeneous academic ability learning environment. Approximately 14% of the variance in reading and mathematics scores could be accounted for by classroom structure. However, different results were found with the 2012 FCAT 2.0 iii Mathematics and Reading scores. The results from the 2011-2012 school year indicated that there was not a significant difference in mean reading and mathematics scores between third grade gifted students who learn in a homogeneous high academic ability learning environment and third grade gifted students who learn in a heterogeneous academic ability learning environment. The recommendations include that subsequent studies incorporate a wider range of grade levels, perhaps even include methods of instructional delivery, types of gifted services provided, and teachers’ years of experience. In addition, recommendations are that future studies address the academic performance of high academic ability non-gifted students who learn in homogeneous high academic ability classroom environments verses those who learn in heterogeneous academic ability classroom structures

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.