Suchergebnisse

As the recognition of social inclusion intensifies worldwide, it is important to broaden our understanding
of various linkages between disability and social deprivation. This paper examines the links
between disability and specific social relations/emotional activities which are important to well-being,
quality of life and inclusion. Using a stratified randomly-selected sample of Saskatchewan single
mothers (n=370), this paper compared social relations/emotional activity participation among single
mothers with a disability and single mothers without a disability. Overall, study results indicate that
single mothers with a disability, particularly those of Aboriginal ethnicity, were socially deprived. Increased
income resources and focussed service-provider interventions are necessary in order to
equalize access for social relations/ emotional activity participation needs of this population of single
mothers.

School reform initiatives have often included the controversial practice of school consolidation in aneffort to limit the cost and improve the quality of the educational process. While there are both benefitsand liabilities in consolidating schools, there are few studies that have determined the impact ofconsolidation on certain student behaviors such as participation in extracurricular activities (Blake,2003; Clinchy, 1998; Eisner, 1995; Fanning, 1995; Hawkes, 1992; Hughes, 2003; Jonjak, 2003;Nelson, 1985; Reynolds, 1999; Seal & Harmon, 1995; Self, 2001a, 2001b). Findings are mixed in thatsome studies have indicated that consolidated schools offer a greater number and wider range ofextracurricular activities, while other studies have indicated lower levels of participation amongstudents in larger, consolidated schools (Blake, 2003; Coladarci & Cobb, 1996; Fanning, 1995).Regardless, participation in extracurricular activities has been linked to higher academic achievementamong high school students (Cooper, Valentine, Nye, & Lindsay, 1999; Cosden, Morrison, Gutierrez, &Brown, 2004; Howley & Huang, 1991; Mahoney, Cairns, & Farmer, 2003; Nettles, Mucherah, & Jones,2000).

The aim of the present study was to evaluate the association between participation in physical activity and subjective class identity of people in urban and rural areas of China. The effect of social class identity on residents' physical activity was tested using the Monte Carlo method. There is a positive correlation between physical activity and the subjective class identity of urban and rural residents (r = 0.351, p < 0.01). It has been also seen that subjective class identity can significantly improve residents' physical activity. The path coefficient of subjective class identity to residents' physical activity was 0.12 (p < 0.003). Therefore, national and local governments should promote the equalization of physical activities by providing public services and government transfer payments in urban and rural areas, improve the physical activity by improving subjective class identity and promote social progress.

Participation in structured out-of-school time (OST) activities is of growing interest to families, youth practitioners, and policymakers. OST activities benefit youth socially, emotionally, and academically, especially at-risk youth. Yet, little research has explored the characteristics of youth participants. This study examines whether demographic differences exist merely in getting youth "in the door" of activities, or whether differences persist when examining the number of activities and the amount of time youth spend in activities once they are there. Results from two nationally representative datasets showed that disadvantaged youth were less likely to participate in a variety of activities than their peers, and participated in fewer numbers of activities. Among youth who did participate, Blacks and Hispanics participated less frequently in some activities, although Blacks participated more frequently in community-based youth programs. Implications for recruitment and retention are discussed, including the need for activity leaders to enhance efforts to attract and sustain disadvantaged and ethnic minority youth.