About: Disadvantaged is a(n) research topic. Over the lifetime, 17050 publication(s) have been published within this topic receiving 337157 citation(s). The topic is also known as: disadvantaged person.
Papers published on a yearly basis
TL;DR: Wilson's "The Truly Disadvantaged" as mentioned in this paper was one of the sixteen best books of 1987 and won the 1988 C. Wright Mills Award of the Society for the Study of Social Problems.
Abstract: ""The Truly Disadvantaged" should spur critical thinking in many quarters about the causes and possible remedies for inner city poverty. As policy makers grapple with the problems of an enlarged underclass they--as well as community leaders and all concerned Americans of all races--would be advised to examine Mr. Wilson's incisive analysis."--Robert Greenstein, "New York Times Book Review" "'Must reading' for civil-rights leaders, leaders of advocacy organizations for the poor, and for elected officials in our major urban centers."--Bernard C. Watson, "Journal of Negro Education" "Required reading for anyone, presidential candidate or private citizen, who really wants to address the growing plight of the black urban underclass."--David J. Garrow, "Washington Post Book World" Selected by the editors of the "New York Times Book Review" as one of the sixteen best books of 1987. Winner of the 1988 C. Wright Mills Award of the Society for the Study of Social Problems.
27 Mar 1996
TL;DR: Carpini and Keeter as mentioned in this paper found that whites, men, and older, financially secure citizens have substantially more knowledge about national politics than do blacks, women, young adults, and financially less-well-off citizens.
Abstract: This book is the most comprehensive analysis ever written about the American public's factual knowledge of politics. Drawing on extensive survey data, including much that is original, two experts in public opinion and political behavior find that many citizens are remarkably well informed about the details of politics, while equally large numbers are nearly ignorant of political facts. And despite dramatic changes in American society and politics, citizens appear no more or less informed today than half a century ago. Michael X. Delli Carpini and Scott Keeter demonstrate that informed persons are more likely to participate, better able to discern their own interests, and more likely to advocate those interests through political actions. Who, then, is politically informed? The authors provide compelling evidence that whites, men, and older, financially secure citizens have substantially more knowledge about national politics than do blacks, women, young adults, and financially less-well-off citizens. Thus citizens who are most disadvantaged socially and economically are least able to redress their grievances politically. Yet the authors believe that a broader and more equitably informed populace is possible. The challenge to America, they conclude, lies in providing an environment in which the benefits of being informed are clearer, the tools for gaining information more accessible, and the opportunities to learn about politics more frequent, timely, and equitable.
01 Jan 1987
TL;DR: The Truly Disadvantaged as discussed by the authors examines the relationship between race, employment, and education from the 1950s to the 1990s, with surprising and provocative findings about the convergence of race and poverty.
Abstract: Renowned American sociologist William Julius Wilson takes a look at the social transformation of inner city ghettos, offering a sharp evaluation of the convergence of race and poverty. Rejecting both conservative and liberal interpretations of life in the inner city, Wilson offers essential information and a number of solutions to policymakers. The Truly Disadvantaged is a wide-ranging examination, looking at the relationship between race, employment, and education from the 1950s onwards, with surprising and provocative findings. This second edition also includes a new afterword from Wilson himself that brings the book up to date and offers fresh insight into its findings. “ The Truly Disadvantaged should spur critical thinking in many quarters about the causes and possible remedies for inner city poverty. As policymakers grapple with the problems of an enlarged underclass they—as well as community leaders and all concerned Americans of all races—would be advised to examine Mr. Wilson's incisive analysis.”—Robert Greenstein, New York Times Book Review
06 Jan 2007-The Lancet
TL;DR: Two factors with available worldwide data—the prevalence of early childhood stunting and the number of people living in absolute poverty—are identified as indicators of poor development and show that both indicators are closely associated with poor cognitive and educational performance in children.
Abstract: Many children younger than 5 years in developing countries are exposed to multiple risks, including poverty, malnutrition, poor health, and unstimulating home environments, which detrimentally affect their cognitive, motor, and social-emotional development. There are few national statistics on the development of young children in developing countries. We therefore identified two factors with available worldwide data—the prevalence of early childhood stunting and the number of people living in absolute poverty—to use as indicators of poor development. We show that both indicators are closely associated with poor cognitive and educational performance in children and use them to estimate that over 200 million children under 5 years are not fulfilling their developmental potential. Most of these children live in south Asia and sub-Saharan Africa. These disadvantaged children are likely to do poorly in school and subsequently have low incomes, high fertility, and provide poor care for their children, thus contributing to the intergenerational transmission of poverty.
TL;DR: Evidence on the effects of early environments on child, adolescent, and adult achievement and how early inputs strongly affect the productivity of later inputs is summarized.
Abstract: This paper summarizes evidence on the effects of early environments on child, adolescent, and adult achievement. Life cycle skill formation is a dynamic process in which early inputs strongly affect the productivity of later inputs.
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