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Sociocultural Influences (sociocultural + influence)

Distribution by Scientific Domains

Medical Sciences	60%

Selected Abstracts

Immigrant Parents' Concerns Regarding Their Children's Education in the United States

FAMILY & CONSUMER SCIENCES RESEARCH JOURNAL, Issue 4 2009
Olena Nesteruk
A growing body of research suggests that as immigrant families assimilate into U.S. culture, their children's academic achievements and aspirations decline. This article explores possible reasons for this finding from the perspective of immigrant parents from Eastern European countries whose children attend U.S. schools. In-depth, qualitative interviews are conducted with 50 married mothers and fathers who hold professional-status employment. The data are analyzed using open and axial coding approach and three central, recurring themes emerge: (a) Parental Influences: "Education is a must,. The sky is the limit"; (b) The Educational System: "Parental guidance and resources are required"; and (c) Sociocultural Influences: "Everything here is about making money,. But what about our children'" Supporting, illustrative narratives are presented in connection with each theme to explain the perspectives of these immigrant parents on their children's schooling in the United States, and to add other tentative factors for further research into the decline of the children's academic achievement and aspirations with longer residence in the United States. Implications for family and consumer scientists are presented. [source]

Sociocultural influences on infant feeding decisions among HIV-infected women in rural Kwa-Zulu Natal, South Africa

MATERNAL & CHILD NUTRITION, Issue 1 2005
Lucy N. Thairu msc
Abstract The promotion of exclusive breastfeeding for 6 months, followed by rapid transition to alternative food sources may be an important public health approach to the reduction of mother-to-child transmission of HIV through breastmilk. The basic ethical principle of ,informed choice' requires that HIV positive women are provided with adequate information about their options. However, information is only one factor that affects their decisions. The objective of this ethnographic study was to identify sociocultural influences on infant feeding decisions in the context of a large cohort study designed to assess the impact of a breastfeeding counselling and support strategy to promote exclusive breastfeeding on postnatal transmission of HIV in African women. Following an initial period of exploratory interviewing, ethnographic techniques were used to interview 22 HIV positive women about their views on infant feeding and health. Interviews were tape-recorded, transcribed and analysed with a text analysis program. Five themes of influences on feeding decisions emerged: (1) social stigma of HIV infection; (2) maternal age and family influences on feeding practices; (3) economic circumstances; (4) beliefs about HIV transmission through breastmilk; and (5) beliefs about the quality of breastmilk compared to formula. The study highlights the role of cultural, social, economic and psychological factors that affect HIV positive women's infant feeding decisions and behaviour. [source]

Medication communication: a concept analysis

JOURNAL OF ADVANCED NURSING, Issue 4 2010
Elizabeth Manias
manias e. (2010) Medication communication: a concept analysis. Journal of Advanced Nursing66(4), 933,943. Abstract Title.,Medication communication: a concept analysis. Aim., This paper is a report of a concept analysis of medication communication with a particular focus on how it applies to nursing. Background., Medication communication is a vital component of patient safety, quality of care, and patient and family engagement. Nevertheless, this concept has been consistently taken-for-granted without adequate analysis, definition or clarification in the quality and patient safety literature. Data sources., A literature search was undertaken using bibliographic databases, internet search engines, and hand searches. Literature published in English between January 1988 and June 2009 was reviewed. Walker and Avant's approach was used to guide the concept analysis. Discussion., Medication communication is a dynamic and complex process. Defining attributes consider who speaks, who is silent, what is said, what aspects of medication care are prioritized, the use of body language in conversations, and actual words used. Open communication occurs if there is cooperation among individuals in implementing plans of care. Antecedents involve environmental influences such as ward culture and geographical space, and sociocultural influences such as beliefs about the nature of interactions. Consequences involve patient and family engagement in communication, evidence of appropriate medication use, the frequency and type of medication-related adverse events, and the presence of medication adherence. Empirical referents typically do not reflect specific aspects of medication communication. Conclusion., This concept analysis can be used by nurses to guide them in understanding the complexities surrounding medication communication, with the ultimate goal of improving patient safety, quality of care, and facilitating patient and family engagement. [source]

On the cultural validity of science assessments

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2001
Guillermo Solano-Flores
We propose the concept of cultural validity as a form of test validity in science assessment. The conceptual relevance of cultural validity is supported by evidence that culture and society shape an individual's mind and thinking. To attain cultural validity, the process of assessment development must consider how the sociocultural context in which students live influences the ways in which they make sense of science items and the ways in which they solve them. These sociocultural influences include the values, beliefs, experiences, communication patterns, teaching and learning styles, and epistemologies inherent in the students' cultural backgrounds, as well as the socioeconomic conditions prevailing in their cultural groups. We contend that current approaches to handling student diversity in assessment (e.g., adapting or translating tests, providing assessment accommodations, estimating test cultural bias) are limited and lack sociocultural perspective. We find that attaining cultural validity may conflict with current basic principles and assumptions in testing, such as item independence and standardization. We discuss the ways in which adopting cultural validity as a criterion for test validity makes it necessary to shift assessment paradigms and adopt new procedures for assessment development. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 553,573, 2001 [source]