Showing papers on "Disadvantaged published in 1975"
294 citations
191 citations
TL;DR: This paper found that black levels of participation generally exceed or equal those of whites, while Mexican-Americans tend to have lower levels of political participation than white participants, and several explanations for these discrepant findings are discussed.
Abstract: Drawing on the findings of Orum (1966) and Olsen (1970), this study hypothesizes that, because of a process of "compensation" or "ethnic identification," members of disadvantaged ethnic groups have higher levels of social and political participation than persons of the same social class who are members of the dominant social group. Data taken from a community survey only partially support the hypothesis with regard to 11 participation variables. When social class is controlled, black levels of participation generally exceed or equal those of whites; however, levels of participation among Mexican-Americans tend to be lower than those of whites. Several explanations which might account for these discrepant findings are discussed.
96 citations
50 citations
TL;DR: Can the health of disadvantaged groups be substantially improved by assuring that a high level quality of care is delivered to them and to suggest some ideas for future research?
Abstract: Literature review points out that: (a) differentials in health status between the disadvantaged and the nondisadvantaged persist, often to a large degree; (b) differentials in the overall amount of care received are less striking now than heretofore, but standardization by level of need demonstrates measurable discrepancies in health services provided to the disadvantaged compared with the nondisadvantaged; (c) the quality of health care for the disadvantaged is not strikingly poorer than care for the nondisadvantaged, but, in view of demonstrable shortcomings in the quality of health care in general, this is not viewed as a positive statement; and (d) attempts to improve quality of care for the disadvantaged have not had the hoped-for impact. Four new avenues are suggested for possible further research: increased patient responsibility, increased consumer knowledge, financial accountability, and quality assurance activities. Because of the likelihood of only marginal changes in health status, rigorous evaluation of any experimental program is emphasized.
38 citations
TL;DR: It was concluded that the nature of the testing environment is among the factors which influence the test performance of disadvantaged children and that the Head Start experience had influenced children to perform more optimally under conditions which were debilitating for children who had not attended Head Start.
Abstract: SEITZ, VICTORIA; ABELSON, WILLA D.; LEVINE, ELIZABETH; and ZIGLER, EDWARD. Effects of Place of Testing on the Peabody Picture Vocabulary Test Scores of Disadvantaged Head Start and Non-Head Start Children. CHILD DEVELOPMENT, 1975, 46, 481-486. Disadvantaged children were tested on the Peabody Picture Vocabulary Test either in their own homes or away from home in an office or schoolroom. As predicted, the overall testing environment was a significant factor influencing the test performance of disadvantaged children who had not attended a Head Start program. Contrary to expectation, however, these children performed more poorly, rather than better, when they were tested at home. Children who were attending a Head Start program performed equivalently regardless of the location of testing. It was concluded that the nature of the testing environment is among the factors which influence the test performance of disadvantaged children and that the Head Start experience had influenced children to perform more optimally under conditions which were debilitating for children who had not attended Head Start. Interpretations of the poorer home performance of the non-Head Start children were also advanced.
35 citations
TL;DR: The 1954 Supreme Court desegregation decision was based on fine legal and moral argument, but on rather slim social science evidence as mentioned in this paper, and this finding is amply supported by modern authority [social science re-search].
Abstract: Whatever may have been the extent of psychological knowledge at the time of Plessy v. Ferguson, this finding is amply supported by modern authority [social science re search]. . . . Any language in Plessy v. Ferguson con trary to this finding is rejected. (Brown v. Board of Edu cation, 1954) The 1954 Supreme Court desegregation decision was based on fine legal and moral argument, but on rather slim social science evidence. (St. John, 1970, p. I l l )
33 citations
TL;DR: In this article, the reaction of college students, many of whom were prospective teachers, to case history material describing family and life experiences of creative individuals was found to indicate attitudes indicating that they would not reward and would even suppress, behaviors and environmental conditions which would support the development of creative abilities.
Abstract: Ammons and Ammons (1962a, 1962b) evaluated the reaction of college students, many of whom were prospective teachers, to case history material describing family and life experiences of creative individuals. The students exhibited attitudes indicating that they would not reward and would even suppress, behaviors and environmental conditions which would support the development of creative abilities. The results of the present survey indicate a much more positive picture. There was considerable interest among 408 teachers from 5 cities, but little actual involvement, in teaching to foster creative thinking and problem-solving. Most teachers considered these areas significant in the education of economically disadvantaged and minority students. They expressed need for additional information about materials and methods to incorporate into the regular curriculum. Perhaps the vast emphasis on creativity by Torrance and others has produced these more favorable attitudes in teachers toward the nurturance of creativ...
31 citations
TL;DR: In this article, the authors present an analysis of the long-term impact of the Opportunities for Youth Project, which utilized two experimental variables: (1) a supervised work program and (2) teaching machines as confidence-building devices.
Abstract: Carefully evaluated delinquency prevention programs have had little impact on their subjects, at least in terms of deterring official delinquency. Few projects meet the requirements of a controlled experiment, and fewer still have a follow-up to assess the long-term impact. This paper presents an analysis of the long-term impact of the Opportunities for Youth Project, which utilized two experimental variables: (1) a supervised work program and (2) teaching machines as confidence-building devices. The long-term assessment suggests that the work program was related to increased involvement in official delinquency. Furthermore, disadvantaged boys were more adversely affected than advantaged boys. The use of teaching machines seems to have had the opposite effect: it was related to decreased involvement in official delinquency, and disadvantaged boys were more positively affected than advantaged boys.
01 Jan 1975
TL;DR: The use of PARAPROFessionals in DISADVANTAGED AREA Public Schools of Chicago was discussed in this article, where the use of parroprofessionals was discussed.
Abstract: THE USE OF PARAPROFESSIONALS IN DISADVANTAGED AREA PUBLIC SCHOOLS OF CHICAGO William Melrose Jones June
TL;DR: Because educators of disadvantaged children have developed effective parent-intervention programs of interest to those working with handicapped children, a review of these programs is also included.
Abstract: homes of blind, deaf, or the physically handicapped children, more recently they have also included families of children with other types of disabilities. In the main, home visits to the handicapped have emphasized the acquisition of self-help skilts or the provision of physical therapy. However, current efforts with parents of handicapped children have expanded, and many now deal with cognitive skills as well. The programs selected for the present review reflect this changing orientation. Because educators of disadvantaged children have developed effective parent-intervention programs of interest to those working with handicapped children, a review of these programs is also included.
TL;DR: Within a system concept role delineation and communicational patterns of black, disadvantaged families are evaluated, notably the use of multiple family therapy as a way of increasing therapeutic effectiveness and facilitating movement in the system.
Abstract: Within a system concept role delineation and communicational patterns of black, disadvantaged families are evaluated on the basis of 15 years experience. The observations made at best are suggestive and meant to highlight certain features of a black, disadvantaged family system. In the light of these observations some suggestions regarding technique are offered, notably the use of multiple family therapy as a way of increasing therapeutic effectiveness and facilitating movement in the system.
TL;DR: La Belle and Verhine as discussed by the authors examined the relationship between education and occupation and examined two theories which purport to explain this relationship, concluding that as long as the credentials of formal schools continue to be the most salient factor in the job market, non-formal education will do little to increase social and economic equality.
Abstract: La Belle and Verhine trace the development of nonformal education and question whether it can bring significant income and status benefits to the economically disadvantaged in developing countries. They review research on the relationship between education and occupation and examine two theories which purport to explain this relationship. The authors conclude that as long as the credentials of formal schools continue to be the most salient factor in the job market, nonformal education—education without traditional credentials —will do little to increase social and economic equality.
01 Jan 1975
TL;DR: This paper identified, reviewed and assessed the literature concerned with postsecondary education of disadvantaged youth, for internal validity, external validity and policy utility, and pointed out the need for a federally sponsored, nationally integrated competency-based developmental skills program on all levels of education: elementary, secondary, and postsecondary.
Abstract: The purpose of this study was to identify, review and assess the literature concerned with postsecondary education of disadvantaged youth, for internal validity, external validity and policy utility. The scholarship in this area fell into two categories: . Basic research on the variables which affect the entrance, persistence, and achievement of students from disadvantaged environments, and . Evaluative research which deals with the equity, effectiveness and efficiency of programs designed to counteract the impact of these variables. While basic research has been generally adequate, evaluative research on programs has been commonly deficient in measurement instruments; in the failure to measure effectiveness, efficiency, and equity in terms of immediate program objectives; and in the lack of systematic information and feedback systems. Research on causal variables and evaluative research on compensatory programs has been consistent in identifying lack of basic academic skills and poor study habits as the most powerful limiting factors in equalizing educational opportunities for the disadvantaged. Despite many postsecondary institutional policy changes, and billions of dollars in government financial support, academic high risk students have had the least chance of sharing the benefits postsecondary education, training, and certification provided fnr entrance into the more valued occupations and professions. Competency in oral and written commlnication and basic reading and math skills cannot be left to chance. Speciallytrainsd personnel are needed to staff df:welopmencal skills programs incorporated into the regular academic schedule. The findings of this study point in one major direction--the need for a federally sponsored, nationally integrated competencybased developmental skills program on all levels of education: elementary, secondary, and postsecondary. The report is organized into two volumes: Volume I--"Executive Summary," and Volume II--"Main Report and Appendices."
TL;DR: It appears that the ability to speak the colloquial language appeared to be no advantage in improving the compliance rate of or communication with disadvantaged families.
Abstract: The effectiveness of indigenous health aides in providing health care supervision and coordination for indigent families was assessed and compared with that of public health nurses. From this study, it appears that the ability to speak the colloquial language appeared to be no advantage in improving the compliance rate of or communication with disadvantaged families. Professional insights, sophistication, and skills, if delivered with empathy, remain important assets for effective functioning in the psychosocial area.
TL;DR: A series of early intervention programs is reviewed for three young disadvantaged groups: infants, toddlers, and preschoolers, and findings suggest that early intervention helps materially to reduce the intellectual and linguistic problems of the young disadvantaged.
Abstract: A body of research data is reviewed pointing to considerable intellectual lag and nonstandard linguistic abilities among the disadvantaged. While "difference" and "deficit" theorists interpret these findings differently, many observers agree that early educational intervention may be a useful approach to such problems. A series of early intervention programs is reviewed for three young disadvantaged groups: infants, toddlers, and preschoolers. Findings from these programs suggest that early intervention helps materially to reduce the intellectual and linguistic problems of the young disadvantaged.
TL;DR: The authors presented the relationship of a particular linguistic variety, Black English, to the reading achievement of black children and pointed out that the language of the disadvantaged child is not deficient, but merely different from the language in the classroom, and that the educators' nonacceptance of the language and culture of these children has led to their poor academic performance.
Abstract: During the sixties and on into the seventies an increasing number of books and articles in professional education literature have dealt with various aspects of the cause and cure of the educational problems of the disadvantaged child. Much of the literature generated by this concern for the disadvantaged has dealt with language. The earlier writers (e.g., Bereiter & Engelmann, 1966; Deutsch, 1965, 1967; Hess & Shipman, 1965; John, 1963) presented a language deficit point of view: they believed that the lack of appropriate early language stimulation resulted in immature or deficient speech patterns. These deficient speech patterns were felt to stunt cognitive development of disadvan taged children to the point that they were unable to respond adequately to the intellectual demands of the classroom. More recent writers (e.g., Baratz & Shuy, 1969; Cohen & Cooper, 1972) have pointed out that the language of the disadvantaged child is not deficient, but merely different from the language of the classroom. Those who support the language difference point of view contend that it is the educators' nonacceptance of the language and culture of these children that has led to their poor academic performance. This paper presents the relationship of a particular linguistic variety, Black English, to the reading achievement of black children. A great deal has been written in recent years concern ing the language difference of black children and its effects on academic performance. Although there have been instances of resistance in the black community (Wolfram, 1970), a growing
TL;DR: Means, in a thought-provoking article published in 1972, emphasized the difficulties faced by new states incorporating communal groups displaying disparities in income, skills, mental attitudes, productivity and behavior patterns as mentioned in this paper.
Abstract: GORDON P. MEANS, in a thought-provoking article published in 1972, emphasized the difficulties faced by new states incorporating communal groups displaying disparities in income, skills, mental attitudes, productivity and behavior patterns.' Confronted with the dangers inherent in such communal differences, Means noted that leadership groups have two basic strategies available-to apply equal, universalistic achievement standards or to provide "special rights" to the disadvantaged communities. This is an all too familiar dilemma in the United States where, for example, colleges and universities are wrestling with the question of dual standards for minority admission. The development planner in Africa and Asia is particularly aware of this issue. In Nigeria differentiated cultural and educational patterns gave ethnic groups in the south particular advantages over the Hausa-Fulani of the northern region. In India it was considered necessary to meet the needs of the long disenfranchised "untouchables" while in East Africa efforts have been made to eliminate the Asian and Arab populations that long dominated the professional and commercial sectors.2 In Southeast Asia non-indigenous Asians and Europeans dominated the economies of almost every country during the 20th century. The role of the Indians in Burma and the Chinese throughout the region has been amply documented. For most countries the normal strategy employed by independent states has been to limit the economic power of the non-indigenous Asian by restricting his activities. Rather than providing "special rights" for the maj ority community, the Chinese or Indian minority member has met official prohibitions or restrictions as to the types of professions he might enter, been denied the right to own property or participate in certain business enterprises or been forced to
TL;DR: This paper found that children from small families secured higher scores on all nine skill areas of the Iowa Test of Preschool Development than children from large families, however, only in Expressive Language were the differences of statistical significance.
Abstract: Summary Preschool readiness measures were secured on 50 pairs of disadvantaged two-to three-year-old lower SES white children who represented large and small families, to determine the impact of family size on readiness profiles. The findings reveal that children from small families secured higher scores on all nine skill areas of the Iowa Test of Preschool Development than children from large families. However, only in Expressive Language were the differences of statistical significance. The findings were reviewed in the context of other research which suggests that poor children may experience greater difficulty on oral language tasks than is the case on measures that emphasize receptive language. It is suggested that replication studies are needed to better assess the long-term social and educational implication of the findings.
TL;DR: Teacher Corps as mentioned in this paper is a field-based teacher education program that is designed to assist in changing school organizational patterns, curriculum, and discipline problems in low-income communities. And it has been shown to be effective in changing educational contexts that fail large segments of its population.
Abstract: Nowhere have the ethical contradictions of school been as strongly expressed as in poor communities. We have a stated commitment to provide equal social and economic opportunities, yet descriptions of inner-city and reservation schools portray educational contexts that fail large segments of its population. The significance of these failures is only partially revealed in low reading achievement and high dropout rates. Studies of classroom interaction suggest that schools operationally define the poor or nonwhite as intellectually and socially inferior.' Definitions of school deviance tend to discriminate against the poor.2 Diagnosis procedures that label children "disadvantaged," "learning disabilities," or "discipline problems" maintain a peculiar ethnocentricity. The life-styles, languages, values, and normative structures of educators serve as guidelines by which other people's activities are judged. The function of school often seems more to maintain the status and privilege of its professionals than to respond to the aspirations and heritage of those it is to serve. One strategy for altering these failing institutional structures is Teacher Corps. Created by a 1965 act of Congress, Teacher Corps is a nationwide effort to provide comprehensive change in schools of low-income communities. Field-based teacher education programs in local areas are designed to assist in changing school organizational patterns, curriculum, and pol
TL;DR: In this article, the authors compared children of migrant workers and immigrants in the schools of West-Germany, Sweden and England and found that children of immigrants belong to the disadvantaged people in our societies.
Abstract: The focus of this article is on children of migrant workers and immigrants in the schools of West-Germany, Sweden and England. One central problem, that of language, is considered both as it is dealt with in policy, i.e., in curricula, and as it is actually implemented in some programmes, which are typical for the actions in these countries. The three countries that are compared have similar proportions of immigrant children but these children differ in nationality. The analysis is based on the concept that children of immigrants belong to the disadvantaged people in our societies, which include not only immigrants but people with whatever kind of deprivation. Some demographical data are given as background information and underline the urgency of action.
TL;DR: A considerable range of service programming was discovered, and some of the factors which may account for the variation are discussed.
Abstract: Librarians and Educational Opportunity Program (EOP) personnel were interviewed at eight urban college and university campuses to de.termine the extent to which their respective libraries have responded to educationally disadvantaged students. The study focused on four principal areas: relations between the library and the Educational Opportunity Program, library staff assignments, collections, and the provision of special services. A considerable range of service programming was discovered, and some of the factors which may account for the variation are discussed.
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