Showing papers on "Disadvantaged published in 1981"
TL;DR: In this article, the authors analyzed the relationship between classroom social structure and student productivity, and found that the balance of rights in speaking and turntaking between teacher and students was a common non-classroom speech event for Hawaiian children.
Abstract: of disadvantaged 7 year-old Hawaiian students, were analyzed. One teacher (LC) had had little contact with Hawaiian children, while the other (HC) had worked successfully with Hawaiian students for five years. Consistent with their backgrounds, it was found that the two teachers managed interaction in their lessons very differently. Teacher LC used participation structures which are commonly used with children from the mainstream culture; the major structure requires them to wait to be called on and to speak one at a time. On the other hand, Teacher HC conducted much of her lessons in a different participation structure, one which allowed the children to share turns in joint performance. This structure follows interactional rules much like those in talk story, a common nonclassroom speech event for Hawaiian children. The results supported a social organizational hypothesis. The lessons of Teacher HC displayed much higher levels of achievement-related student behavior than those of Teacher LC. Furthermore, student productivity appeared to vary as a function of specific characteristics of participation structures, within and across the lessons of the two teachers. A new construct, the balance of rights in speaking and turntaking between teacher and students, was formulated to explain the relationship between classroom social structure and student productivity.
261 citations
TL;DR: Ameliorating the problems of women as providers and consumers in the mental health delivery system will require a sophisticated understanding of the nature of those problems and a firm commitment to creative solutions.
Abstract: Complex processes of sex bias and sex-role stereotyping continue to detract from the quality of mental health services to both sexes, but particularly to women because of their disadvantaged status. Understanding how such processes can simultaneously create barriers to service access and facilitate inappropriate treatment is essential to ensuring quality mental health services. Ameliorating the problems of women as providers and consumers in the mental health delivery system will require a sophisticated understanding of the nature of those problems and a firm commitment to creative solutions. The ethical mandate to address the institutional structures of inequality extends to all persons who are part of the mental health delivery system.
94 citations
TL;DR: A number of studies have suggested that encouraging fantasy and sociodramatic play in disadvantaged preschool children can have important benefits for social, linguistic and cognitive development as mentioned in this paper, and they have shown that fantasy can have significant benefits for children.
Abstract: A number of studies have suggested that encouraging fantasy and sociodramatic play in disadvantaged preschool children can have important benefits for social, linguistic and cognitive development. ...
50 citations
47 citations
01 Jan 1981
47 citations
17 citations
TL;DR: This article found that educational attainment is the single best predictor of adult occupational success in the U.S. while a number of observers argue strongly that the educational system perpetuates and reinforces existing social inequities (Bowles, 1972; Rothbart, 1970).
Abstract: Education in the United States has traditionally been viewed as a primary stepping stone to upward social mobility. This has been especially true for the disadvantaged and minority group members. Conventional wisdom suggests that it is our free public school system that guarantees an open society in which children of all social classes and ethnic backgrounds have an equal chance to develop their talents and achieve adult success commensurate with their individual abilities. While a number of observers argue strongly that the U.S. educational system perpetuates and reinforces existing social inequities (Bowles, 1972; Rothbart, 1970), it is still the case that educational attainment is the single best predictor of adult occupational success (Sewell & Hauser, 1975).
17 citations
TL;DR: In the context of the heated debate over bail reform in America, a frequent query raised in the debate has been: should the bail system be employed to assure appearance at trial or to prevent the defendant's commission of further crimes? as discussed by the authors has been whether the poor, the disadvantaged, the uneducated, or the innocent are punished under a system of bail based on alternative measures of either ability to pay or presumption of guilt.
Abstract: WHY do some defendants, released on personal or property bond or cash bail, fail to appear for their scheduled trial or hearing? This question, considered in this paper, diverges somewhat from the kind of question typically posed within the context of the heated debate over bail reform in America. A frequent query raised in the debate has been: should the bail system be employed to assure appearance at trial or to prevent the defendant's commission of further crimes?1 Another question has been whether the poor, the disadvantaged, the uneducated, or the innocent are punished under a system of bail based on alternative measures of either ability to pay or presumption of guilt.2 Recently researchers have begun to address the problem of determinants of bond-forfeiture rates, bail risk, and failure to appear for trial. Paul Wice summarized evidence suggesting that cities that not only actively supervise pretrial release but also base releases on criteria related to a defendant' s record of past appearances tend to experience lower rates of bond forfeiture.3 Stephen Clarke et al., who find demographic variables and characteristics of the offense to be insignificant determinants of combined failure to appear at trial and rearrest, observe nevertheless a strong positive correlation of court delay with bail risk.4 William Landes, finding
14 citations
01 Apr 1981
14 citations
TL;DR: The adjustments in approaches and techniques necessary in psychotherapy with the disadvantaged are discussed and examples are drawn of the active role of the therapist in worki...
Abstract: The adjustments in approaches and techniques necessary in psychotherapy with the disadvantaged are discussed. Through a case history, examples are drawn of the active role of the therapist in worki...
TL;DR: In this paper, cognitive changes in socially disadvantaged children in Grades 5 to 7 who were participating in a one-to-one tutoring program in Israel were assessed, and the tutored children were not found to be at an advantage on the tests although other data from tutors, parents, children, and teachers indicated that the project should be having an impact on academic achievement.
Abstract: Cognitive changes in socially disadvantaged children in Grades 5 to 7 who were participating in a one-to-one tutoring program in Israel were assessed. Tutors were university students who received a partial tuition rebate if they met their child twice a week in 2-hour sessions over a 7-month period. The progress of a sample of tutored children was compared to that of a sample of nontutored children in mathematics, reading (Hebrew), and English. The tutored children were not found to be at an advantage on the tests although other data from tutors, parents, children, and teachers indicated that the project should be having an impact on academic achievement.
01 Jan 1981
TL;DR: The past decade has been a period of rapid growth in the representation of social sciences in the curriculum of medical education and an important part of the reform was to consist of enhancement of the role of social, especially behavioral, sciences in medical teaching and practice.
Abstract: The past decade has been a period of rapid growth in the representation of social sciences in the curriculum of medical education. The social ferment of the 1960’s precipitated an enormous interest in the health of disadvantaged individuals and social groups. Awareness of the importance of social and economic factors as determinants of the health levels of individuals and groups became acute. Further, the discrepancies of access to health care associated with social, economic and cultural factors became clear. Students were outraged that these injustices had not been previously recognized and corrected. Curriculum “reform” became the by-word of the day and an important part of the reform was to consist of enhancement of the role of social, especially behavioral, sciences in medical teaching and practice. New faculty members were recruited, new courses were developed, and whole new departments sprang into being. Students and faculty alike were urged to view the patient as a “whole person” and terms such as holistic medicine, comprehensive care, continuity of services began to appear frequently in medical literature. Simultaneous with the increased awareness of social factors as determinants of health in disadvantaged groups came an awareness of many unsatisfactory aspects of the health care system for all segments of society. Increased specialization and fragmentation of medical care as it was delivered by many specialists and sub-specialists to a single individual led to the conviction that no one was keeping an overall eye on the health problems of any one person. The concept of a new type of health care provider, the family physician, grew rapidly; (s)he was to be a felicitous combination of the attributes of the old general practitioner and the skills of the most common aspects of internal medicine, pediatrics, obstetrics-gynecology, and psychiatry. Great emphasis was placed on the physician’s understanding of individual and family behavior. Increased recognition was given to the restoration or maintenance of individual and family function as a legitimate product of the process of medical care.
TL;DR: Teachers who work with low socio-economic minority gifted students should be prepared to work intensely with their families for improved home-school relations if the gifted program is to be successful as mentioned in this paper.
Abstract: Teachers who work with low socio‐economic minority gifted students should be prepared to work intensely with their families for improved home‐school relations if the gifted program is to be successful.
TL;DR: In this article, the authors conducted interviews with teachers and pupils in 28 integrated junior high schools in Israel to determine the kinds of social and emotional problems encountered in integrated schools, and they recommended that the school invest greater resources in enhancing pupils' social-and emotional development and that there be a dual emphasis in integrated high schools on academic and personal development.
01 Sep 1981
TL;DR: In this article, the authors reviewed the results of such programs for individuals previously involved in crime and drug use and placed special emphasis on the impact of Supported Work, the most recent of these programs.
Abstract: Over the years, the United States governient has initiated numerous programs whose aim has been to improve the employability of individuals who experience problems obtaining and retaining jobs. This paper reviews the results of such programs for individuals previously involved in crime and drug use. It places special emphasis on the impact of Supported Work, the most recent of these programs. The data suggest that employment-enhancing programs are AL best select,yely effective. One group of participants who-appear to be particularly responsive are those who are past 35 years of age. The possible reasons for this responsiveness and possible policy implications are briefly discussed. The Impact of Employment Programs on Offenders, Addicts, and Problem Youth: Implications from Supported Work
01 Jan 1981
TL;DR: Wolf, Judith G., Sylves, David as discussed by the authors, The Impact of Higher Education Opportunity Programs.. Post Prison Experience of Disadvantaged Students: A Preliminary Follow-Up of HEOP Exoffenders.
Abstract: AUTHOR Wolf, Judith G.; Sylves, David TITLE The Impact of Higher Education Opportunity Programs.. Post Prison Experience of Disadvantaged Students: A Preliminary Follow-Up of HEOP Exoffenders. Final Report. INSTITUTION JnD Research, Williamsville, N.Y.; New York State Education Dept., Albany. PUB DATE 81 NOTE 177p.; For related document, see ED 133 406. Prepared in cooperation with Daemen College. PUB TYPE Reports'Evaluative/Feasibility (142)
TL;DR: The authors reviewed five causal metaphors running throughout youth employment and education programs: functionalist economic model, arguing that increased skills will improve youth employment; institutional socialization model, suggesting that earlier entrance to the "adult work world" will ease youth "transition"; a psychosocial view of youth development, emphasizing the individual's sense of social efficacy in learning and work situations; and a subcultural model, pointing to the importance of local opportunity structures and social norms functional within specific subcultural conditions.
Abstract: Social programs, including interventions helping disadvantaged youth, offer implicit models regarding what behavioral changes will cause various social and economic outcomes. Responding, in part, to the work of evaluators, federal and state youth policies advance different intervention models. This article reviews five causal metaphors running throughout youth employment and education programs: (1) The functionalist economic model, arguing that increased skills will improve youth employment; (2) the institutional socialization model, suggesting that earlier entrance to the "adult work world" will ease youth "transition"; (3) a psychosocial view of youth development, emphasizing the individual's sense of social efficacy in learning and work situations; (4) the subcultural model, pointing to the importance of local opportunity structures and social norms functional within specific subcultural conditions; and (5) a self-determined community development vision, urging local economic growth in disadvantaged ar...
TL;DR: The Yale Child Welfare Research Program at Yale Child Study Center from 1967 to 1972 as mentioned in this paper was one of the most successful early intervention programs in the U.S. in the 1960s and 1970s.
Abstract: In the late 1960s, there were a large number of intervention projects undertaken to help disadvantaged families and children (Bronfenbrenner, 1975; Day & Parker, 1977; Ryan, 1974). While these programs differed widely in research design, methodological sophistication, intervention philosophy, and program format, a common denominator was the hope and assumption that intervening early in the lives of disadvantaged children would help them adjust more successfully to school and, hence, to adult life. This article will focus on one such comprehensive intervention project, the Yale Child Welfare Research Program, carried out at the Yale Child Study Center from 1967 to 1972. We will first outline some major concerns in the field of early intervention, in order to place the Yale project in historical perspective. After a brief description of the project's goals and methods, the principal short-term and long-term effects of the intervention will be reviewed. The article will close with discussion of the social policy implications that can be drawn from interventions such as the Yale Child Welfare Research Program. The fundamental issue in the early intervention literature has been the effectiveness of such massive programs. An important facet of this issue is the relative merits of center-based as opposed to home-based programs. Center-based programs ran the gamut from projects such as those of Heber (Garber & Heber, 1977) in Milwaukee, and the North Carolina Abecedarian program (Ramey et al., 1976), which provided full-time day care from infancy on, to programs such as that of Klaus and Gray (1968), which provided summer compensatory education programs. In his review of many programs, Bronfenbrenner (1975) concluded that IQ gains from center-based programs were not sustained beyond second or third grade and that programs with a strong The Yale Child Welfare Research Program, directed by Sally Provence, M.D., received its financial support from the U.S. Children's Bureau, Office of Child Development, Department of Health, Education and Welfare (No. PR900). A grant from the Ford Foundation, New York supported the work on data organization and analysis. The independent follow-up was supported by Grant PHS-90-C-912 from the Administration for Children, Youth, and Families, and Research Grant HD-08008-13 from the National Institute of Child Health and Human Development. The authors wish to thank the many dedicated people who worked in the Yale Child Welfare Research Program and the independent follow-up; the New Haven public schools for their cooperation; and the children and parents who shared their lives with
TL;DR: This article explored the self-concept of children in disadvantaged schools using a free report technique, Gordon's content analysis scheme, and McCandless and Trotter's components of self.
Abstract: Summary Using a free report technique, Gordon's content analysis scheme, and McCandless and Trotter's components of self, the self-concept of children in disadvantaged schools was explored. Twenty-three categories of self-description were found with a high degree of consistency across a random sample of 2,100 children aged 6–11.5 years. Comparison with a nondisad-vantaged group (n = 364) suggests that, while disadvantaged children have a more externalised, concrete, less differentiated and less future-oriented view of self, they do not have a totally negative view of self. They certainly see themselves less positively in the functioning aspects of self in respect to school achievement and skills, but in many areas they reflect a moderately positive self-regard. Intercoder and test-retest reliability suggest the method is a reliable one.
TL;DR: In this paper, a strong positive relation was found between rigid parental directiveness and the ranking of a kindergarten group as disadvantaged, and the parental attitudes were found to correlate with certain socio-cultural factors, such as educational level and national origin.
Abstract: Nine groups of kindergarten children in Israel were ranked on the advantaged-disadvantaged scale. The ranking was correlated with their parents' child-rearing attitudes. A strong positive relation was found between rigid parental directiveness and the ranking of a kindergarten group as disadvantaged. The parental attitudes were found to correlate to some degree with certain socio-cultural factors, such as educational level and national origin. It is suggested that the parents' attitudes should serve as an early predictive factor for identifying disadvantaged children for purposes of establishing intervention programs to work with children, parents, and educators. Language: en
Book•
01 Jan 1981
TL;DR: In this article, the authors examined the effects of different social policies adopted by Britain and France, Paris and London, to help poor and disadvantaged families, and examined changes over time in income patterns in France and Britain and in housing policies in the metropolitan regions.
Abstract: Both the great cities studied in this book are renowned for their imposing streets and buildings, their cultural and political vitality and their cosmopolitan lifestyles, but just outside their centres are neighbourhoods where ordinairy people have their homes, often living in poverty and sometimes in squalor. Two such neighbourhoods were Stockwell in London and Folie-Mericourt in Paris, and are the tale of this 'tale of two cities' told by social researchers.
The local studies are set in their broader metropolitan and national contexts, including an examination of changes over time in income patterns in France and Britain and in housing policies in the metropolitan regions. This illuminates the effects of different social policies adopted by Britain and France, Paris and London, to help poor and disadvantaged families.
This book was first published in 1981.
Journal Article•