Search

This article examines interview data with faculty teaching in a college-community partnership program for low-income adult students in an urban setting. The purpose of the study was to explore faculty understandings of the diverse learning needs of their students and the perceptions they have of the efficacy of their teaching practices regarding course design and delivery. Findings highlight the central dynamic of teaching as a negotiated relationship and process of mutual learning between faculty and students, and the means by which faculty work to create engaging and empowering classroom environments. Our research is relevant to educators interested in designing and delivering courses from a social justice perspective in order to encourage adults from low-income communities to pursue a post-secondary pathway.

This paper draws upon a case study of a campus-community partnership program in Ontario that delivers tuition-free college courses to low-income adult learners in community hub locations. By co-locating college classrooms in existing neighbourhood gathering places (i.e., a community centre and a public library), our research explores whether integrating college capacity and resources in community hub locations can help increase the accessibility of post-secondary education. In doing so, we address a gap in the research in exploring how community hubs provide a support structure that can help boost the motivation of low-income adult learners and better facilitate their pathway to a post-secondary education. Drawing upon a thematic analysis of interview data, we (1) analyze partners' perspectives on the community hub-based approach in bolstering the accessibility of higher education; (2) reflect on the process of campus-community engagement underpinning the partnership structure; and (3) critically assess the efficacy of the community hub model in connecting learners with an educational pathway.

In this paper we utilize interview data to explore the workings of a college-community partnership program that delivers tuition-free, for-credit courses to low-income adult students in neighbourhood-based settings. Addressing the interplay of individual and structural barriers on the educational readiness of students, our findings explore how the program builds participants' confidence and self-belief, and how the neighbourhood-based delivery model encourages their engagement with post-secondary education (PSE). We find that the value of embedding PSE capacity and resources in low-income communities lies not only in its potential to engage adult learners, but also in how it nurtures a greater sense of community integration and social inclusion. We conclude by suggesting that our study provides a useful foundation for institutions elsewhere aiming to recalibrate and extend their community outreach strategies when seeking to promote post-secondary access and engagement for low-income populations.

With the rise of neoliberalism, community leisure practitioners have access to fewer resources, which requires adopting the business-like practices of private sector organizations. To ensure access for low-income families, practitioners incorporate economic-based access policies. Despite these efforts, many low-income families are still unable to access community-based leisure provisions. Drawing on data from a case study of a nonprofit organization that supports low-income families' access to leisure activities, we found that community leisure provisions had rigid program structures, subsidy programs, registration processes, and volunteer obligations that hindered rather than helped parents' ability to enroll, facilitate, and maintain their children's leisure participation. Our findings indicate that top-down programming resulted in not meeting families' needs due to program options, despite being designed for low-income families, the leisure access provisions prevented rather than cultivated participation in leisure activities. [ABSTRACT FROM AUTHOR]

This phenomenological study focused on single-parent, low-income francophone mothers' relationships with the educational and cultural achievement of their children attending French-speaking schools in Anglo-dominant settings in New Brunswick (Canada). We conducted individual (N = 8) semi-structured interviews to solicit information about the participants' lived world through their articulated voices and experiences. Qualitative data were analyzed using Giorgi's descriptive phenomenological approach. Four themes emerged: parenting and financial difficulties; mother's level of education and their involvement in their children's education; relationship with their children's school; and parental role in enhancing language acquisition and building cultural identity. Findings revealed that single-parent, low-income francophone mothers need help with parenting skills as they pertain to improving their children's education achievements. We concluded that the New Brunswick government needs to (a) respect its mandate to ensure that the education system teaches and provides opportunities for building a francophone identity, and (b) respect its pledge to make certain that every child arrives at kindergarten ready to learn, particularly to single-parent women living in poverty, who have limited financial resources.

Children in low-income neighbourhoods experience an intersection of socio-structural factors that delimit their engagement with out-of-school (informal) science education. Using Bourdieu's framework of habitus, this paper explores how informal science educators and children in a given low-income community in western Canada described the attitudes, dispositions, and experiences that influence the informal science education practices of children in the community. Participants in the study included 32 children (aged 9-14) attending 4 different subsidised community clubs (each of which incorporated some science programming), 5 science centre staffers, and 11 community club program leaders. This multi-method study uses habitus as a thinking tool that bridges theoretical and methodological domains. The study employed various data sources in order to develop rich descriptions of participant perspectives; these sources included individual dialogues, focus groups, a statement sorting exercise, and participant responses to pilot data. The paper outlines the synergies and contrasts in the perspectives of children and informal science educators regarding the place of informal science education in the lives of local children. Despite certain consistencies between educator and child accounts, educators underestimated the level of interest children had in out-of-school science education and the range of self-/home-directed science activities in which children were participating. The paper ends by examining the implications of adults' attempts to hide the word science from children during informal science activities and makes suggestions regarding the provision of informal science education in other low-income contexts.

Prior research suggests that parents of Hispanics, English learners, and students living in poverty exercise school choice less frequently than other parents, which may be a factor in the resegregation of public schools. This quasi-experimental, causal-comparative design tests whether ethnicity, language dominance, or socioeconomic status of the student are related to the exercise of parental choice of magnet middle school programs in a majority, minority community. The primary finding was that in this Hispanic, English learner, low-income majority California community, none of the independent variables studied predicted the exercise of parental magnet school choice. The discussion compares these findings with prior studies and suggests some possible explanations.

Objective: The objective of this review is to comprehensively analyze qualitative evidence on the experiences of Canadian women aged 18 years or older living on a low income. The review will examine the intersectionality of their identities and privileges when accessing mental health services, with the aim of informing targeted interventions and policy improvements., Introduction: Despite the growing body of research on mental health disparities and a call for improved mental health care, both globally and in Canada, there is a need to identify recommendations for system enhancement and to improve gender equality by understanding the nuanced experiences of accessing mental health care for Canadian women living on a low income., Inclusion Criteria: This review will include qualitative studies conducted within the past decade about women of diverse backgrounds aged 18 years or older who identify as living on a low income and who have resided in Canada for 6 months or longer. Studies using any qualitative methodology will be included., Methods: The following databases will be searched for published studies: MEDLINE and PsycINFO (Ovid), CINAHL and Pre-CINAHL (EBSCOhost), LiSSa, and Google Scholar. Searches for unpublished studies will include the Primo Central Index, ProQuest Dissertations and Theses Global, and the Canadian Women's Foundation Studies. The review will include studies published in English and French in Canada, from 2013 to the present. The JBI methodology for systematic reviews of qualitative evidence will be followed, informing study selection, critical appraisal, extraction, synthesis, and assessment of confidence, which will be conducted by 2 reviewers independently., Review Registration: PROSPERO CRD42023430100., Competing Interests: The authors declare no conflict of interest, (Copyright © 2024 JBI.)

There is evidence of an overall decline in women's mental health, particularly those with young children, in the wake of the COVID-19 pandemic. However, research has also found heterogeneity in women's mental health responses. This longitudinal study sampled low-income women with young children by recruiting from the government's child care financial subsidy waitlist. To examine heterogeneity in women's mental health responses to COVID-19, a latent transition analysis was employed to identify profiles of anxiety, depression, and stress among 289 low-income mothers. Using these identified profiles, we examined the transitional patterns between profiles before and during COVID-19 and the sociodemographic and familial factors related to these profiles. A three-profile solution was identified prior to COVID-19 and a four-profile solution during COVID-19, with some profiles exhibiting qualitatively different defining characteristics. Latent transition analyses found diverse patterns of mental health changes after the onset of COVID-19. Mothers with better mental health prior to COVID-19 tended to have the most stable mental health during COVID-19. In contrast, mothers who were highly stressed prior to COVID-19 were equally likely to improve or decline after the onset of the pandemic. In addition, the relationships between race, parenting practices, child temperament, and child mental health were significantly related to mothers' mental health profiles. These findings describe mothers' experiences and areas where policymakers and practitioners can tailor support to low-income women with young children. Significance: What is already known on this subject?: There is a bidirectional relationship between maternal and child mental health. Child and maternal mental health challenges increased, on average, during the COVID-19 pandemic. What this study adds?: A person-centred longitudinal approach is an effective tool for identifying maternal mental health profiles over time. It provides a more nuanced understanding of how mothers' mental health is impacted. Low-income mothers' responses to the pandemic were heterogeneous and did not uniformly decline as previously (majorly) reported. In addition, poor maternal and child mental health and difficult child temperament pre-COVID-19 were risk factors for poor mental health trajectories in mothers from low-income families. [ABSTRACT FROM AUTHOR]

This paper explores the relationships between low‐income single mothers and their adolescent and early adult children utilizing qualitative interview and focus group data with youth from three Canadian cities. The research explored youth provisioning roles in these families. Provisioning, a concept widely understood in the global south, refers to labour used to sustain low‐income families and includes emotional labour, care work, trade and exchange and paid labour. Findings from this study identified strong expressions of positive attachment and close relationships between youth and their family members. The paper queries whether positive attachment may be built through roles where youth see themselves as integral parts of a family team and where their contributions are acknowledged. These findings invite us to explore and perhaps challenge the oft‐reported correlations between living in a low‐income, lone mother‐led family and poor childhood outcomes and poor attachment. Can these outcomes be mediated and can the provisioning roles youth undertake possibly be such mediators? [ABSTRACT FROM AUTHOR]

Background: Existing research highlights the role of social determinants of health, such as education and housing, in predicting health outcomes and the challenges that arise from deficiencies in these areas, often linked to societal inequities. Gender and income are recognized as social determinants of health, yet the complexities of their interplay, particularly for women with low income seeking health and social services in Canada, need more exploration., Objective: This study investigates how gender and income intersect to affect access to health and social services for Canadian women with low income., Methods: Employing a participatory action approach with arts-based and interpretive methodologies, the study partnered with a non-profit organization to engage five women through photovoice, interviews, and a focus group, aiming to capture their experiences in accessing services., Results: The analysis revealed three primary themes: the labyrinth-like complexity of navigating health and social service systems, the importance of mental health sanctuaries, and the value of supportive networks. Participants reported difficulties and frustrations in system navigation, often feeling ignored by service providers. Contrarily, community agencies provided essential non-judgmental support, including daily necessities and emotional care, with the companionship of pets also being a notable source of comfort., Conclusion: The findings advocate for a shift towards more person-centred care in health and social service systems to better serve women in vulnerable positions, emphasizing the need to simplify the process of accessing services and ensuring that service providers recognize and address the unique challenges faced by equity-deserving groups., Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Background: Low socioeconomic status (SES) residents living in social housing, which is subsidized by government or government-funded agencies, may have higher exposures to pesticides used in indoor residences since pesticides are applied due to structural deficiencies, poor maintenance, etc. OBJECTIVE: To estimate exposure of residents in low-SES social housing built in the 1970s to legacy and current-use pesticides and to investigate factors related to exposures., Methods: Twenty-eight particle-phase pesticides were measured in the indoor air of 46 units in seven low-income social housing, multi-unit residential buildings (MURBs) in Toronto, Canada using portable air cleaners deployed for 1 week in 2017. Pesticides analyzed were legacy and current use in the classes: organochlorines, organophosphates, pyrethroids, and strobilurins., Results: At least one pesticide was detected in 89% of the units with detection frequencies (DF) for individual pesticides of up to 50%, including legacy organochlorines and current-use pesticides. Current-use pyrethroids had the highest DF and concentrations, with the highest particle-phase concentration for pyrethrin I at 32,000 pg/m 3 . Heptachlor, restricted for use in Canada in 1985, had the highest estimated maximum total air (particle plus gas phase) concentration of 443,000 pg/m 3 . Heptachlor, lindane, endosulfan I, chlorothalonil, allethrin, and permethrin (except in one study) had higher concentrations than those measured in low-income residences reported elsewhere. In addition to the intentional use of pesticides to control pests and their use in building materials and paints, tobacco smoking was significantly correlated with the concentrations of five pesticides used on tobacco crops. The distribution of pesticides with high DF in individual buildings suggested that pest eradication programs by the building management and/or pesticide use by residents were the major sources of measured pesticides., Impact: Low-income social housing fills a much-needed demand, but the residences are prone to pest infestation and hence pesticide use. We found exposure to at least 1 of 28 particle-phase pesticides in 89% of all 46 units tested, with the highest DF and concentrations for current-use pyrethroids and long-banned organochlorines (e.g., DDT, heptachlor) due to very high persistence indoors. Also measured were several pesticides not registered for use indoors, e.g., strobilurins used to treat building materials and pesticides used on tobacco crops. These results, which are the first Canadian data for most pesticides indoors, show widespread exposure to numerous pesticides., (© 2024. Crown.)

The COVID-19 pandemic has significantly impacted families across Canada; however, rural low-income mothers and their families have experienced significant challenges due to historical and current social, economic, cultural, and health inequities. These inequities complicated mothers' ability to navigate the pandemic. This paper is based on a study that used a grounded theory framework to explore the implications of the COVID-19 pandemic on rural, low-income mothers in Nova Scotia, Canada, while supporting their families' wellbeing during the pandemic. Through 29 interviews with rural low-income mothers, and three focus groups with community organizations serving these mothers, this study found that mothers and their families were deeply impacted by the first and second waves of the COVID-19 pandemic. Factors such as inadequate internet and internet access, limited and unaffordable transportation options, food insecurity, social isolation, and mental health challenges emerged from these interviews. Three focus groups with service providers to low-income rural mothers also informed the final results. The inequities faced by rural mothers created additional barriers to accessing services and resources to support their families' wellbeing during the pandemic. The results of the study connect to the importance of addressing inequities through a holistic social determinants of heath model. As a result, the findings of this study have implications on the actions of service providers, policymakers, and researchers, as little has been written about this demographic in relation to social determinants of health and in the context of the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Following stroke, individuals who live in a low-income or are at risk of living in a low-income situation face challenges with timely access to social services and community resources. Understanding the usual care practices of stroke teams, specifically, how they support this access to services and resources, is an important first step in promoting the implementation of practice change. A qualitative multiple-case study of acute care, inpatient, and outpatient rehabilitation stroke teams in an urban area of Canada. Semi-structured interviews and questionnaires about the workplace context were conducted with 19 professionals (social workers, occupational therapists, physiotherapists, speech-language pathologists) at four sites. In their usual practice, stroke teams prioritized immediate care needs. The stroke team professionals did not address income or resources unless it directly affected discharge. Usual care was influenced by factors such as time constraints, lack of knowledge about services and resources, and social service system limitations. To better support post-stroke access to social services and resource for low-income individuals, a multidisciplinary approach, with actions beginning earlier on and extending throughout the continuum of care, is recommended, in addition to system-level advocacy. Access to social services and community resources for people with stroke and living in a low-income situation is not consistently addressed in acute care or rehabilitation settings. Supporting access to social services and community resources is influenced by the professionals' availability of time and resources, as well as knowledge about services and resources and the limitations of the social service system. Using a multidisciplinary approach, extending over the continuum of care from acute care to rehabilitation program may be a way forward to better support people with stroke and low income to access services and resources. [ABSTRACT FROM AUTHOR]

Alima, Perinatal Social Nutrition Centre, is an established community organization that adopts a perinatal social nutrition approach to provide multidimensional support to women living in vulnerable conditions, particularly those with a precarious migratory status. This study aims to (i) determine which maternal characteristics, pregnancy-related variables, and structural features of the Alima intervention are associated with breastfeeding; and (ii) examine whether the association between attending breastfeeding workshops and breastfeeding characteristics differ according to maternal factors. The Alima digital database was used to analyze data from women who received the perinatal intervention between 2013 and 2020. Infant feeding data were retrieved at 2 weeks postpartum (T0, n = 2925), 2 months postpartum (T2, n = 1475), and 4 months postpartum (T4, n = 890). Logistic regressions were used to estimate the odds of overall and exclusive breastfeeding depending on sociodemographic characteristics, pregnancy-related variables, and features of the intervention. The prevalence of overall and exclusive breastfeeding was, respectively, 96.1% and 60.7% at T0; 93.0% and 58.5% at T2; 83.0% and 48.4% at T4. Higher education, previous breastfeeding experience, and recent immigration were associated with a higher likelihood of breastfeeding at each time point. Breastfeeding workshop attendance was associated with a greater likelihood of overall and exclusive breastfeeding at T2 and T4, with a stronger effect among women aged 35 or less, those with lower education, and those with excessive gestational weight gain. In conclusion, the Alima intervention is associated with positive breastfeeding outcomes, especially among vulnerable women living with precarious migratory status in Canada. [ABSTRACT FROM AUTHOR]

We explored longitudinal effects of a two-generation preschool programme on receptive language scores in children (n = 78) at age 10 years, living with low income. Scores at four time-points, programme intake, exit, age 7, and age 10 years were measured using the "Peabody picture vocabulary test" (3rd ed.). Effects of culture (Aboriginal, other Canadian-born, and recent immigrant), and gender of the children were explored. Between programme intake and age 10, scores improved significantly, F(3, 75) = 21.11, p < 0.0005. There were significant differences among cultural groups at all time-points except age 10. Scores differed significantly for girls, but not boys, at age 10, F = 5.11, p = 0.01. Recent immigrant boys reached the Canadian average, while girls were two-thirds of the standard deviation below average. Early intervention programmes must include a focus on the unique circumstances of recent immigrant girls; supportive transition workers in schools are one recommendation.

Using exploratory case study to assess the learning needs of low income populations in a Canadian city, one key finding was that the majority are wounded learners from their experiences in the schooling system. Compounded by various social and economic factors, these wounds represent various forms of violence, particularly symbolic violence that continually reproduces their marginality. Community adult educators have the opportunity to offer recognition of wounding and help learners re-story positive learning identities, rebuild learning capacities as well as social and intellectual capital, and transform a limiting habitus. Through a dialectic of indignation and "dreamkeeping", they can both also assist learners in challenging meritocratic systems that require woundedness and failure rather than capability as a form of educational justice and create spaces for hope for learners who still dream of serving others and contributing back to their communities.

We present a dialogue between two community-based scholars in Tio'tia:ke/Montréal, who are examining the experiences of low-income Black families and youth, and gender-diverse, homeless youth. We argue that success must be understood differently in light of the systemic discrimination many youth navigate in schools and explore how research may mirror experiences of discrimination and lack of access that youth navigate in schools. The article highlights how relational research approaches may provide lessons for supporting youth and community leadership and posits that we must foster deep practices of trust-building, shared aims for research impact, and trust in youth.

The number of cancer survivors in Canada has reached 1.5 million and is expected to grow. It is important to understand cancer survivors' perspectives about the challenges they face after treatment is completed. Many factors create barriers to accessing assistance, and limited income may be a significant one. This study is a secondary analysis of data from a publicly available databank (Cancer Survivor Transitions Study) regarding the experiences of Canadian cancer survivors. The goal was to explore major challenges, positive experiences, and suggestions for improvement in survivorship care for low-income Canadian cancer survivors one to three years following treatment. A total of 1708 survey respondents indicated a low annual household income (<$25,000 CD). A content analysis was performed utilizing written comments to open-ended questions. The major challenges respondents described focused on physical capacity limits and treatment side effects; positive experiences emphasized support and attentive care; and suggestions for improvements highlighted the need for better support, information about self-care and side effect management, and timely follow-up care. The relationships between household income and the management of survivors' physical, emotional, and practical concerns require consideration. The design of follow-up care plans, programs, services, and financial assessments of patients may prepare survivors for predictable issues and costs in their transition to survivorship. [ABSTRACT FROM AUTHOR]

This article argues that financial literacy varies across socioeconomic groups and their neighborhoods, in part because of the adult learning that occurs within a local context. The study begins by explaining that financial literacy needs vary across socioeconomic groups and that there are important structural factors affecting the financial well-being of low-income people. Drawing on data from qualitative field research undertaken in three Canadian inner cities, it then moves to examine low-income respondents' financial literacy. The results show that many low-income respondents evidenced financial literacy in that many learned to cope with strict budgets, used diversified activities to raise their income, constrained their credit, and were reasonably knowledgeable about relevant government programs and banking services. Where particular constraints were noted in financial literacy, they related to detailed knowledge about institutional policies and attitudes about deeper financial and life goals. (Contains 1 table and 9 notes.)

In this study, we examine how transformative leadership enables students from a low-income and multicultural neighbourhood to learn about democracy, responsible citizenship, and community engagement at school. As part of a graduate seminar on critical pedagogy and cultural studies in education, in-depth group interviews were conducted with students in three different schools. The objective of the study was to give voice to these students and to better understand how and why they had decided to become involved in a democracy-oriented school project. The paper focuses on the results obtained in one of the schools, located in a low-income multicultural neighbourhood, where the students' authentic process of community and civic engagement was facilitated by the transformative leadership of the principal, the assistant principals, and the teacher leaders. (Contains 2 footnotes.)

This study reports on the longitudinal examination of a structured arts program for Canadian youth, aged 9 to 15 years, from low-income communities. Evaluated were the extent to which community-based organizations successfully recruited and retained youth in the program and whether they demonstrated improvement with respect to artistic ability (combination of theatre, visual, and media arts) and psychosocial indicators. The results suggest successful recruitment and good retention rates. Multilevel growth curve analyses of observational and behavioral outcomes are presented. Observer ratings showed significant gains in artistic and social skills. Comparisons with matched controls using estimated linear propensity scores revealed a significant reduction in emotional problems for the intervention group. The overall conclusion is that youth from low-income communities benefit from structured arts programs. (Contains 3 tables.)

Emerging research suggests that students from equity-deserving groups (EDGs) may experience barriers within work-integrated learning (WIL) that other students may not face, and such barriers may negatively impact students' participation in WIL. Guided by a social justice lens, this study used interviews of co-operative education (co-op) students (n = 30) from EDGs to explore barriers that such students experienced in one Canadian co-op program. Analyses of qualitative data showed that these students experienced non-structural barriers (those that are less explicit, such as internalized discrimination) and structural barriers (those related to policy and practice, both within their co-op program and their host organizations). While some barriers were specific to a given EDG, others were common across EDGs. These findings provide a fuller picture of the kinds of barriers experienced by WIL students within and across EDGs.

The Educational Policy Institute (EPI) is an international think tank launched in 2002 "to expand educational opportunity for low-income and other historically underrepresented students through high-level research and analysis." Financial aid to students is a major element in expanding opportunity and thus is a major focus of EPI. Alex Usher, vice president of EPI International and director of EPI Canada, spent years exploring data in this arena. He wanted to determine, in particular, the actual value of grants, with the goal of helping focus policy more intently on aid to people who truly need it. This article discusses the report of Usher on the subject, "Grants for Students: What They Do, Why They Work," which includes a summary of current research. Usher's report offers evidence of the need for more focused grant aid, but it is up to politicians, who often happen to be coming from the middle class, to look beyond their own lives and their own experiences in order to be able to provide help for those who are really the most in need of help. It is then, and only then, according to Usher, that higher education can serve as the equalizer of classes and provide opportunities for all groups.

Instability in early childhood education and care (ECEC) arrangements may have detrimental consequences on children's mental health. This study examined ECEC trajectories in the first 30 months of life for 373 children from low-income families in Toronto. We provide information about patterns of instability and reasons for instability. We also tested whether instability in ECEC was related to children's mental health using the Strengths and Difficulties Questionnaire. Five main profiles of ECEC stability were identified: (1) 8% in Home-Only, (2) 56.3% in Home-Center, (3) 8.0% in Home-Center-Home, (4) 5.9% in In-and-Out, and (5) 20.9% in Home-Multiple-Centers. Frequently mentioned reasons for change were a new baby in the family, availability of grandparents, quality of ECEC and family relocation. Families in these different profiles had similar demographic characteristics. Of the five profiles, children in the Home-Center-Home profile had a significantly higher likelihood of experiencing mental health problems compared to the Home-Center and Home-Multiple-Centers groups. These findings have important implications for future research, policy and practice related to ECEC availability.

Drawing upon a discourse analysis of public-use policy documents and qualitative interview data, this paper explores how mothers on social assistance in three Canadian provinces balance actual or expected policy expectations of their employability (e.g., participation in welfare-to-work programming) with their caregiving responsibilities. The results suggest that mothers' experiences of a "time crunch, overload," and "interference" varied depending on their employability status and that they often experienced work-family conflict in ways similar to that experienced by working mothers not on assistance. The policy implications of these findings are discussed.

In studies of academic resilience, the concept is typically operationalized by pre-defined cutoff values of students' achievement level and their social background. A threat to the validity of such arbitrary operationalizations is that students around the cutoff values may be misclassified. The main objective of the current study is to apply a modeling approach to identify academically resilient students. Data come from the Progress in International Reading Literacy Study 2016. The primary method used was latent profile analysis. The study demonstrates that it is possible to identify a group of academically resilient students using a set of variables indicating achievement level and protective factors. Even though results suggest that academically resilient students have higher reading achievement compared to other less-advantaged students, it is evident that they have higher interest and confidence in reading than the non-resilient groups. A sensitivity analysis for other countries indicated similar results. Implications stemming from the results are discussed.

Background: The WHO Strategic Advisory Group of Experts recommended that an extended interval of 3-5 years between the two doses of the human papillomavirus (HPV) vaccine could be considered to alleviate vaccine supply shortages. However, three concerns have limited the introduction of extended schedules: girls could be infected between the two doses, the vaccination coverage for the second dose could be lower at ages 13-14 years than at ages 9-10 years, and identifying girls vaccinated with a first dose to give them the second dose could be difficult. Using mathematical modelling, we examined the potential effect of these concerns on the population-level impact and efficiency of extended dose HPV vaccination schedules., Methods: We used HPV-ADVISE, an individual-based, transmission-dynamic model of multitype HPV infection and disease, calibrated to country-specific data for four low-income and middle-income countries (India, Viet Nam, Uganda, and Nigeria). For the extended dose scenarios, we varied the vaccination coverage of the second dose among girls previously vaccinated, the one-dose vaccine efficacy, and the one-dose vaccine duration of protection. We also examined a strategy in which girls aged 14 years were vaccinated irrespective of their previous vaccination status. We used a scenario of girls-only two-dose vaccination at age 9 years (vaccine=9 valent, vaccine-type efficacy=100%, duration of protection=lifetime, and coverage=80%) as our comparator. We estimated two outcomes: the relative reduction in the age-standardised cervical cancer incidence (population-level impact) and the number of cervical cancers averted per 100 000 doses (efficiency)., Findings: Our model projected substantial reductions in cervical cancer incidence over 100 years with the two-dose schedule (79-86% depending on the country), compared with no vaccination. Projections for the 5-year extended schedule, in which the second dose is given only to girls previously vaccinated at age 9 years, were similar to the current two-dose schedule, unless vaccination coverage of the second dose is very low (reductions in cervical cancer incidence of 71-78% assuming 30% coverage at age 14 years among girls vaccinated at age 9 years). However, when the dose at age 14 years is given to girls irrespective of vaccination status and assuming high vaccination coverage, the model projected a substantially greater reduction in cervical cancer incidence compared with the current two-dose schedule (reductions in cervical cancer incidence of 86-93% assuming 70% coverage at age 14 years, irrespective of vaccination status). Efficiency of the extended schedule was greater than the two-dose schedule, even with a drop in vaccination coverage., Interpretation: The three concerns are unlikely to have a substantial effect on the population-level impact of extended dose schedules. Hence, extended dose schedules will likely provide similar cervical cancer reductions as two-dose schedules, while reducing the number of doses required in the short-term, providing a more efficient use of scarce resources, and offering a 5-year time window to reassess the necessity of the second dose., Funding: WHO, Canadian Institute of Health Research Foundation, Fonds de recherche du Québec-Santé, Digital Research Alliance of Canada, and Bill & Melinda Gates Foundation., Competing Interests: Declaration of interests MB, MD, and MJ are members of the Single-Dose HPV Vaccine Evaluation Consortium. EB, J-FL, KP, and M-CB declare no competing interests., (Copyright © 2023 The Author(s). Published by Elsevier Ltd. This is an Open Access article under the CC BY 4.0 license. Published by Elsevier Ltd.. All rights reserved.)

Older adults living in social housing are disproportionally impacted by poverty, social isolation, and chronic health conditions that negatively impact their housing stability. In response, service coordination models of care that provide proactive case management have seen widespread adoption across low-income seniors housing communities. We examined the design and implementation of a new "seniors services coordinator" (SSC) role that was introduced by a social housing provider in Toronto, Canada. We conducted qualitative focus groups with tenants (n = 16), housing and policy staff (n = 16), and government-funded care coordinators (n = 16) to understand how the new SSC position formed relationships with tenants, assessed tenant needs and coordinated services, and built partnerships with government-funded system navigators. Since staff were assigned to specific buildings and had smaller caseloads, stakeholders felt that the SSC would be well positioned to build relationships of trust with tenants. Histories of mistrust, boundaries and time management, role conflicts, and system-level barriers, however, made it difficult for SSCs to fully carry out their role. Our findings highlight several design and implementation considerations that may impact the success of tenant-facing support staff such as SSCs, which can serve as a roadmap for other housing providers looking to implement similar initiatives.

The financial costs associated with organized sport and recreation programs can act as salient barriers to child and youth participation. Programs that provide financial assistance to parents to support engagement may help alleviate these barriers, however little is known about how these programs actually impact families. This study examined the perceptions of parents who received funds from one such program (KidSport) in Eastern Canada. Semi-structured interviews were conducted with 14 parents who had received KidSport funding in the previous two years. Participants were systematically recruited from two communities in the province of Nova Scotia and asked how funding impacted their children's sport and PA participation. Data were subject to thematic analysis. Financial support helped parents facilitate their children's sport participation, which yielded important social benefits for both parents and children. However, parents were still required to navigate overlapping and intersecting barriers related to time constraints, transportation demands, and high enrollment fees often overlooked in the literature. Families living in low income face complex and intersecting barriers that inhibit young people's activity engagement. Programs that fund or subsidize child and youth sport and PA can help alleviate these barriers and provide social benefits for both parents and children. Future research is needed that considers the complexity of intersecting barriers and works to create more equitable provisions for young people's sport and PA participation. [ABSTRACT FROM AUTHOR]

Some Canadian undergraduate engineering programs report 30-40% of enrolled students are women. Kanter's tipping point theory argues that women become less tokenized when they make up 30% of a group's population. Other scholars have found that in comparable situations, women continued to experience discrimination, hostility, and competition. This critical study provides further evidence against a tipping point for equity by centring the experiences of traditionally underrepresented undergraduate students studying at a faculty of engineering with 35% women undergraduates enrolled. Reflective thematic analysis of experiences shared by women, racialized students, 2SLGBTQ+ students, and students from lower socio-economic statuses found instances of discrimination, varying perceptions of capabilities, and inequitable access to support, community, and on-campus leadership roles. Therefore, institutions need to acknowledge the intersectional experiences of students and work toward changing campus culture in addition to diversity efforts.

Recreation practitioners in the public and non-profit sectors are key in supporting community residents' well-being through the facilitation of recreation programs and services; however, practitioners are working under the influence of neoliberalism governance, which challenges practitioners' ability to support low-income citizens' participation in recreation. Through the lens of neoliberalism, this paper aims to explore practitioners' challenges and strategies towards implementing recreation programs and services targeted at low-income citizens and discusses the implications it has on recreation programs and services for low-income citizens. Semi-structured phone interviews were conducted with 18 practitioners who design and implement recreation programs and access provisions for low-income citizens. Practitioners faced multiple constraints while employing a variety of solutions to deliver provisions to low-income citizens, including (1) Limited resources: doing more with less, (2) Spreading the word, and (3) Enhancing program access through program relocation, and (4) Reducing program costs. Facilitating access to and participation in recreation for low-income citizens is complex and requires multiple practitioner-led solutions that consider the broader structural factors of living in poverty. This study provides insight into the challenges practitioners experienced as they employed different strategies to support low-income citizens' participation in recreation, and more particularly, provides an understanding of how such strategies and challenges impact recreation programs and services for low-income citizens. [ABSTRACT FROM AUTHOR]

This paper applies Information and Communication Technologies (ICT) as well as data analysis to gain a better understanding of the existing perception on the education system. 45,278 tweets were downloaded and processed. Using a lexicon-based approach, examining the most frequently used words, and estimating similarities between terms, we detected that a predominantly negative perception of the education system exists in most of the analysed countries. A positive perception is identified in certain low-income nations. Men exhibit a more positive sentiment than women as well as a higher subjectivity in some countries. The countries that exhibit the most positive perceptions India, Canada, Pakistan, Australia, South Africa and Kenya are also those that manifest the highest subjectivity.

Background: Inequalities in obesity pertain in part to differences in dietary intake in different socioeconomic groups. Examining the economic, social, physical and political food environment of low-income groups as a complex adaptive system - i.e. a system of multiple, interconnected factors exerting non-linear influence on an outcome, can enhance the development and assessment of effective policies and interventions by honouring the complexity of lived reality. We aimed to develop and apply novel causal loop diagramming methods in order to construct an evidence-based map of the underlying system of environmental factors that drives dietary intake in low-income groups., Methods: A systematic umbrella review was conducted on literature examining determinants of dietary intake and food environments in low-income youths and adults in high/upper-middle income countries. Information on the determinants and associations between determinants was extracted from reviews of quantitative and qualitative studies. Determinants were organised using the Determinants of Nutrition and Eating (DONE) framework. Associations were synthesised into causal loop diagrams that were subsequently used to interpret the dynamics underlying the food environment and dietary intake. The map was reviewed by an expert panel and systems-based analysis identified the system paradigm, structure, feedback loops and goals., Results: Findings from forty-three reviews and expert consensus were synthesised in an evidence-based map of the complex adaptive system underlying the food environment influencing dietary intake in low-income groups. The system was interpreted as operating within a supply-and-demand, economic paradigm. Five sub-systems ('geographical accessibility', 'household finances', 'household resources', 'individual influences', 'social and cultural influences') were presented as causal loop diagrams comprising 60 variables, conveying goals which undermine healthy dietary intake., Conclusions: Our findings reveal how poor dietary intake in low-income groups can be presented as an emergent property of a complex adaptive system that sustains a food environment that increases the accessibility, availability, affordability and acceptability of unhealthy foods. In order to reshape system dynamics driving unhealthy food environments, simultaneous, diverse and innovative strategies are needed to facilitate longer-term management of household finances and socially-oriented practices around healthy food production, supply and intake. Ultimately, such strategies must be supported by a system paradigm which prioritises health., (© 2021. The Author(s).)

Background: Nutrition interventions promoting healthy food choices aim to address health challenges of residents in low-income environments. Research about the effectiveness of nutrition interventions in low-income populations is limited, particularly for those in rural areas. Behavioral economics (BE) strategies demonstrate effectiveness for improving eating behaviors in some settings. However, the efficacy of BE interventions in retail food stores serving low-income populations residing in rural and urban geographies is nascent., Objective: This systematic literature review aims to identify and compare nutrition interventions implemented in rural and urban low-income retail food stores, including BE strategies when applied., Methods: This review was conducted according to Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Reviewers searched five databases for peer-reviewed publications from October 2010 to October 2019. Included studies implemented a nutrition intervention in low-income retail food stores and provided a quantitative outcome evaluation with results separated by rural and urban geography. BE interventions were analyzed based on the MINDSPACE framework for behavior change., Results: Forty-six separate publications (n = 20 rural, n = 26 urban) in the United States, Canada, Europe, New Zealand, and Australia were included. Researchers independently rated publications as low risk of bias (n = 4), moderate (n = 18), or high risk of bias (n = 24) using the Quality Assessment Tool for Quantitative Studies. Studies (n = 18) demonstrated positive outcomes for customer purchases, store sales, or participant intake of targeted healthy foods. Overall, most effective interventions included point-of-purchase signage (n = 16) and product placement strategies (n = 4 urban). Rural studies included financial incentives combined with participant education (n = 2) and incorporated culturally appropriate messengers and/or symbols (n = 5) to improve healthy food purchases and intake., Conclusions: Improved research quality and tailored evidence-based interventions, including BE strategies, are necessary in retail food environments to promote healthy eating behaviors in low-income populations., (Copyright © 2021 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.)

Copyright of Recherches Sociographiques is the property of Recherches Sociographiques and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Students from low‐income backgrounds (LIB) have been under‐represented in Canadian medical schools for over fifty years. Despite our awareness of this problem, little is known about the experiences of aspiring physicians from LIB in Canada who are working towards medical school admission. Consequently, we have little insight into the barriers and facilitators that may be used to increase the representation of students from LIB in Canadian medical schools. Methods: This paper describes a qualitative description interview study aimed at understanding the experiences of aspiring physicians from LIB as they attempt to gain entry to medical school. We conducted semi‐structured interviews with 21 participants at different stages of their undergraduate, master's, and non‐medical professional education, and used the theories of intersectionality and identity capital as a theoretical framework for identifying barriers and facilitators to a career in medicine. Results: Participants experienced social, identity‐related, economic, structural and informational barriers to a career in medicine. Intrinsic facilitators included motivation, self‐confidence, attitude, strategy, information‐seeking and sorting, and financial literacy and increasing income. Extrinsic facilitators were social, informational, financial and institutional in nature. Conclusion: This study fills existing knowledge gaps in the literature by identifying the pre‐admissions barriers and facilitators encountered by aspiring physicians from LIB in Canada. The barriers and facilitators outlined in this study offer a framework for identifying target areas in developing support for admitting medical students from LIB. Given that medical students from LIB are more likely to serve underserved populations, our study is relevant to Canadian medical schools' social accountability commitment to producing physicians that meet the health needs of marginalised and vulnerable patients. Out of concern for socioeconomic diversity, the authors apply an intersectional approach to examine the barriers and facilitators faced by aspiring physicians from low‐income backgrounds. [ABSTRACT FROM AUTHOR]

Financial barriers often restrict sport participation among children from low-income families. Schools are thought to offer equitable access to programming, including school sport participation. However, pay-to-play school sport models can inhibit participation among students from low-income households. Recognizing the potential benefits of school sport and realizing the financial barriers to participation, the purpose of this study was to understand the extent to which school sport promotes educational experiences and holistic well-being of Canadian youth from low-income families. A case study was conducted with stakeholders who were supported by funding from a non-profit organization to help cover the costs of school sport registration fees. Data were collected from in-depth interviews with low-income students and their parents, teacher-coaches and school administrators. Three overarching themes were representative of the experiences of school sport participation among low-income students: (1) healthy student-athletes, (2) developing student-athletes in school, for life, and (3) supporting student-athletes as a community. The participants perceived that school sport participation offered holistic health benefits, and developed skills and behaviours that support positive educational experiences and foster life skills. Further, our results highlighted the importance of the school community in supporting low-income students to participate in school sport teams and the need to reframe school sport to better support low-income families.

The COVID-19 disruptions to children's education have been a major issue for families. This study examined how demographic, family, and mental health characteristics of 375 low-income children and their mothers from the City of Toronto were associated with children's educational experiences at home during COVID-19. Many mothers (82.3%) reported that they and their children (80.0%) experienced challenges related to children's education at home during the pandemic. However, a small percentage of mothers (1.1%) reported that this mode of learning was better for them and their children (4.3%). The most frequently reported challenges faced by mothers was taking on the role of a teacher (43.7%) and balancing their children's remote learning with other responsibilities (19.4%). The most frequently mentioned challenges faced by children was that children lacked both motivation (21.1%) and socialization (21.1%) and had difficulty focusing (26.9%). White mothers from households with higher income and with a higher number of adults in the home reported that their children experienced higher levels of challenges related to their education at home. Maternal and child challenges with children's education at home were also related to higher levels of maternal and child mental health challenges. Our findings suggest that the online educational experiences set up following the onset of the pandemic were difficult for many children and mothers to implement in the home. Given the significant associations of these challenges with child and maternal mental health, we encourage educators to provide flexibility, empathy, and support with learning from home to both children and mothers.

Over the past two decades, depression has become a prominent global public health concern, especially in low- and middle-income countries (LMICs). The World Health Organization (WHO) and the Movement for Global Mental Health have developed international guidelines to improve mental health services globally, prioritizing LMICs. These efforts hold promise for advancing care and treatment for depression and other mental, neurological, and substance abuse disorders in LMICs. The intervention guides, such as the WHO's mhGAP-Intervention Guides, are evidence-based tools and guidelines to help detect, diagnose, and manage the most common mental disorders. Using the Global South as an empirical site, this article draws on Foucauldian critical discourse and document analysis methods to explore how these international intervention guides operate as part of knowledge-power processes that inscribe and materialize in the world in some forms rather than others. It is proposed that these international guidelines shape the global discourse about depression through their (re)production of biopolitical assumptions and impacts, governmentality, and "conditions of possibility." The article uses empirical data to show nuance, complexity, and multi-dimensionality where binary thinking sometimes dominates, and to make links across arguments for and against global mental health. The article concludes by identifying several resistive discourses and suggesting reconceptualizing the treatment gap for common mental disorders. [ABSTRACT FROM AUTHOR]

Purpose: Low income is known to influence participation post stroke, but the process by which this occurs is poorly understood. Methods: A qualitative multiple case study approach, focusing on the experience of returning to participation in personal projects among eight low-income francophone stroke survivors living in eastern Ontario (Canada). Data included semi-structured interviews with the stroke survivors and with their care partners, participant observations, assessment measures, and chart reviews. Results: Healthcare professionals inconsistently gave the stroke survivors needed information and assistance to access entitlements during discharge planning. Income support programs were difficult to access and once obtained, were not completely adequate to support essential necessities (food, medication) in addition to other goods and services related to valued activities. Housing was an important monthly expense that limited available monies for personal projects. Only in instances where participants were assisted with housing by informal networks were there adequate funds to pursue personal projects. Conclusion: This case study demonstrated that even in a universal healthcare system, post-stroke participation for those with low incomes was severely restricted. Changes at the clinical level and at the public policy level could facilitate participation. Income influenced the experience of return to participation for the low-income stroke survivors by limiting their ability to afford housing, goods, and services. The macro environment, which regulates the healthcare and social service systems, was the strongest influence on return to participation for low income stroke survivors. Findings point to actions at the clinical and policy levels to help address this inequity. [ABSTRACT FROM AUTHOR]

This article details the learning experiences emerging from a research collaboration between a university-based research team and an informal education provider (the STEM Academy). The aim was to enhance the community responsiveness of a series of science clubs for children living in low-income communities in a metropolitan area of Canada. The study examined a new afterschool science club that ran for seven months, serving 20 children aged 8-11. Data sources included focus groups and individual interviews with children attending the club, semi-structured interviews with club staffers and school-based educators associated with the children, and detailed field notes made by a researcher-volunteer after every club session. Data was analyzed using a constant comparative approach which revealed four key lessons that the STEM Academy gained from this experimental club space: (i) Community responsiveness requires power sharing in multiple dimensions; (ii) Enjoying informal science learning can support formal science learning; (iii) The informal club context attends to children's needs and interests beyond science; and (iv) Territorial lines are blurred in community-responsive ventures. The experimental club allowed us to identify and recommend certain approaches for other informal education providers seeking to become more locally relevant (even those operating at multiple sites).