Diabetes Disparities in African Americans: A Cry for Help to Primary Care Providers

Diabetes is a national public health problem. Low socioeconomic status influence access to quality care for African Americans with Diabetes who must rely on government assisted insurance or are uninsured. Inadequate access and poor quality care for African Americans contributes to increased morbidity and negative health outcomes. This manuscript will examine the existence of diabetes disparities in African Americans pertaining to the role of low socioeconomic status, access, and poor quality care, and suggest some practical strategies for reducing diabetes disparities in this population

AGAINST THE ODDS: A STUDY OF LOW SOCIOECONOMIC STATUS STUDENTS’ ENROLLMENT IN HIGHER EDUCATION

For generations, researchers have been examining attributes that make low socioeconomic status students resilient. Attributes that help one become resilient are known as protective factors. The purpose of this study was to describe the protective factor(s) that contributed to the first-generation, low socioeconomic status students’ enrollment at The University of Kentucky. The population for this study consists of the University of Kentucky First Scholars participants during the 2015 – 2016 academic year. The researcher examines the existing literature on low socioeconomic status effects on post-secondary education. Recommendations were made for the University of Kentucky’s First Scholars Program on how to further enhance their program and continue promoting low socioeconomic status students with opportunities in higher education

Maybe He\u27s the Green Lantern : Low Socioeconomic Status in the University Writing Center

University students with low socioeconomic status face a variety of unique challenges. With income inequality rising amongst the general population in the US, the gap between students with high socioeconomic status university students identifying as having low socioeconomic status is also increasing. This master’s thesis examines scholarship regarding students with low socioeconomic status at the higher education level, through the lens of composition studies, turning the spotlight on writing center studies. Through an Institutional Review Board approved, qualitative research study, the gap in scholarship on the role socioeconomic status plays in the university writing center is examined. This qualitative study, sent to 153 (garnering 18 replies) higher education writing centers across the United States, asked questions regarding the use of writing center tutor/consultant training texts that specifically address the intersectional identity of low socioeconomic status, the existence of accommodations for writers with low socioeconomic status in the writing center, complimentary services offered to writers beyond that of writing tutoring, and feedback survey content completed by the participating writers in each individual writing center. In the discussion and conclusion, the implications of the research study are examined, along with suggestions for writing tutor training and accommodations in writing centers considering writers with low socioeconomic status. Adviser: Shari Stenberg

Socioeconomic Status As a Risk Factor for Unintended Pregnancy in the Contraceptive CHOICE Project

OBJECTIVE: To evaluate the association of low socioeconomic status as an independent risk factor for unintended pregnancy. METHODS: We performed a secondary analysis of data from the Contraceptive CHOICE project. Between 2007 and 2011, 9,256 participants were recruited and followed for up to 3 years. The primary outcome of interest was unintended pregnancy; the primary exposure variable was low socioeconomic status, defined as self-report of either receiving public assistance or having difficulty paying for basic necessities. Four contraceptive groups were evaluated: 1) long-acting reversible contraceptive method (hormonal or copper intrauterine device or subdermal implant); 2) depot medroxyprogesterone acetate injection; 3) oral contraceptive pills, a transdermal patch, or a vaginal ring; or 4) other or no method. Confounders were adjusted for in the multivariable Cox proportional hazard model to estimate the effect of socioeconomic status on risk of unintended pregnancy. RESULTS: Participants with low socioeconomic status experienced 515 unintended pregnancies during 14,001 women-years of follow-up (3.68/100 women-years; 95% CI 3.37-4.01) compared with 200 unintended pregnancies during 10,296 women-years (1.94/100 women-years; 95% CI 1.68-2.23) among participants without low socioeconomic status. Women with low socioeconomic status were more likely to have an unintended pregnancy (unadjusted hazard ratio [HR] 1.8, 95% CI 1.5-2.2). After adjusting for age, education level, insurance status, and history of unintended pregnancy, low socioeconomic status was associated with an increased risk of unintended pregnancy (adjusted HR 1.4, 95% CI 1.1-1.7). CONCLUSION: Despite the removal of cost barriers, low socioeconomic status is associated with a higher incidence of unintended pregnancy

Why Low Socioeconomic Status Negatively Affects Language Development

It is common for human beings to communicate their needs, wants, ideas, and thoughts through the use of language, so it is crucial that language is developed properly. However, there are many factors that may influence the typical process of language development. Low socioeconomic status has a negative impact on language development because certain qualities of living in low socioeconomic status create an adverse environment for developing critical language skills. Some factors of low socioeconomic status that impact the development of language include poor housing conditions, lower and lesser quality interactions with caregivers, and a lack of access to resources. Research has shown that there is about a six-month disparity in vocabulary size and language processing efficiency between children of high socioeconomic status and low socioeconomic status. It was also discovered that children of low socioeconomic status did worse than children of high socioeconomic status in many language evaluations and composites. If caregivers utilize certain language interventions and children utilize statistical learning and effortful control in beneficial ways, they may be able to mitigate some of these negative effects. By conducting further research on how to minimize the negative effects of low socioeconomic status on language, we can provide further opportunities for individuals to fully connect with those around them

Improving Cardiovascular Health in Low Socioeconomic Status Women through the Vermont You First Program

Cardiovascular disease is the leading cause of death in men and women in the United States. Low socioeconomic status women are in a unique position because cardiovascular disease morbidity and mortality is higher in lower socioeconomic status groups, and the risks of cardiovascular disease are often underappreciated in women. This project aimed to improve cardiovascular health in low socioeconomic status women through increasing awareness of the Vermont You First program. This program covers the cost of screenings for cervical cancer, breast cancer, and heart disease for low socioeconomic status women. They also offer lifestyle perks to improve cardiovascular health. This intervention will help alleviate the financial obstacle that low socioeconomic status women face in achieving optimal cardiovascular health.https://scholarworks.uvm.edu/fmclerk/2001/thumbnail.jp

A Phenomenological Study: The Academic Experiences of Low-Socioeconomic-Status ESL Learners Enrolled in a Mid-Sized Urban Community College

The purpose of this qualitative phenomenological study was to describe the academic experiences of low socioeconomic status ESL learners enrolled in a mid-sized urban community college located in Pennsylvania. The theory that guided this study is Walberg’s theory on educational productivity, as it looks at how learners’ psychological characteristics and the psychological environments in which they live influence academic outcomes and their ability to succeed academically. Walberg’s theory of educational productivity provided a framework to answer the central research question and three sub-questions: (A) What are the academic experiences of low socioeconomic status ESL learners? (B) What are the socioeconomic aspects that hinder low socioeconomic status ESL learners\u27 ability to succeed academically inside of school? (C) What are the socioeconomic aspects that hinder low socioeconomic status ESL learners\u27 ability to succeed academically outside of school? (D) What socioeconomic barriers contribute to poor college graduation outcomes among low socioeconomic status ESL learners? Using purposeful and convenience sampling, participants enrolled in an academic English language learning program at a mid-sized community college were selected. Data were collected through individual interviews, focus group sessions, and journal collections, then analyzed using Moustakas’s modification of the Stevick-Colaizzi-Keen method for evaluating phenomenological data. Data collection results generated commonalities and themes of low socioeconomic status ESL learners enrolled in a mid-sized urban community college. Empirical, practical, and theoretical implications of the data analysis and recommendations for future research were identified

Economic insecurity and depression among low socioeconomic status adults

The purpose of this research is to discover the effects of economic insecurity and low socioeconomic status on depression in adults. Mixed correlations were discovered, but the findings appear to support the need for increased mental health services for people with low socioeconomic status

Attendance Rates of Special Populations in One Rural County

The purpose of this current study is to determine if a difference exists in the attendance rates for special education students and low socioeconomic status students when compared to their peers who do not have these designations. The attendance data from one rural county school district for the years of 2007-2011 were examined to determine if a difference in the attendance rates did exist. Results from this research revealed that students receiving special education services were absent significantly more than their general education peers. However, students of low socioeconomic status were not absent any more than their peers who were not considered to be of low socioeconomic status

Career Development Interventions with Low Socioeconomic Status Students

Research has shown that students that are of low socioeconomic status (SES) are less likely to engage in deliberate and planful career development. This paper reviews group counseling in the high school setting, career development in the high school setting, career counseling in the group setting, issues associated with low SES, career development and SES and low SES and career development theories. Results of career development interventions in a group counseling setting are included