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Descriptors:
Bullying; Homosexuality; Sexual Orientation; Identification (Psychology); Social Attitudes; Educational Environment; Student Needs; At Risk Students; Intervention; Program Effectiveness; Attendance Patterns; School Policy; Victims; Adolescents; Social Support Groups; Racial Differences; Place of Residence; Institutional Characteristics; Geographic Location

Abstract:
This study examines the availability and effectiveness of lesbian, gay, bisexual, and transgender (LGBT)-related school resources for a national sample of transgender youth (N = 409), as compared to a national sample of LGB cisgender (non-transgender) youth (N = 6,444). All four examined resources--gay-straight alliances (GSAs), supportive educators, LGBT-inclusive curricula, and comprehensive anti-bullying/anti-harassment policies which include specific protections for LGBT students--were related to decreased absenteeism. Three of the four resources (except for comprehensive anti-bullying/anti-harassment policies) were related to lower levels of victimization. The results indicated that the resources provided benefits for transgender and cisgender LGB students alike, yet the positive effects of policies and GSAs were even stronger for transgender youth. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Child Welfare; Family (Sociological Unit); Family Structure; Family Programs; Well Being; Correlation; Mothers; Marriage; Interpersonal Relationship; Incidence; Place of Residence; Birth

Abstract:
Using data from the Fragile Families and Child Wellbeing Study (N = 4,898), this study investigated how the share, correlates, transition patterns, and duration of 3-generation households vary by mother's relationship status at birth. Nine percent of married mothers, 17% of cohabiting mothers, and 45% of single mothers lived in a 3-generation family household at the time of the child's birth. Incidence over time was much higher and most common among single-mother households: Sixty percent lived in a 3-generation family household at least 1 wave. Economic need, culture, and generational needs were associated with living in a 3-generation household; correlates varied by mother's relationship status. Three-generation family households were short lived, and transitions were frequent. Kin support through coresidence was an important source of support for families with young children and in particular families in which the parents were unwed at the time of their child's birth. (Contains 4 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Mental Health; Psychological Patterns; Metropolitan Areas; Place of Residence; Rural Urban Differences; Family (Sociological Unit); Age Differences

Abstract:
This paper examines geographic variations in sense of community belonging in Hamilton, Ontario. It also identifies the most significant health and social factors associated with belonging in the city. The research employs data from the 2007/08 Canadian Community Health Survey for respondents aged 18 or over living in the Hamilton Census Metropolitan Area. The primary unit of geography is the forward sortation area (FSA), which correspond with the boundaries comprising the first three digits of the postal code. The paper found that, overall, residents of Hamilton enjoy a strong sense of belonging to their community, one of the highest rates in Canada. Consistent with research at the national level, the paper revealed a strong and clear association between lower sense of belonging and lower self-perceived mental health. Age (45-64) and household type (couples with children) were associated with higher sense of belonging. The mapping analysis revealed that sense of belonging was generally strongest among residents of rural Hamilton and became weaker moving towards the city centre, with particularly low levels evident in the Lower City. The presence of lower sense of belonging and lower mental health was clearly visible in three FSAs comprising the central portion of the Lower City. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Family (Sociological Unit); Foreign Countries; Grounded Theory; Multilingualism; Language Maintenance; Data Analysis; Grandparents; Grandchildren; Interviews; Language Usage; Language Minorities; Native Language; Second Language Learning; Place of Residence

Abstract:
Trilingual families need language support if they wish to maintain three languages. Most studies on trilingualism have paid little attention to the influence of grandparents as an affective factor. The aim of this paper is to shed light on the impact of the extended family, particularly grandparents, on trilingual families' language maintenance. The content of this study has been informed by an analysis of 70 interviews of trilingual families with children residing in England and Germany. Grounded Theory (GT) was used for the data analysis. It was found that most parents whose native language (NL) repertoire included the community language (CL) "dropped" at least one of their home languages (HLs). This was partly related to the grandparents, who often lived in the same community. They tended to speak the highly regarded CL with their young grandchildren, rather than a minority language. In contrast, parents who did not speak the CL natively often used their HLs with their children in order to provide a means of communication between the children and their grandparents. Usually, they resided in a different country and did not speak the language of the community where their grandchildren lived. (Contains 11 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Mexicans; Family (Sociological Unit); Educational Policy; Bilingual Education Programs; Immersion Programs; Ethnography; Participant Observation; Interviews; Case Studies; Place of Residence; Time; Parents; Family Characteristics; Child Development; Elementary School Students

Abstract:
Implementing policies relies on their design, the will and capacity of implementors, the organizations within which implementation occurs, and individuals' interpretations. Despite the fact that families' decisions are critical to the successful implementation of educational programs, however, few studies examine their sense-making processes. Using life course theories, this ethnographic study examines how "historical time and place" and "developmental timing" shape immigrants' choices for bilingual education. Findings demonstrate that the intersections of time and place (the history/structure of organizations, people, policies) and timing (family members' composition and developmental needs) shape parents' interactions with schools, understandings of policies, and children's pathways toward bilingualism. Such findings have implications for theories about the policy process and for districts with growing immigrant student populations. (Contains 1 figure, 2 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mental Retardation; Foreign Countries; Phenomenology; Attitude Measures; Residential Care; Institutionalized Persons; Place of Residence; Family (Sociological Unit); Social Attitudes; Family Involvement

Abstract:
The pattern of residential services for people with intellectual disability in Ireland has seen many positive developments in recent years, with more places made available in residential homes within both community- and campus-based accommodation. This paper reports on the findings of a study which explored families' views regarding the movement of people with intellectual disability from a long-stay psychiatric institution to campus-based accommodation within a local intellectual disability service. A Husserlian phenomenology was chosen, ethical approval was granted, eleven participants were interviewed and data transcribed. Through Colaizzi's (1978) procedural framework for data analysis two key themes were identified. The positive transition resulting from the move and the enlightened thinking that has developed as a consequence of the move. Overall, the study indicates the importance of; care and care delivery from the family's perspective, the interaction of staff with families and families knowing the staff. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Special Education; Minority Group Children; Family (Sociological Unit); Receptive Language; Early Intervention; Body Weight; Preschool Children; Longitudinal Studies; Multiple Regression Analysis; Disproportionate Representation; Early Childhood Education; At Risk Students; Educational Policy; Measures (Individuals); Demography; Socioeconomic Status; Numeracy; Gender Differences

Abstract:
We investigated whether and to what extent children who are racial-ethnic minorities are disproportionately represented in early intervention and/or early childhood special education (EI/ECSE). We did so by analyzing a large sample of 48-month-olds (N = 7,950) participating in the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B), a nationally representative data set of children born in the United States in 2001. Multivariate logistic regression analyses indicate that boys (odds ratio [OR] = 1.66), children born at very low birth weight (OR = 3.98) or with congenital anomalies (OR = 2.17), and children engaging in externalizing problem behaviors (OR = 1.10) are more likely to be represented in EI/ECSE. Children from low-socioeconomic-status households (OR = 0.48), those displaying greater numeracy or receptive language knowledge (ORs = 0.96 and 0.76, respectively), and children being raised in households where a language other than English is primarily spoken (OR = 0.39) are less likely to be represented in EI/ECSE. Statistical control for these and an extensive set of additional factors related to cognitive and behavioral functioning indicated that 48-month-old children who are Black (OR = 0.24) or Asian (OR = 0.32) are disproportionately underrepresented in EI/ECSE in the United States. (Contains 3 tables, 1 figure and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Home Schooling; Longitudinal Studies; Interviews; Questionnaires; Family (Sociological Unit); Urban Areas; Suburbs; Rural Areas; School Districts; Curriculum; Textbooks; Public Libraries; Social Networks; Public Schools; Demography; Parent Attitudes; Motivation; Teaching Methods; Qualitative Research; Statistical Analysis; School Role; Educational Resources; Information Sources; Student Needs; Special Needs Students; Religious Factors; Ideology; Well Being; Teacher Characteristics; Technology Uses in Education; Shared Resources and Services; School Choice; Expertise

Abstract:
In a comprehensive study of two-hundred fifty homeschooling families in urban, rural and suburban areas of the Commonwealth of Pennsylvania, the researcher examined all aspects of the instruction, materials and curricula employed by the families in a ten-year longitudinal study from 1998 through 2008. The researcher conducted interviews and gathered questionnaire data from: 1) all of the families in the sample in 1998, and 2) those families still residing within the same designated district in 2008. Significant changes occurred in the demographical data and the families' instructional programs. Within the methods/materials/curriculum data, increases occurred in the: 1) use of prepared curricula (religious and non-religious), 2) the acquisition of more textbooks from local school districts, 3) use of the public library, 4) technology applications, 5) consultation with instructional specialists/teachers, and 6) greater networking with other homeschooling families. In their pooling of resources, sharing of expertise, and communicating with other homeschooling families, the homeschoolers had upgraded and diversified their choices of pedagogy and their modalities for delivering instruction. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Futures (of Society); Children; Youth; Social Development; Economic Development; Educational Attainment; Health; Birth Rate; Decision Making; Child Rearing; Social Values; Demography; Family (Sociological Unit)

Abstract:
The future of Russian society is manifested in the new generation, the community of children and young people. To a large extent, the country's social and economic development depends on the health and education of the rising generation, on its social values and orientations, its spirituality and morality, and its level of cultural accumulation. The comprehensive study and assessment of the potential and the quality of children represent a very important condition that is necessary for the formulation of an effective state policy oriented toward the preservation of the nation and the social and demographic development of Russia. The profound social and economic reforms got under way in the early 1990s, and the generations born then are no longer children. In 10 to 15 years, today's youngsters will constitute not only the main segment of Russia's working and creative population but also its demographic foundation; they will directly determine the country's future in all its aspects. In today's Russia one can clearly observe the clash (or intersection) of two independent processes. One is the demographic process, which, as in all developed countries, is characterized by a rapid aging of the population and a deterioration of its qualitative properties. The second process has an economic foundation and is linked to the country's transition from natural-resource-oriented technologies to innovative technologies that are characteristic of all developed countries. To a large extent, the success of this transition depends on the percentage of the youth cohort in the structure of the work force, since it is young people who are being prepared to be involved in the effective modernization of industry via high-level technologies whose replacement time is increasingly shorter and more intensive. This accounts for the pressing need for special reforms affecting the country's younger generation. At least three sets of vital problems can be discerned in this sphere, which must be solved. The author discusses them in this paper and offers preliminary solutions. She suggests that the low rate of reproduction of the Russian population makes it necessary to ensure that the smaller size of the young population is mitigated by an improvement in its health and education, and the creation of conditions necessary for its intellectual potential to be realized. [This article was translated by Kim Braithwaite.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Values; American Indians; Daughters; Fathers; Cultural Influences; American Indian Culture; Surveys; Spiritual Development; Religion; Identification (Psychology); Parent Child Relationship; Parent Participation; Parent School Relationship; Substance Abuse; Individual Characteristics; Demography; Tribes; Educational Attainment; Acquired Immunodeficiency Syndrome (AIDS); Stereotypes; Gender Bias; Interpersonal Communication; Parent Role; Sexuality; Place of Residence; Age Differences

Abstract:
Data from this preliminary study, the American Indian--Dads and Daughters Survey, shed light on how American Indian fathers think and feel about their relationships with their daughters. Respondents represent an array of tribal affiliations, age, occupations, socioeconomic status, and geographical/geopolitical locations, helping to ensure that these data are relevant across a broad spectrum of Indian Country. Among the many insights into the relationships revealed in these data are common themes involving spirituality, identity, and adherence to cultural values. These insights may help educators, and others, who work with American Indian families, gain a greater awareness and understanding of how the relationships between American Indian fathers and their daughters impact both traditional American Indian communities as well as more mainstream westernized American Indian communities. (Contains 3 figures, 1 table and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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