Lower socioeconomic status (SES) is widely accepted to have deleterious effects on the well-being and development of children and adolescents. However, rigorous meta-analytic methods have not been applied to determine the degree to which SES supports or limits children’s and adolescents behavioural, cognitive and language development. While SES is largely determined by combinations of variables such as parental education level, marital status, and income, SES may also interact with other variables mediating or moderating the influence of SES on children’s behavior and cognitive development. Thus, the objective of this study was to conduct a meta-analysis of research on the relationship between composite measures of SES and developmental outcomes for children and adolescents between the ages of birth to 19 years of age. The results revealed very small to small, but significant effects of SES on aspects of the three outcome variables of literacy and language, aggression, and internalizing behaviours including depression. Many other factors come in to play that may better explain the small, but significant relationship between SES and development. Given the small observed associations, policy makers and programmers may focus interventions on family and community factors that contribute to child and adolescent developmental outcomes across the socioeconomic spectrum.
Consistent with community psychology's focus on addressing societal problems by accurately and comprehensively capturing individuals’ relationships in broader contexts, participatory research approaches aim to incorporate individuals’ voices and knowledge into understanding, and responding to challenges and opportunities facing them and their communities. Although investigators in psychology have engaged in participatory research, overall, these approaches have been underutilized. The purpose of this review was to examine areas of research focus that have included participatory research methods and, in turn, highlight the strengths and ways that such methods could be better used by researchers. Nearly 750 articles about research with Indigenous Peoples, children/adolescents, forensic populations, people with HIV/AIDS, older adults, and in the area of industrial‐organizational psychology were coded for their use of participatory research principles across all research stages (i.e., research design, participant recruitment and data collection, analysis and interpretation of results, and dissemination). Although we found few examples of studies that were fully committed to participatory approaches to research, and notable challenges with applying and reporting on this type of work, many investigators have developed creative ways to engage respectfully and reciprocally with participants. Based on our findings, recommendations and suggestions for researchers are discussed.
Young mothers are often socially and economically marginalized, and tend to be discussed as one homogenous, high-risk, deficit-based group. They are frequently excluded from youth participatory action research and youth leadership research, which leaves little space for considering them as engaged citizens or leaders. To contribute to filling this gap, I created and implemented, in collaboration with a group of 11 young mothers, a policy-focused participatory research project called Engage for Change. My objectives included generating youth-based research evidence for informing public policy; exploring intersectionality as a theoretical foundation for participatory research with young mothers; and better understanding the impacts of participatory research on young mothers' leader and collective efficacy. In this article, I describe the implementation of Engage for Change, highlighting the work of participating young mothers. I explore intersectionality as a theoretical foundation, and consider the leader and collective efficacy development of participants, with the goal of: 1) contributing to the sparse literature on participatory research with young mothers; 2) suggesting that intersectionality is a useful theoretical foundation for participatory research with young mothers; and 3) highlighting participants' leader and collective efficacy, while acknowledging persistent systemic exclusions they face in exercising leadership and engagement.
  This manuscript chronicles the development of three graduate students as community engaged scholars, from the perspective of one of the students. With the support of the course instructor, a student (Thomas) and the instructor (Leah) discuss students’ development during their enrollment in a graduate course in community-engaged scholarship (CES) at the University of Guelph, a large comprehensive university in southwestern Ontario. Drawing from students’ reflection papers and progress reports, this article highlights students’ thoughts on communities’ perceptions of scholars; differences and similarities between community-engaged scholarship and more traditional forms of social science research; and challenges and opportunities of collaboration. Data highlighting students’ experiences with power relations, understandings of the need for adaptability within their respective partnerships, and acknowledgement of differences between community and academic roles in community-engaged research projects are also presented. Finally, the effects of large groups and imbalanced stakes on projects, and the influence of class-oriented timelines are discussed. The manuscript is written by, and from the perspective of Thomas Armitage, one of the students in the graduate course, in collaboration Leah Levac, the course instructor.Â
As Hankivsky & Cormier (2011) and Denis (2008) note, the theoretical evolution of intersectionality has outpaced its methodological development. While past work has contributed to our understanding of how to apply intersectionality in research (CRIAW-ICREF & DAWN-RAFH 2014; Morris & Bunjan 2007; Simpson 2009), gaps persist. Drawing on a four-year community-university research collaboration called ‘Changing public services: Women and intersectional analysis’, we explore the incorporation of feminist intersectional and community-engaged research commitments into secondary data analyses, specifically a scoping review and secondary analyses of two Statistics Canada data sets. We discuss our application of these commitments across all stages of designing and undertaking these analyses, in particular drawing into focus the importance of dialogue and deliberation throughout our process. Our application of feminist intersectional and community-engaged commitments – including prioritising community benefit and practising self-reflexivity – revealed gaps and silences in the data, in turn improving our understanding of differences in people’s experiences, our critiques of policies and our identification of new research questions. The lessons learned, we conclude, are valuable for scholars, whether or not community engagement is central to their scholarly commitment. Keywordsfeminist intersectionality, community-engaged research, scoping review, logistic regression, community-university partnerships, Canadian public services
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