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Descriptors:
Admission (School); Elementary Education; Migrants; Foreign Countries; Social Class; Disadvantaged Youth; Slums; Access to Education; Prevention; Urban Areas; Poverty; Rural to Urban Migration; Gender Differences; Consciousness Raising; Indians; Parent School Relationship

Abstract:
This paper examines the factors that prevent slum children aged 5-14 from gaining access to schooling in light of the worsening urban poverty and sizable increase in rural-to-urban migration. Bias against social disadvantage in terms of gender and caste is not clearly manifested in schooling, while migrated children are less likely to attend school. I argue that the lack of preparation for schooling in the pre-schooling ages and school admission procedures are the main obstacles for migrated children. The most important implication for universal elementary education in urban India is raising parental awareness and simplifying the admission procedures. (Contains 6 tables and 2 figures.) 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:
Urban Studies; Service Learning; Urban Areas; Community Needs; School Community Relationship; Partnerships in Education; Disadvantaged; Experiential Learning; Geography; Teaching Methods; Homeless People; Foreign Countries

Abstract:
This symposium explores and examines the challenges and opportunities of building community-university collaborations in marginalized urban areas. The selection of short essays highlights different experiences of building and sustaining community-university partnerships in a variety of cities as vehicles for enhancing experiential learning in geography, urban studies, and cognate disciplines. The aim is to foster a debate among geographers about the role of community-university partnerships in marginalized urban areas and their potential for advancing reciprocal activities that address community needs while offering new circumstances for university out- reach and teaching. (Contains 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:
Immigrants; Teaching Methods; Surgery; Foreign Countries; Medical Services; Patients; Expertise; Physicians; Injuries; Diseases; Urban Areas; Competition; Medical Education; Networks; Moral Values; Experiential Learning; Standards; Educational History

Abstract:
Due to its ascendancy as the administrative and commercial center of early modern England, London experienced sustained growth in the latter half of the sixteenth century, as waves of rural immigrants sought to enhance their material conditions by tapping into the city's bustling occupational and civic networks. The resultant crowded urban landscape fostered mounting demand for medical services, since injuries and ailments, ranging from consumption to contusions, proliferated within the city's teeming streets and markets. Due to consistently strong patient demand and the conventions of English common law, which stipulated that legal authorization to practice medicine was solely contingent upon patient consent, peddling medical services to the city's ill and infirm became an increasingly appealing--and potentially lucrative--venture. Consequently, London's largely unregulated medical marketplace--characterized by competition for patients, the mounting influence of print culture, and the emergence of small commercial networks--attracted a diverse array of practitioners, including university-educated physicians, guild-licensed surgeons, and a medley of specialist and itinerant practitioners. In the absence of effective institutional regulation, distinctions between medical practitioners and modes of treatment were often difficult to discern due to a lack of clearly defined legal demarcations. In response to such occupational fluidity, the Barber-Surgeons' Company--London's largest body of licensed medical practitioners and the city's only guilded branch of medicine before the advent of the Apothecaries' Company in 1617--endeavored to maintain exclusive control over the practice of surgery within the city. To prevent the encroachment of interlopers and foreign practitioners ineligible for guild membership, Company members devised an array of semiformal educational networks that reinforced their desire to train surgeons as proficient artisans, morally upright representatives of their occupational group, and agents of intellectual traditions ostensibly inaccessible to those excluded from the Company's ranks. Drawing inspiration from Andrew Abbott's notion of jurisdiction in the control of occupational skill and knowledge, this study argues that surgical education in early modern London was characterized by a synthesis of theoretical, experiential, and moral components that enabled members of the Barber-Surgeons' Company to bolster their expertise and erect occupational boundaries. By emulating prevailing paradigms of social disciplining--processes through which civic and guild authorities upheld order and stability within their communities by prescribing conventions of propriety and etiquette--the Company's self-conscious efforts to establish standards of occupational decorum and repress deviance not only mitigated the encroachment of interlopers, but also reinforced the nascent pre-professionalization of London's surgeons. (Contains 96 footnotes.) 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:
Adolescents; Racial Discrimination; Neighborhoods; African Americans; Adjustment (to Environment); Correlation; Urban Areas; Behavior Problems; Prediction; Stress Variables; Community Characteristics

Abstract:
Racial discrimination has serious negative consequences for the adjustment of African American adolescents. Taking an ecological approach, this study examined the linkages between perceived racial discrimination within and outside of the neighborhood and urban adolescents' externalizing and internalizing behaviors, and tested whether neighborhood cohesion operated as a protective factor. Data came from 461 African American adolescents (mean age = 15.24 years, SD = 1.56; 50% female) participating in the Project on Human Development in Chicago Neighborhoods. Multilevel models revealed that perceived discrimination within youth's neighborhoods was positively related to externalizing, and discrimination both within and outside of youth's neighborhoods predicted greater internalizing problems. Neighborhood cohesion moderated the association between within-neighborhood discrimination and externalizing. Specifically, high neighborhood cohesion attenuated the association between within-neighborhood discrimination and externalizing. The discussion centers on the implications of proximal stressors and neighborhood cohesion for African American adolescents' adjustment. 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:
Academic Achievement; Student Attitudes; Classroom Environment; Second Language Learning; English Language Learners; Nursing Education; Community Colleges; College Students; Interviews; Phenomenology; Guidelines; Urban Areas; Power Structure; Qualitative Research; Inclusion; Educational Experience

Abstract:
This qualitative study explored the lived experiences of students as English language learners in the nursing classroom. Employing interpretive phenomenological methodology, participants at an urban community college in the Northeast engaged in open-ended interviews that yielded new understandings of everyday concerns that impacted their academic success. Four themes emerged and included the ways students made adjustments, overcame doubts, demonstrated determination, and co-created community in the college classroom. A critical theoretical framework applied during data analysis revealed student perceptions and experiences in the classroom environment as uneven and unequal. Students shared that some faculty fostered student learning while others did not. Traditional and monocultural practices, representing acts of power and dominance, thwarted learning and possibly contributed to lack of academic progress. Despite these challenges, participants also articulated examples of gains in learning. This study concludes with recommendations for faculty, administrators, students, and researchers for creating inclusive classrooms. 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:
Self Efficacy; Citizen Participation; Adolescents; Voting; Current Events; Public Education; Correlation; Knowledge Level; Adolescent Attitudes; Student Characteristics; Surveys; Urban Areas; Regression (Statistics); Governance

Abstract:
A long-standing objective of American public education is fostering civically engaged youth. Identifying characteristics associated with likelihood of future voting, a measure of democratic participation that predicts future voting behavior, might yield targets for education programs to increase civic participation. Survey data from urban adolescents were analyzed to elucidate how civic knowledge, civic attitudes and civic behaviors are associated with self-reported likelihood of future voting. In a multivariable ordered logistic regression model with latent constructs for civic knowledge, attitudes and behavior, two civic knowledge constructs and two civic attitude constructs maintained a positive, statistically significant independent association with future voting likelihood after adjusting for race/ethnicity and advanced coursework: knowledge of American governance, current events knowledge, general self-efficacy and skill-specific self-efficacy. Further research is necessary to determine whether education programs can intervene upon these civic knowledge and civic attitude factors to increase voting participation later in life. (Contains 4 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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Hispanic Americans; Empowerment; State Policy; Resistance (Psychology); Urban Areas; Schools; Activism; Business; Interviews; Observation

Abstract:
Drawing from observations and interview data, this essay examines the role of "hormiguero agency" in nurturing empowered identities amongst Latin@s in Phoenix, Arizona. Specific links are made to how dehumanizing state level policies are resisted in multiple spaces, including schools, activist organizations, and within underground business networks.

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Descriptors:
Social Networks; Welfare Services; Parent Participation; Parent School Relationship; Welfare Recipients; Interviews; Parent Attitudes; Elementary School Teachers; Urban Areas; Parent Responsibility; Family Work Relationship; Partnerships in Education

Abstract:
This article examines how parents supported their children's education while transitioning from welfare to work. Interviews with parents, elementary school educators, and staff at a community-based organization were conducted in an urban Tennessee community. Navigating work and parenting responsibilities was particularly challenging when children had complex needs and when parent schedules offered limited flexibility. Work and training-based knowledge, experiences, and social networks informed parent involvement beliefs and practices when a parent saw parallels between a child's education and their job or training. This study offers implications for federal welfare and education reauthorization debates and partnerships between schools and welfare assistance programs. (Contains 1 table and 1 note.) 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:
Identification; Child Abuse; Risk; Foreign Countries; Gender Differences; Siblings; Child Health; Sexual Abuse; Urban Areas; Correlation; Incidence; Surveys; Prediction; Mothers; Age; Birth; Poverty; Mental Disorders; Prevention; Young Adults

Abstract:
Objectives: Exposure to child maltreatment is associated with physical, emotional, and social impairment, yet in Canada there is a paucity of community-based information about the extent of this problem and its determinants. We examined the prevalence of child physical and sexual abuse and the associations of child abuse with early contextual, family, and individual factors using a community-based sample in Ontario. Methods: The Ontario Child Health Study is a province-wide health survey of children aged 4 through 16 years. Conducted in 1983, a second wave was undertaken in 1987 and a third in 2000-2001. The third wave (N = 1,928) included questions about exposure to physical and sexual abuse in childhood. Results: Males reported significantly more child physical abuse (33.7%), but not severe physical abuse (21.5%), than females (28.2% and 18.3%, respectively). Females reported significantly more child sexual abuse (22.1%) than males (8.3%). Growing up in an urban area, young maternal age at the time of the first child's birth, and living in poverty, predicted child physical abuse (and the severe category), and sexual abuse. Childhood psychiatric disorder was associated with child physical abuse (and the severe category), while parental adversity was associated with child sexual abuse and severe physical abuse. Siblings of those who experienced either physical abuse or sexual abuse in childhood were at increased risk for the same abuse exposure; the risk was highest for physical abuse. Conclusions: These findings highlight important similarities and differences in risk factors for physical and sexual abuse in childhood. Such information is useful in considering approaches to prevention and early detection of child maltreatment. Clinicians who identify physical abuse or sexual abuse in children should be alert to the need to assess whether siblings have experienced similar exposures. This has important implications for assessment of other children in the home at the time of identification with the overall goal of reducing further occurrence of abuse. (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; Apprenticeships; Urban Areas; Social Capital; Sustainability; Vocational Education; Postsecondary Education; Adult Education; Young Adults; Urban Renewal; Case Studies

Abstract:
Apprenticeship has always played both a social and economic role. Today, it forms part of the regeneration strategies of cities in the United Kingdom. This involves the creation and management of complex institutional relationships across the public and private domains of the civic landscape. This paper argues that it is through closely observed analysis of these meso-level developments (in contrast to studies of national systems) that we can reveal how the sustainability of vocational education and training initiatives depends on the generation of civic social capital in the pursuit of collective goals. At the same time, the path-dependent nature of the clustering of social and economic inequality in urban post-industrial settings remains a constant reminder of the scale of the problems confronting all those involved. (Contains 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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