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Showing papers on "Disadvantaged published in 1989"


Journal ArticleDOI
TL;DR: One racial minority that has been particularly underserved by American higher education, in general, and by the four-year institution, in particular, is the Mexican American as discussed by the authors, who have been and continue to be "grossly underrepresented in higher education and in almost all occupational fields that require a college education" and do not enjoy equitable participation in the larger society's social, economic, and political life.
Abstract: In view of its importance for social advancement [1 1] and its contribution to the improvement of personal well-being [2, 5 1], it is not surprising that higher education in the United States has become a cynosure for efforts to improve the condition of economically and socially disadvantaged subpopulations. Ironically, the present condition of these subpopulations exists because, in the past, higher education's service as an instrument for social mobility was seldom indiscriminate. America's racial and ethnic minorities have been and continue to be "grossly underrepresented in higher education and in almost all occupational fields that require a college education" [2], and do not, as a consequence, enjoy equitable participation in the larger society's social, economic, and political life. One racial minority that has been particularly underserved by American higher education, in general, and by the four-year institution, in particular, is the Mexican American. In 1979, according to an estimate by the Bureau of the Census [47], the rate of baccalaureate degree attainment in the general population was more than four times the rate in the Mexican American subpopulation alone. Data presented by Brown [10] tend to confirm the link between social and economic ad-

473 citations


Journal ArticleDOI
TL;DR: This paper found that the most powerful organizational effects were students' orderly behavior, the encouragement of innovation, teachers' knowledge of one another's courses, the responsiveness of administrators, and teachers' helping one another.
Abstract: This study contends that the alienation of teachers in high schools can be reduced through improvements in school organization. Using the High School and Beyond Administrator/Teacher Survey, the study explored the impact of 10 organizational features on efficacy, community, and expectations in 353 public high schools. When school size, urban location, the students' ability at entry, and the percentage of disadvantaged and minority students were controlled, school organizational features had a major influence on all three teacher-climate variables. The most powerful organizational effects were students' orderly behavior, the encouragement of innovation, teachers' knowledge of one another's courses, the responsiveness of administrators, and teachers' helping one another. Direct causality cannot be inferred, but the results suggest the potential of changing organizationalfeatures in high schools for reducing the alienation of teachers.

369 citations


Journal ArticleDOI
TL;DR: In this paper, the effects of aid offers on enrollment decisions by college applicants from the classes of 1972, 1980, and 1982, and analyzes the effects the type of aid offered had on enrollment by minority students.
Abstract: An objective of the federal student financial aid programs is to promote access to higher education, especially for students from disadvantaged backgrounds. During the past few years, concern has been expressed by diverse segments of the higher education community that this objective is not being met for black and Hispanic students. This article analyzes the effects of aid offers on enrollment decisions by college applicants from the classes of 1972, 1980, and 1982, and analyzes the effects the type of aid offered had on enrollment by minority students in the classes of 1980 and 1982. The principal findings from this analysis are that (1) all types of aid packages had a positive impact on enroliment decisions by college applicants in all three classes, and (2) all types of aid had a positive influence on enrollment by minority students.

195 citations



Journal ArticleDOI
TL;DR: The authors argue that gender differences in entitlement contribute to toleration of injustice among underpaid female workers and foster cultural beliefs regarding what is appropriate pay for male and female workers, and serve as sources of potential bias in job evaluation plans.
Abstract: This article addresses the role of comparison processes in the persistence of the gender wage gap, its toleration by those most disadvantaged by it, and resistance to comparable worth as a corrective strategy. It proposes that the gender segregation of jobs and the underpayment of women and women's jobs lead women and men to use different comparison standards when evaluating what they are entitled to receive in terms of pay for work. I argue that gender differences in entitlement contribute to toleration of injustice among underpaid female workers, foster cultural beliefs regarding what is appropriate pay for male and female workers, and serve as sources of potential bias in job evaluation plans. In addition, a variety of structural, cognitive, and affective factors encourage individuals to compare within groups, to regard ingroup members as the most relevant and legitimate comparative referents, and to inhibit the outgroup comparisons that lie at the heart of the comparable worth strategy.

120 citations


Journal ArticleDOI
TL;DR: It is suggested that quality community day-care, as well as intervention day- care, may positively change both the level and pattern of preschool intellectual development of socioeconomically disadvantaged children.
Abstract: Levels and patterns of intellectual development of 3 groups of socioeconomically disadvantaged children were compared. The groups consisted of (1) children who were randomly assigned to receive extensive university-based intervention group day-care, (2) children whose parents placed them in community day-care centers for varying amounts of time, or (3) children whose parents chose little to no center-based day-care for their children. Two repeated-measures analyses of variance were performed to identify possible day-care effects on IQ level and on patterns of infant and preschool cognitive development. The results suggest that quality community day-care, as well as intervention day-care, may positively change both the level and pattern of preschool intellectual development of socioeconomically disadvantaged children.

115 citations


Journal ArticleDOI
TL;DR: The “Hispanic” label does not identify an ethnic group or a minority group, but a heterogeneous population whose characteristics and behavior cannot be understood without necessarily falling into stereotyping.
Abstract: Public health specialists, policy makers, social scientists, and politicians, for different reasons, have welcomed the “Hispanic” label. The label presumably identifies an ethnic group that is also a minority group (i.e., a group historically subject to economic exploitation and racial discrimination). Consequently, its consistent use by federal and state agencies would produce large quantities of comparable data useful for research, and for policy making and implementation. Critics have argued that the label is racist, it mystifies the real reasons for the disproportionately high proportion of people of Mexican and Puerto Rican descent in disadvantaged social and economic conditions, and stands in the way of a fair implementation of affirmative action. Latino, a race-neutral term with historical roots, has been suggested as an alternative to be used in conjunction with national origin or regional forms of self-identification. In this article, I argue that any standardized terminology is unavoidably flawe...

110 citations


Journal ArticleDOI
01 Jul 1989-Cancer

75 citations


Journal ArticleDOI
TL;DR: This paper used case study approach with fifteen "disadvantaged" adolescents and found that the importance of families as a source of encouragement and support was noted by all the students, in addition to families, schools played an important role in acknowledging and encouraging abilities.
Abstract: This study used the case study approach with fifteen “disadvantaged” gifted adolescents. The students completed questionnaires, and follow-up interviews were conducted with the students and at least one parent. The importance of families as a source of encouragement and support was noted by all the students. In addition to families, schools played an important role in acknowledging and encouraging abilities. The question remains open as to how these students will traverse the next stage of their talent development.

72 citations


Journal ArticleDOI
TL;DR: In this paper, a game-theoretic approach was used to predict the choices subjects should make if they attempted to maximize monetary outcomes, and the observed choices of both advantaged and disadvantaged subjects were significantly greater than that predicted by the theory.

60 citations


Journal ArticleDOI
TL;DR: A naturalistic study that focuses on the process of homelessness after psychiatric hospitalization is presented and suggestions of how to reintegrate patients back into the community after hospitalization are presented.
Abstract: A naturalistic study that focuses on the process of homelessness after psychiatric hospitalization is presented. The posthospital adjustments of 132 former patients were examined for 6 months. Thirty-six percent of these individuals became homeless, and a qualitative research approach was used to frame four categories that described how individuals in each category moved into homelessness. Categories identified were the Wanderers, Tenuous Planners, Socially Disadvantaged Homeless, and the Dropouts. Suggestions of how to reintegrate them back into the community after hospitalization are presented.

Journal ArticleDOI
TL;DR: The results showed that the disadvantaged children who attended the language-enriched day care program with the parent education component used a significantly greater proportion of high quality topic manipulation skills and less low qualitytopic manipulation skills during conversation than did children in the other two groups.
Abstract: This study examined the language at age 5 of socioeconomically disadvantaged children who had been randomly assigned at birth to a language-enriched day care program with a parent education component, a parent education program without a language-enriched day care, or no treatment. The interventions were administered between the ages of 3 months to 5 years. Language measures, reflecting children's ability to manipulate topics, as well as their structural complexity, semantic diversity, and general talkativeness were examined. The results showed that the disadvantaged children who attended the language-enriched day care program with the parent education component used a significantly greater proportion of high quality topic manipulation skills and less low quality topic manipulation skills during conversation than did children in the other two groups. The day care effect on high quality topic manipulation was present even after adjusting for children's intelligence and for the amount of community day care ...

Book ChapterDOI
01 Jan 1989
TL;DR: Gender asymmetries in employment are a matter of contemporary concern as discussed by the authors, and opinion polls show that the majority of North Americans have come, over the last two decades, to favor gender equity in the workplace.
Abstract: Gender asymmetries in employment are a matter of contemporary concern. Opinion polls show that the majority of North Americans have come, over the last two decades, to favor gender equity in the workplace (Kahn & Crosby, 1985). In contrast to the definite changes in public opinion are the uncertain changes in the actual conditions of the work place (Colwill, 1982; Etaugh & Kasley, 1981; Hopkins Lattin, 1983; Kas chak, 1981; Labour Canada, 1983; Simpson, McCarrey, & Edwards, 1987; U.S. Department of Labor, 1978a, 1978b). Statistics show that women are still disadvantaged in North American labor markets.



Journal ArticleDOI
TL;DR: This article examined how beliefs about meritocracy and opportunity in American society relate to the way people think about reducing income differences between the rich and the poor, finding that the majority of the respondents believe that America has an open system where achievement is tied to individual abilities and educational opportunities.
Abstract: By integrating systematically the common themes in the stratification and justice literatures, researchers have sought to advance our understanding of the role of ideologies in legitimating inequality. This paper examines how beliefs about meritocracy and opportunity in American society relate to the way people think about reducing income differences between the rich and the poor. Using a national sample of U.S. adults (N=1473), we find that the majority of the respondents believe that America has an open system where achievement is tied to individual abilities and educational opportunities. On the other hand the respondents are split in their views on meritocracy, with 50% believing that an individual's high socioeconomic position is reflective of special abilities. The role of ideologies in influencing beliefs about economic justice is direct in that persons who believe in the tenets of equal opportunity and meritocracy are not in favor of reducing income differences between the rich and the poor. Additionally, stratal differences in beliefs about economic justice are seen, with disadvantaged individuals more likely to question the legitimacy of inequality.

Journal ArticleDOI
TL;DR: For example, this article found that physically impaired children were significantly worse at drawing plan maps of their classrooms, placing missing objects on accurate classroom maps, and pointing in the direction of distant landmarks on the school campus.
Abstract: Ten mainstream‐educated children with physical handicaps that restrict their independent mobility, aged between 7 and 11 years, were compared with matched classmates on measures of spatial awareness and cognitive mapping skills. Compared with their classmates, the handicapped children were significantly worse at drawing plan maps of their classrooms, placing missing objects on accurate classroom maps, and pointing in the direction of distant landmarks on the school campus. All motorically impaired children were deficient on one or more measures (whether brain damaged or not). Awareness of spatial relations is likely to be important for the development of several intellectual skills, and since physically handicapped children may be disadvantaged in this area, it is worthy of special attention from teachers and support staff.

Journal ArticleDOI
TL;DR: In this paper, the authors discuss ways in which administrations in large cities participate in the planning and implementation of economic development activities and focus on the extent to which efforts are made to direct some of the economic development benefits created to black, Hispanic, low income, and other economically disadvantaged residents.
Abstract: Separate but related policy debates have focused attention on problems associated with urban poverty and urban economic development. Links between the two debates are beginning to be forged. In this article I discuss ways in which administrations in large cities participate in the planning and implementation of economic development activities. I focus on the extent to which efforts are made to direct some of the economic development benefits created to black, Hispanic, low income, and other economically disadvantaged residents. While some of the administrations examined follow the “corporate-center” policy approach emphasizing the promotion of growth and real estate development, most combine elements of this approach with elements of a more distributive approach emphasizing the creation of benefits for economically disadvantaged residents.

Journal ArticleDOI
TL;DR: The project for fostering the more gifted among socially disadvantaged adolescents has four main components: (1) Mastery of Mathematics and English at the basic level required by the university; (2) developing excellence in selected areas, as a means to enhance self-esteem and become acquainted with advanced subject matters; (3) peer group, to support social matriculation; and (4) developing capacity for critical thinking as discussed by the authors.
Abstract: A new reality in the southern areas of Tel-Aviv was created by negative social mobility. As a result, the variance in pupils' qualifications within each class, at high schools, was enlarged. One implication was that teachers' ability to advance pupils, who were able to reach a high level of knowledge, was weakened.The project for fostering the more gifted among socially disadvantaged adolescents has four main components: (1) Mastery of Mathematics and English at the basic level required by the university; (2) developing excellence in selected areas, as a means to enhance self-esteem and become acquainted with advanced subject matters; (3) peer group, to support social matriculation; and (4) developing capacity for critical thinking. Identification of the gifted is made by La. test, teacher's evaluations and reported self motivation. The main goal of the project is to encourage pupils' willingness and capacity to continue in academically oriented high schools and universities. Aside from dilemmas about cre...

Journal ArticleDOI
TL;DR: In this paper, the authors juxtapose autobiographical accounts of their personal and professional lives to examine the interplay of their personas and work in the social sciences, and they share domain assumptions, particularly a belief in the "good" society based on justice, social equality, and respect for diversity, are committed to improving the life chances of the oppressed and disadvantaged, and believe that empowering the clients of human service agencies is crucial to improving effectiveness and responsiveness of such organizations.
Abstract: The authors juxtapose autobiographical accounts of their personal and professional lives to examine the interplay of their personas and work in the social sciences. Chesler is an action researcher and change agent who focuses primarily on young people and their parents and on those providing them human services. Hasenfeld is an academic who focuses primarily on relations between clients and human service providers and on the systemic changes needed to improve these relations. They share domain assumptions, particularly a belief in the “good” society based on justice, social equality, and respect for diversity, are committed to improving the life chances of the oppressed and disadvantaged, and believe that empowering the clients of human service agencies is crucial to improving the effectiveness and responsiveness of such organizations.

Journal ArticleDOI
Derek Toomey1
TL;DR: This article investigated the possibility that the normal operation of home-school relations policies may increase educational inequality, and found that in most schools, the site for home-scores was the same as the site of the school with the highest educational inequality.
Abstract: This paper reports research which investigated the possibility that the normal operation of home-school relations policies may increase educational inequality. In most schools, the site for home-sc...

Journal Article
TL;DR: A library-based peer counseling program staffed by minority undergraduates and designed to bridge the gap between minority students on campus and library resources is described and evaluated.

Journal ArticleDOI
TL;DR: In this paper, the authors look at the success of targeted training through three examples, at how its effectiveness can be improved, and the role of local government in initiating and developing such training.
Abstract: In the past much of the training effort of public agencies was not aimed at specific job vacancies or at areas of skill shortages. In contrast, targeted training aims to provide identified disadvantaged groups with training to enable them to compete for identified job vacancies. This paper looks at the success of targeted training through three examples, at how its effectiveness can be improved, and the role of local government in initiating and developing such training.


Journal ArticleDOI
TL;DR: The authors analyzes the main issues and arguments contained in The Truly Disadvantaged: The Inner City, the Underclass, and Public Policy, by William J. Wilson (Chicago: University of Chicago Pre...
Abstract: This article analyzes the main issues and arguments contained in The Truly Disadvantaged: The Inner City, the Underclass, and Public Policy, by William J. Wilson (Chicago: University of Chicago Pre...


Journal ArticleDOI
TL;DR: The data show that although a large number of Asians had not heard of these services, once informed of their existence, many exhibited a preparedness to make use of them, should the need arise.
Abstract: Although there is evidence to suggest that black people are disadvantaged in terms of health, underuse of community services by black elders has also been widely documented. The views of Asian, Afro‐Caribbean and white elders on a wide range of issues associated with community care were studied as part of a larger research project in Central Birmingham. Analysis is still in progress and the focus here is on one selected theme: the knowledge and potential use of social and health services amongst Asian and white elders. The data show that although a large number of Asians had not heard of these services, once informed of their existence, many exhibited a preparedness to make use of them, should the need arise.


Journal ArticleDOI
TL;DR: In this article, the influence of family background on the transition of Year 12 school-leavers to further education or the labour-force was explored by analyzing data from the Australian Longitudinal Survey.
Abstract: Summary Current Government education policy presents some stark contrasts. While subsidies to secondary students are being increased significantly by an expansion of secondary allowances, individual subsidies at the tertiary level are to be reduced via a system of fees or taxes. This policy development is substantially predicated upon the Government's belief that higher education students tend to come from privileged backgrounds. This study explores that hypothesis by analysing the influence of family background on the transition of Year 12 school-leavers to further education or the labour-force. Excellent data from the Australian Longitudinal Survey are used to focus on some previously under-researched aspects of this question. Six models axe reported, each offering different trade-offs between the competing needs for comprehensive coverage of explanatory variables and data coverage. The strongest result obtained is the consistent significance of the mother's educational qualifications in the child's decision to proceed to further education. Equally interesting is the insignificance of the father's educational level. The paternal variables which influence tertiary outcomes are income and/or occupation. Attendance at a private non-Catholic school is also influential. The paper reports provocative evidence on the outcomes of the children of non-English speaking migrants. While this group is often perceived as educationally disadvantaged by their parents' ethnic origins, the results of this study indicate that they are more likely to proceed to tertiary studies than are the children of English speakers. Part-time employment of school children is an increasingly common phenomenon. The preliminary evidence here indicates that the children involved subsequently have lower representation in tertiary institutions but higher employment probabilities in the labour-force. The results imply that mothers and fathers play different roles in influencing their children's outcomes. But there is often a high degree of correlation between maternal and paternal characteristics which makes it difficult to identify separately their respective influences. In summary, the results suggest that family background matters. But the implications for public policy which aims at redressing imbalances in society are complex. On the one hand the children of the well educated and from private schools are more likely to attend tertiary institutions. On the other hand, the migrant “success” story suggests that motivated individuals have it within their grasp to determine their educational and work outcomes. Together, the results point to the importance of attitudes in determining participation in tertiary education and suggest that attention to this factor could enhance the effects of educational subsidies provided to low income families.

Journal ArticleDOI
TL;DR: In this article, the ESRC-sponsored Winfield Report on Ph.D. completion rates and the allocation of research studentships was criticised for being insensitive to issues of gender, and failed to consider research relevant to that topic.
Abstract: This research note critically reviews the ESRC‐sponsored Winfield Report on Ph.D. completion rates and the allocation of research studentships. It is argued that the report was insensitive to issues of gender, and failed to consider research relevant to that topic. In consequence, the Winfield Report, and policies implemented on the basis of it, incorporate unexamined assumptions about social science doctorates and the students pursuing higher degrees. The model social science student portrayed is a young, geographically mobile male. Female candidates, especially those of mature age, are likely to be disadvantaged by current policies and their presuppositions.