This work investigates teachers' perspectives on their responsibilities and conditions for conducting crime prevention work in Swedish schools located in socio-economically disadvantaged areas. Due to unclear guidelines regarding the teachers' role in crime prevention, the study focuses on how teachers perceive and approach these tasks. Using a qualitative research approach based on semi-structured interviews with five teachers, in three different school, the study explores the challenges and opportunities teachers face in this work. The collected empirical material was analyzed through thematic analysis and interpreted using relevant theories, such as Social band theory. The study's findings show that despite uncertainty about their defined responsibilities, teachers take an active role and see crime prevention work as an integral part of their professional role. The conclusions emphasize that teachers' ability to work crime-preventively is strongly influenced by challenges at both the individual and societal level, including high crime rates, limited future prospects, social traumas, and stigmatization. Furthermore, the study highlights that effective crime prevention strategies largely involve building strong relationships with students and creating motivation and meaningfulness in their studies to reduce the risk of deviant behaviors.

Successful recruitment and engagement of participants is essential for large-scale dissemination and implementation efforts, yet it is especially challenging in socioeconomically disadvantaged communities. This mixed-methods study is a secondary analysis of a behavioral intervention targeting Appalachian adults, and examines the effect of enrolling with others versus enrolling alone in regards to reach, engagement, retention, and behavior change, as well as perceived barriers to program participation. Further, this study explores how engagement, retention, and behavior change are influenced by social networks. Contrary to our hypothesis, using an 'enrolling with others' recruitment strategy did not improve reach, engagement, retention, or behavior change; rather, enrolling alone was associated with greater significant differences in engagement in classes (p=.042), missed class calls (p=.005), total activities (p=.001), and retention (p<.001). Qualitative responses reveal barriers to engagement by both groups of participants. Network density scores had a significant impact on participant engagement in classes (p=.001), total activities (p=.024), and retention (p<.001), and qualitative responses identified the participant's relationship to other participants had a positive impact on their enrollment and behavior change in SIPsmartER. However, these findings are limited by the small sample size and high enrollment of a worksite with a high network density and high engagement. The findings and limitations paired with the enrolling with others and social network literature suggest the need for exploration with a larger study population to better understand the impact on reach, engagement, retention, and behavior change in behavioral interventions targeting individuals from socioeconomically disadvantaged communities. / Master of Science / Successful recruitment and engagement of participants is essential for large-scale dissemination and implementation, yet it is especially challenging in socioeconomically disadvantaged communities. This mixed-methods study is a secondary analysis of a behavioral intervention targeting Appalachian adults, and examines the effect of enrolling with others (i.e., referring an individual to join) versus enrolling alone in regards to reach, engagement, retention, and behavior change, as well as participants’ perceived barriers to participation. Further, this study explores how these characteristics are influenced by participants’ social networks. Contrary to our hypothesis, enrolling with others did not improve reach, engagement, retention, or behavior change; rather, enrolling alone was associated with greater engagement in classes, missed class calls, total activities, and retention. However, participants who enrolled with others and enrolled alone identified various barriers impacting their engagement. A greater proportion of relationships within participants’ SIPsmartER social networks (i.e., participants with higher network densities) was associated with greater engagement in classes, total activities, and retention, and participants identified their relationships with other participants had a positive impact on their enrollment and behavior change. However, these findings are limited by the small sample size of the study population and the large enrollment of a worksite with a high density and high engagement. The findings and limitations paired with the enrolling with others and social network literature suggest the need for exploration with a larger study population to better understand the impact on reach, engagement, retention, and behavior change in behavioral interventions targeting individuals from socioeconomically disadvantaged communities.

Abstract This study aims to carefully and thoroughly examine how private housing companies in Malmö consciously work towards promoting sustainability within areas facing socio-economic challenges. To gain an in-depth understanding of this subject, a qualitative research methodology was used, collecting empirical data through interviews with representatives from four prominent private property companies in the region. The study was analyzed and evaluated using a theoretical framework thoughtfully designed to encompass the comprehensive aspects of sustainability: social, environmental, and economic. This provided an opportunity to study how these companies actively contribute to and promote sustainability within these specific domains.   The results of the investigation reveal a clear and significant insight - private housing companies in Malmö prioritize ensuring economic sustainability as their primary objective, primarily seeking to maximize returns on their investments. It is evident that the economic dimension dominates the decision-making process and guides the investment strategies of these companies. Social and environmental sustainability receive less attention and are not given the same priority as economic profit. This challenges the overarching goal set forth in Agenda 2030 to provide affordable housing for all, where social and environmental considerations are fundamental components.

<p>Socioeconomic inequality unduly impacts the pathways of socioeconomically disadvantaged students (SDS) in engineering. Past and present scholarship suggests that inequitable access to physical and interpersonal resources inhibits K-16+ students' ability to engage in Science, Technology, Engineering, and Mathematics (STEM) meaningfully. This lack of access negatively impacts SDS' pursuit of, and success in, engineering. Thus far, quantitative studies seeking to understand SDS' trajectories to and through engineering have used income as a proxy for socioeconomic disadvantage. However, such measures are not theoretically positioned to accurately depict or account for the complex sociological processes that lead to, or result from, socioeconomic inequality. Furthermore, such measures do not account for parallel inequalities such as racism, sexism, and classism that exist, influence, and are influenced by it. Therefore, the purpose of this work was to 1) develop a more sociologically accurate measure of socioeconomic inequality, 2) to use that measure to identify the impacts of such inequality on SDS' pathways to and through engineering, and finally, 3) to explore the narrative experiences of SDS when accounting for a more accurate depiction. Using a Critical Realist Feminist approach to structural equation modeling, restricted data from the National Center for Education Statistics’ Educational Longitudinal Study of 2002 (ELS:2002) as well as other supplemental data were used to construct and test a more complex and representative measure of socioeconomic disadvantage, the Model of Socioeconomic Inequality (Study 1). Study 2 used this model to examine how aspects predicting important engineering student outcomes. Neighborhood location and conditions, level of Parent Educational Involvement, and availability of Household Educational Resources negatively impact SDS' opportunities to engage and succeed in engineering and college more broadly. Furthermore, the model suggested that such interactions are uniquely mediated by the intersectional inequalities experienced by SDS and their families. Finally, a rich narrative of one student, Samantha, is included to better understand the lived experiences of SDS amongst their pathways to and through engineering. Samantha was a Queer Asian American female SDS graduating from Computer Science Engineering who has low scores on Parent Educational Involvement and Household Educational Resources. Samantha's narrative shows the important role that the factors identified in the Model of Socioeconomic Inequality had in her experiences. Specifically, Samantha had little access to Parent Educational Involvement and Household Educational Resources from her parents. Rather, these forms of support came from what she referred to as her ``chosen family,'' a group of professors, co-workers, friends, and others who viewed and supported her identity authentically and provided her physical resources when she needed them. Access to this group and the resources they provided supported Samantha's belonging and her ability to succeed in engineering. However, Samantha's narrative also uncovered findings not included in the Model of Socioeconomic Inequality. Specifically, Samantha's narrative suggested she had experienced significant, long-term traumas that were both related and unrelated to her socioeconomic experiences. These traumas negatively impacted Samantha's feelings of belonging and caused her to question her place in engineering, but they were partially mitigated by the support of her chosen family. This three-study dissertation challenges current engineering education thinking regarding the knowledge and study of socioeconomics, trauma, and Intersectionality more broadly. It also challenges engineering education researchers and practitioners to question the current methods of how they support SDS in a multitude of spaces.</p>

Parental engagement with schools is often considered one of the major contributing factors to a child’s success in school. There is not, however, a definition of parental engagement that takes into account the social, historical, and cultural factors that shape a parent’s view of their own engagement. This qualitative case study examines how African American parents in a high poverty, urban, charter middle school, come to understand practices and beliefs at their child’s school, while building relationships with other parents and school staff. Through the lenses of critical race theory and cultural-historical activity theory, the researcher analyzes how the convergence of race, power, history, and culture frame perspectives of policy makers, those who work in schools, and parents. Through the voices of African American parents, in a socioeconomically disadvantaged school community, they define their own engagement.

Introduktion: Fysisk inaktivitet beskrivs idag som ett växande globalt folkhälsoproblem där en tredjedel av världens alla vuxna inte når upp till de internationella rekommendationerna för fysisk aktivitet. Fysisk inaktivitet fastställs även som en av de ledande riskfaktor för förtida död och förknippas ofta med sjukdomar som hjärt- och kärlsjukdomar, diabetes och cancer. Kvinnor i åldrarna 18–64 år boende i socioekonomiskt utsatta områden beskrivs vara i särskild risk för fysisk inaktivitet, framförallt då bristande möjligheter till att utöva fysisk aktivitet är ledande för denna befolkningsgrupp. Syfte: Syftet med denna litteraturstudie är att beskriva vilka riskfaktorer som kan bidra till fysisk inaktivitet samt vilka skyddsfaktorer som kan bidra till fysisk aktivitet bland kvinnor i åldrarna 18–64 år i socioekonomiskt utsatta områden i höginkomstländer. Metod: Den metod som tillämpades var en systematisk litteraturöversikt där 20 vetenskapliga artiklar stod till grund för resultatet. De databaser som användes i studien var PubMed och Medline och de vetenskapliga artiklarna var publicerade mellan år 2005–2020. Vidare granskades och bearbetats dessa artiklar utifrån en tematisk innehållsanalys. Resultat: Resultatet redovisades med utgångspunkt från tre huvudteman; socioekonomiska faktorer, psykosociala faktorer samt fysisk miljö. I resultatet framkom det att faktorer som låg utbildningsnivå, låg nivå av self-efficacy, avsaknad av socialt stöd samt bristande ekonomiska förutsättningar och fysisk miljö var påverkande orsaker till fysisk inaktivitet bland kvinnor i socioekonomiskt utsatta områden. Slutsats: Utifrån resultatet går det att dra slutsatsen att fysisk inaktivitet bland kvinnor i socioekonomiskt utsatta områden är ett synnerligen viktigt ämne som berör många perspektiv, både på individnivå och på samhällsnivå. Den fysiska inaktiviteten bland kvinnor i socioekonomiskt missgynnade stadsdelar handlar i stora delar om brist på de skyddsfaktorer som kan bidra till en ökad fysisk aktivitet. / Introduction: Physical inactivity is described as a growing global public health problem where one third of all the world’s adults do not achieve the international recommendations for physical activity. Physical inactivity is also identified as one of the leading risk factors for premature death and is often associated with diseases such as cardiovascular disease, diabetes and cancer. Women aged 18-64 living in socioeconomically disadvantaged neighborhoods are described as being at particular risk of physical inactivity, especially as lack of opportunitiesis common among this group of population when it comes to physical activity. Aim: The aim of this literature study is to describe the risk factors that can contribute to physical inactivity and the protective factors that can contribute to physical activity among women aged 18-64 living in socioeconomically disadvantaged neighborhoods in high-income countries. Methods: The method used was a systematic literature review based on 20 scientific articles.The databases that were used in the study were PubMed and Medline and the scientific articles were published between 2005–2020. Furthermore, these articles were reviewed and processed on the basis of a thematic content analysis. Results: The results were presented on the basis of three main themes; socioeconomic factors, psychosocial factors and physical environment. The results showed that factors such as low level of education, low level of self efficacy, lack of social support and lack of financial prerequisites and physical environment were influential causes of physical inactivity among women in socioeconomically disadvantaged neighborhoods. Conclusion: Based on the results, it can be concluded that physical inactivity among women in socioeconomically disadvantaged neighborhoods is a particularly important topic that affects many perspectives, both at the individual level and at the societal level. The physical inactivity among women in socioeconomically disadvantaged neighborhoods is largely due to a lack of the protective factors that can contribute to increased physical activity.

Many researchers have attempted to identify best practices, habits, and conditions of English Language Learners (ELs, ELLs) pertaining to school success. It is clear EL students pose unique and significant challenges, yet unclear what strategies and program models educators can implement to motivate learning, improve educational experiences, and appropriately acknowledge and reward these learners’ accomplishments. Few studies have attempted to determine the difficulties and challenges associated with academic success and probability of graduation for Late-entry English Learners (LEELs), defined as those entering the school system as eighth-through-twelfth grade students. Their test scores weigh heavily on high-stakes standardized testing accountability measures. Late-entry ELs are often shortchanged when it comes to resources and teachers. The California Commission on Teacher Credentialing reports nearly 7500 teachers currently teaching EL students without proper authorization as there simply are not enough teachers to meet the need. This study will give LEELs a voice to describe their educational experiences and perceptions of pertinent hurdles. They will share recommendations of best practices for Late-entry ELs and for the administrators and educators who serve them. The study draws attention to LEEL experiences, honoring them, while informing educational leaders regarding practices that may alleviate educational obstacles. Additionally, the study seeks to ascertain the best way to foster academic success for LEELs. This research is valuable as EL populations continue to grow in California and across the nation.

Segregation är ett samhällsproblem som är en av Sveriges största utmaningar, där stadsdelar med socioekonomiska utmaningar har ökat i Sverige och återfinns i de flesta av Sveriges kommuner. Stadsdelar med socioekonomiska utmaningar karaktäriseras inte sällan av faktorer som påverkar tryggheten, och en majoritet av invånarna i dessa stadsdelar tenderar att känna sig extra utsatta och otrygga i samhället, inte minst barn och unga. Ambitionen med detta examensarbete var att göra ett kombinerat arbete som undersöker hur samhällsplanerare genom fysisk planering kan arbeta med trygghet och säkerhet för i synnerhet barn och unga, i områden med socioekonomiska utmaningar.  Utifrån tidigare forskning och praktisk evidens inom ämnet, har ett åtgärdsprogram arbetats fram som belyser de mest bidragande åtgärderna och verktygen som kan användas på statlig-, kommunal- och kvarter- och stadsdelsnivå, för att bidra till en trygg och säker livsmiljö för barn och unga. Vidare har arbetets vetenskapliga bakgrund i form av åtgärdsprogrammet, samt arbetets platsspecifika analys av Lorensborg, satt ramarna för ett gestaltningsförslag som gjorts på Lorensborg i Malmö, som är en stadsdel med socioekonomiska utmaningar. Utifrån den vetenskapliga bakgrunden, tillsammans med analys av Lorensborgs förutsättningar, har planförslagets mål och strategier arbetats fram, vilka utgör länken mellan den vetenskapliga bakgrunden och gestaltningsförslaget. Analysen resulterade i de tre målen: Innehållsrik och varierad stadsdel Levande stadsdel Tydlig stadsdel med hög kollektiv förmåga Målen har sedan resulterat i strategier under tre teman, som berör ‘bebyggelse’, ‘trafikinfrastruktur’ och ‘funktioner och mötesplatser’. Arbetet har givit betydelsefull kunskap om hur trygghet och säkerhet, utifrån barn och ungas behov, kan hanteras i stadsdelar med socioekonomiska utmaningar med hjälp av konkreta verktyg och åtgärder. Vilket är viktigt med tanke på den utveckling som sker i dagens samhälle. / Segregation is a problem that Swedish society faces, and one of Sweden's biggest challenges. Neighborhoods facing socioeconomic challenges have increased in the country and can be found in most municipalities. Neighborhoods with socioeconomic challenges are often characterized by factors that affect security, and a majority of residents in these neighborhoods tend to feel particularly vulnerable and unsafe in society, especially children and young people.  The aim of this thesis was to create a combined study that explores how we can address security and safety, especially for children and young people, through physical planning in areas with socioeconomic challenges. Based on previous research and practical evidence in the field, an action program has been developed to highlight the most contributing design tools that can be used at the national, municipal, neighborhood, and district levels to promote security and safety. Furthermore, the scientific background of the work in the form of the action program, and the site analysis of Lorensborg has provided the framework for a design proposal carried out for the Lorensborg area of Malmö, which is a neighborhood facing socioeconomic challenges. Drawing on the scientific background together with an analysis of Lorensborg's conditions, the goals and strategies for the planning proposals have been developed, bridging the gap between analysis and design. The analysis resulted in three goals: A rich and diverse neighborhood A vibrant neighborhood A distinct neighborhood with a strong collective efficacy These goals resulted into strategies under three themes, addressing 'built environment,' 'traffic infrastructure,' and 'functions and meeting places.' The work has provided significant knowledge on how to address security and safety in neighborhoods with socioeconomic challenges, considering the needs of children, through the use of concrete tools and measures. This is important considering the developments taking place in today's society.

This study was designed to investigate the correlational relationship between four school elements listed on the Texas Academic Progress Report (TAPR) and the academic achievement of 8th grade African American male students. Data for this study was provided from the Texas Education Agency's (TEA) Office for Public Information Requests. The study included four independent variables: percent of socioeconomically disadvantaged students, average years of teachers' experience, attendance rate and average class size in mathematics. The dependent variable was the 8th grade African American males' performance on the mathematics STAAR exam. The study examined scores from the mathematics STAAR exam for the years 2012-2014. The sample population included 1,540 schools and 47,169 individual test results. The results of the correlational analysis indicate that none of the independent variables were correlated to each other, but each of the independent variables had a statistically significant correlation with the dependent variable at the p < .05 level. The study also sought to explore the variance in academic achievement that could be explained by the four independent variables when used as a model. The results of the simple multiple regression suggest that not only were the results statistically significant at the p < .01 level, but the model explained 32.4% of the variance in 8th grade African American males' performance on the STAAR mathematics exam in the years 2012-2014.