Poverty, specifically child poverty, has been an area of great concern impacting the United States for decades (Chen & Corak, 2008; Douglas-Hall & Chau, 2008; Fajth & Holland, 2007; Germany, 2007; Raphael, 2005; Wight, Chau & Aratani, 2010; Wilson, 2010). This paper explores the differing views, experiences and perceptions of poverty through interviews with three impoverished families: one child and mother each located in an (1) urban (2) suburban and (3) rural community. By looking at children and parents living in impoverished homes in diverse neighborhoods I sought to investigate the societal, social, and emotional perceptions and experiences of children and parents living in urban, suburban, and rural poverty. Children between the ages of 6 and 7 years old were interviewed, as were their mothers, utilizing a qualitative, case study methodology. Research found parental themes of overall concern regarding child well-being due to past personal and peer experiences, a fear of the future, and the differences in variations of family, community, and financial support. Child themes included an awareness of the financial burdens of their families, knowledge of crime and violence and perceptions of wealth and home. / Department of Elementary Education

This study surveyed parents of elementary students in the small Midwestern community of Montpelier, Indiana to elicit their opinions toward the educational technology in their children’s school and the role it plays in their education. Montpelier Elementary School (MES) has 223 students from 161 families. A phone survey was done to which about 42% of the parents responded to 13 questions. Questions regarding the level of satisfaction with the different educational technology resources available to the students and their involvement in the decision-making process to go to a one-to-one student to computer ratio were asked. A Likerttype scale was used to measure the parents’ responses. Of the 67 parents who responded, 36 were of low SES, while 31 were considered high socioeconomic status. The ratio was the same ratio of low to high SES as the entire population of families in the school. The results of the survey were tested by conducting a multivariate analysis of variance (MANOVA) to determine if there was a significant difference in the responses between the two groups. The evidence suggests that socioeconomic status did play a role in the opinions of the parents toward the educational technology in their children’s school and the role it plays in their education. The data showed that for MES, there was significant difference in the overall survey responses. There was also a significant difference in 10 of the 13 survey responses. Low SES families tended to be less satisfied with the educational technology and less involved in the decision-making processes regarding that educational technology. / Department of Educational Studies

Thesis (Ph. D.)--University of Nevada, Reno, 2008. / "December, 2008." Includes bibliographical references (leaves 134-140). Online version available on the World Wide Web.

Thesis (Ph.D.(Augmentative and Alternative Communication))--University of Pretoria, 2009. / Includes bibliographical references.

Thesis (M.S.)--University of Delaware, 2007. / Principal faculty advisor: Michael Gamel-McCormick, Dept. of Individual & Family Studies. Includes bibliographical references.

AN ABSTRACT OF THE THESIS OF Tambra J. Kent, for the Master of Science degree in the field of Education in Workforce Education and Development, presented on November 3, 2008, at Southern Illinois University Carbondale. TITLE: THE RELATIONSHIP BETWEEN CHILD CARE ISSUES AND SUCCESSFUL EMPLOYMENT FOR LOW INCOME PARENTS MAJOR PROFESSOR: Dr. Cynthia Sims This mixed method study was considered and carried out to determine the relationship between child care issues and successful employment for low income parents. The study specifically sought to determine if accessibility to affordable and quality child care are barriers to employment for low income working parents who are recipients of the Illinois Child Care Assistance Program and who live in Williamson County, Illinois. There were a total of 117 respondents who participated in the study. A questionnaire was mailed to the study population and used to collect data for the study. Findings revealed that accessibility to affordable and quality child care was not a barrier for the respondents. An inference made regarding these findings is that because these respondents are recipients of the Illinois Child Care Assistance Program and their child care is subsidized, they do not have a barrier when accessing affordable and quality child care. Subsidizing child care for low income working parents provides them with the choice of selecting a quality child care provider.

Autism Spectrum Disorder (ASD) encompasses a group of life-long neurodevelopmental disorders. It is an enormous challenge to care for someone with ASD. The majority of people with ASD will need life-long support from family members and will not be able to function independently in society. This places emotional and financial strain on a family. There are many low-income families in South Africa with autistic children who cannot afford specialised intervention. It has been estimated that 135 000 autistic children are not getting the specialized education they need. Despite not receiving the needed support, there are many low-income families who remain resilient after their child is diagnosed. This study aimed to explore how these low-income families remain resilient. Qualitative data was gathered using in-depth, semi-structured interviews conducted in English and Afrikaans; depending on the participant’s language of preference. Six participants were recruited with the help of professionals in a local community in Cape Town, Western Cape. The data obtained was transcribed and analysed through thematic analysis. Lincoln and Guba’s model (Krefting, 1990) was used to determine the trustworthiness of the data. The three themes that emerged from the study were (1) parents’ response to the diagnosis of their child, (2) the resources parents found helpful in their immediate environment and (3) the specific coping skills that parents use to remain resilient. Walsh’s family resilience framework as well as the Resiliency Model of Family Stress, Adjustment and Adaptation (The Resiliency Model) of McCubbin and McCubbin were used to understand how participants adjusted to their circumstance and remained resilient. This study provides a more in-depth understanding of the resilience factors of families with a child with ASD in a resource-limited setting in the Western Cape.

Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Additional advisors: Lois M. Christensen, Lynn D. Kirkland, Maryann Manning, Dorothy Riley. Description based on contents viewed June 12, 2008; title from title screen. Includes bibliographical references (p. 121-126).

Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Additional advisors: Lois M. Christensen, Lynn D. Kirkland, Maryann Manning, Dorothy Riley. Includes bibliographical references (p. 121-126).

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2009. / Includes bibliographical references (p. 79-82).