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Showing papers on "Disadvantaged published in 1993"


Book
01 Jan 1993
TL;DR: Part I: Principles 1. Social Justice in Education 2. Poverty and Compensatory Education 3. Knowledge and Society 4. Curricular Justice Part II: Practicalities 5. Work for Teachers 6. Assessment 7. Learning from Experience: The Disadvantaged Schools Program 8.
Abstract: Part I: Principles 1. Social Justice in Education 2. Poverty and Compensatory Education 3. Knowledge and Society 4. Curricular Justice Part II: Practicalities 5. Work for Teachers 6. Assessment 7. Learning from Experience: The Disadvantaged Schools Program 8. Work for Researchers Appendix: Examples of Practice in Disadvantaged Schools Notes

424 citations


Journal ArticleDOI
TL;DR: In this article, the authors investigated work-family connections and economic success among women and men small business owners and found that there is considerable gender similarity in the processes through which business and individual characteristics affect personal earnings.
Abstract: This study investigates work-family connections and economic success among women and men small business owners. We use what we term gender similarity and gender difference models to frame this investigation. The first model emphasizes the similarities between women and men in the processes through which work outcomes are determined. In contrast, the gender difference model assumes deeply rooted institutional and individual bases of gender difference. Analyses of data from a 3-year panel survey of 99 women and 312 men owners show more support for the gender similarity than the gender difference model. There is considerable gender similarity in the processes through which business and individual characteristics affect personal earnings, although women owners are disadvantaged in some characteristics critical to business success. Family situation has a direct impact on these owners' business success and indirectly affects personal earnings. We uncover vestiges of traditional gender roles consistent with the gender difference model, but primarily in the context of marriage. Thus, children are experienced as an incentive to fulfill the good provider role not only among married men but also by single women. The event history analyses show that these effects persist over time.

166 citations


Journal ArticleDOI
TL;DR: In this article, the factors contributing to the mental health of a sample of 18-year-olds were analyzed in a hierarchical multiple regression analysis, and the contribution of proximal variables such as parenting behavior, intermediate variables, and more distal variables, such as social class and minority status were all highly significant.
Abstract: The factors contributing to the mental health of a sample of 18-year-olds were analyzed in a hierarchical multiple regression analysis. The contribution of proximal variables such as parenting behavior, intermediate variables such as other family factors, and the more distal variables such as social class and minority status were all highly significant. Child variables were also found to make significant contributions to understanding mental health. When the sample was divided into three subsamples, white advantaged, white disadvantaged, and African American (almost entirely disadvantaged), the mental health of the African American sample was higher than that of the white disadvantaged sample. The regression coefficients fit to the whole sample underestimated the mental health of the African Americans and overestimated the health of the white disadvantaged. The parenting of the African American sample was less approving and more critical and more controlling than that of the other two samples. To investigate the correlates of resilience, pairs of subjects were contrasted who had the same mental health but differed in whether they exceeded or were less than the mental health predicted for them. None of the variables in the study differentiated significantly between the two groups.

119 citations


Journal ArticleDOI
TL;DR: Early learning experiences have immediate, measurable gains on the cognitive and social development of preschool children as discussed by the authors and when preschool education is of high quality it leads to lasting enhancement of educational performance and later employment.
Abstract: SUMMARY Most research shows that early learning experiences have immediate, measurable gains on the cognitive and social development of preschool children. When preschool education is of high quality it leads to lasting enhancement of educational performance and later employment. It does this through encouraging high aspirations, motivation to learn and feelings of task efficacy, especially for children from disadvantaged backgrounds. It is suggested that preschool education is effective because it shapes the cognitions that children construct for explaining success and failure in school. Early learning can foster the belief in children that attainment is not innate but is, instead, achieved in part by effort. Early learning occurs in day care as well as nursery school. Research shows that high quality day care provision leads to successful social and educational outcomes. There is a strong case for investment in high quality early learning on economic as well as social grounds. Cost benefit analyses carr...

115 citations


Book
01 Jan 1993
TL;DR: In this article, an expert on adolescent pregnancy discusses how psychological pressures of adolescence interact with the problems of being poor to create a situation in which early sexuality, pregnancy, and repeated childbearing seem almost inevitable.
Abstract: "I like it when people notice I'm having a baby. It gives me a good feeling inside and makes me feel important."-a teenage mother Teenage mothers are often poor young girls who define themselves through motherhood and who see getting pregnant as less frightening than finishing school or getting a job. In this book an expert on adolescent pregnancy discusses how psychological pressures of adolescence interact with the problems of being poor to create a situation in which early sexuality, pregnancy, and childbearing-often repeated childbearing-seem almost inevitable. Drawing on her experience as founding director of one of the nation's largest and most successful programs for teenage mothers, Judith Musick sheds new light on what is required to significantly improve the life chances of teenage mothers and their children. Frequently quoting from the diaries of teenage mothers themselves, Musick looks at the family and community problems that accompany poverty and shows how they influence the psychological development of young girls, examines the sexual socialization (and exploitation) of disadvantaged females, and analyzes the role played by mother-daughter relationships. She describes how adolescents feel about and raise their children. Musick concludes by recommending strategies for intervention programs that will help promote the developmental, psychological, and environmental conditions necessary for teenage mothers to change their lives.

111 citations


Journal ArticleDOI
TL;DR: This article found that teachers in districts that use merit pay do not seem demoralized by the system or hostile toward it, and teachers of disadvantaged and low-achieving students are generally supportive of merit pay.
Abstract: This examination of data from the 1987–88 Schools and Staffing Survey challenges the common supposition that most teachers oppose merit pay. The authors find that teachers in districts that use merit pay do not seem demoralized by the system or hostile toward it, and teachers of disadvantaged and low-achieving students are generally supportive of merit pay. Private school teachers favor merit pay more than do public school teachers, a difference that may reflect differences in management in the two sectors and a more entrepreneurial spirit among staff in private schools.

102 citations



Journal ArticleDOI
TL;DR: This article focused on Black workers, gay and lesbian employees, and older persons, and outlined micro-, mezzo-, and macro-skills and approaches for helping organizations achieve competence in accomodating and managing these diverse groups.
Abstract: In this paper, emphasis is placed upon the fact that America's workforce is undergoing dramatic change and becoming older, increasingly disadvantaged, and more racially and culturally diverse. Employers are struggling to learn how to adapt to these changes and effectively manage this heterogeneity. Focusing on Black workers, gay and lesbian employees, and older persons, this paper outlines micro-, mezzo-, and macro-skills and approaches for helping organizations achieve competence in accomodating and managing these diverse groups.

74 citations


01 Jan 1993
TL;DR: McPartland and Otteetroa as mentioned in this paper developed a four-fold typology developed as a general theory of student motivation to stay in school and work hard at learning tasks, including opportunities that exist for success in schoolwork, the human climate of caring and support, the relevance of school to a student's community and future, and the help that is given in attaining freedom from personal problems.
Abstract: This paper presents a four-fold typology developed as a general theory of student motivation to stay in school and work hard at learning tasks. Each of the four-fold categories is described with an initial statement of the specific source of student motivation, an analysis of how the source fits in more general motivational theories, and how the experiences of poor and minority students make them especially at risk for lacking motivation. The four-fold categories that are discussed involve the opportunities that exist for success in schoolwork, the human climate of caring and support, the relevance of school to a student's community and future, and the help that is given in attaining freedom from personal problems. Analysis of a sample of dropout students is presented that shows activities designed to prevent them from dropping out are not up to the task. This is because the tasks are not basic or intense enough to reform the primary causes identified by educational theories of low student motivation to remain in high school. Reforms are needed to change the atmosphere from the current emphasis on controlling and sorting students to a new emphasis on supporting and caring for individual learners through major modifications in the roles and responsibilities of teachers and students, including services geared toward assisting students wirh outside problems. (Contains 27 references.) (GLR) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** Dropout Prevention in Theory and Practice James M. McPartland Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students OA. 00A1011.01 Of 100C/M014 ONO col EducstaroOltsseste, spe tostowesolo 10OCKO00040%A 00400100 \11(rs 0000 1%0 lin 090004 $s scovod tles. Os pstsoo of ottostotstton 0 toode,o, cuttorpown so;v:11:0 et, OW to 0000 ot deco.% Otteetroa A. i 4°,514. °MI:WA t ottica t.tila 6e "Mon ot ooucy OEM fob 2 BEST CM' iiVLABLE 1 Is there a small set of common themes in the various explanations for why certain students drop out of school and in the panoply of current programs to reduce these risks? Such an organizing scheme would be useful for both theory and practice, going beyond the usual categories of demographic risk factors to better understand students' own reasons for staying in school and giving school planners a more comprehensive check-list of program components needed to increase the holding power of schools. A small set of program components with high priority in a clear theory of dropout prevention would also be useful in evaluating data on current dropout prevention efforts in American schools. This chapter will present a four-fold typology developed as a general theory of student motivation to stay in school and work hard at learning tasks. To show its usefulness in organizing a rich array of ideas and potential solutions, major themes developed in other chapters of this volume and practical dropout prevention approaches described earlier will be located within this typology. In addition, recent national survey data on high school dropout programs for at-risk students will be analyzed to validate the typology's categorization of dropout prevention approaches and to describe how well actual practice meets the needs indentified in theory. I. A typology of sources of student motivation to stay in school. School officials designing a dropout prevention program for their own locality cannot easily learn from the experiences of others who attempted the same thing, because each of the numerous written accounts of such efforts stands alone as a case study combining different features into aunique program for the given situation. It is unlikely that a gm= developed elsewhere can be duplicatdd exactly in another site, because local talents and priorities for school reform, the

74 citations


Journal ArticleDOI
TL;DR: The authors found that boys are more confident in their use of music technology; that they are showing an increasing interest in music as a result of it; and that teachers have a crucial role to play in ensuring that girls are not disadvantaged in the use of technology.
Abstract: Information technology is having a profound impact upon the music curriculum, and there is general agreement that boys and girls should have equal opportunities to benefit from it. Although music has traditionally been a subject in which girls predominate, technology is clearly stereotyped as a male preserve. The present paper reports some findings from the Leverhulme Trust-funded ‘Gender and educational computing in the humanities’ project at the University of Leicester, which is using survey and interview techniques with a large sample of pupils and teachers in the Midlands to investigate these questions. The preliminary results suggest that boys are more confident in their use of music technology; that they are showing an increasing interest in music as a result of it; and that teachers have a crucial role to play in ensuring that girls are not disadvantaged in the use of music technology.

65 citations


Journal ArticleDOI
TL;DR: The findings show that mothers' and children's health are influenced by material conditions, and that these differentiate between ‘the poor and the poorest’; occupationally-defined class position does not discriminate between health outcomes for mothers and children in the same way as it does for men.
Abstract: Most analyses of the relationship between class position and health outcomes have been restricted to occupational class and male mortality, and most discussions of the function of the health services in relation to class and health have been based on a limited range of hypotheses about the relevance of health service use to health. This paper draws on data from a longitudinal study of a sample of disadvantaged mothers and children in the UK to examine the different dimensions of class associated with maternal and child health outcomes over the first year of life, and to explore the role of formal health service use in relation both to class position and health outcomes. A novel feature of the paper is the use of complementary statistical methods to approach these issues. The findings show that mothers'and children's health are influenced by material conditions, and that these differentiate between ‘the poor and the poorest’; occupationally-defined class position does not discriminate between health outcomes for mothers and children in the same way as it does for men. Within this sample of predominantly disadvantaged mothers and children, use of the formal health services appears to be associated with negative rather than positive health outcomes. The interpretation of these findings is discussed, as are their implications for the future development of European health and welfare services.

Journal ArticleDOI
TL;DR: The authors examined whether the sequence of dropping out of high school and/or becoming an adolescent mother is important and found that women from the most disadvantaged backgrounds are more likely to drop out of school and become teen mothers.
Abstract: The purpose of this article is to examine whether the sequence of dropping out of high school and/or becoming an adolescent mother is important. To do this it is necessary to group women according to the order of those experiences, and then to test whether group membership varies by family background and individual factors. Data from the National Longitudinal Survey of Youth (NLSY; Center for Human Resource Research,1987) demonstrate that there are significant differences between groups: Women from the most disadvantaged backgrounds are the most likely to drop out of school and/or to become teen mothers. Adolescent mothers who graduated from high school most resembled women who graduated and delayed childbearing, but were less likely to attend college than the latter.

Posted Content
Vanessa Merton1
TL;DR: The author reveals the ‘fundamental misconception’ behind exclusionary rationales, and argues that research sponsors in fact have more to fear from the exclusion of women, even pregnant women and women of child-bearing capacity, than from their inclusion.
Abstract: The barriers to women's participation as subjects in biomedical research are currently being challenged as a matter of legislative policy, medicine, and law. This Article catalogs the ways in which women have been disadvantaged by their exclusion and recent developments to redress them, and goes on to dissect the underlying rationales for excluding women from clinical trials. The author reveals the 'fundamental misconception' behind exclusionary rationales, and argues that research sponsors in fact have more to fear in the way of potential liability from the exclusion of women, even pregnant women and women of child-bearing capacity, than from their inclusion. Finally, the Article suggests strategies for achieving reform of these exclusionary practices.

Journal ArticleDOI
TL;DR: In this article, the authors compared high and low achieving boys in a culturally disadvantaged community in Israel on a number of personality characteristics and found that the high achievers are superior on characteristics that enhance academic abilities, e.g., they take initiative, function autonomously, are reflective, alert, attentive to stimuli, self-confident, relaxed, and possess high frustration tolerance and low manifest anxiety.

Journal ArticleDOI
TL;DR: In this paper, the authors present a descriptive profile of scheduled castes and tribes women's status in Indian society using Indian Census data, the study documents extreme degrees of gender inequality among the scheduled groups Findings indicate that relative to men, women in these groups have far more limited access to both educational and employment resources.
Abstract: The complex stratification systems in India give rise to a multiplicity of social categories which often obscure the relative status of women and men within the more disadvantaged segments of the population The focus of this study is on the situation of women in scheduled castes and tribes — groups which are referred to as ‘weaker sections of people’ and granted special safeguards and concessions under the Indian constitution Women in these under-privileged groups are doubly disadvantaged: their minority group status interacts with India's patriarchal culture to produce deplorable living conditions Drawing from both ethnographic and statistical sources, the paper presents a descriptive profile of scheduled caste and tribe women's status in Indian society Using Indian Census data, the study documents extreme degrees of gender inequality among the scheduled groups Findings indicate that relative to men, women in these groups have far more limited access to both educational and employment resources This research also suggests that socioeconomic development serves to reduce the disadvantage of scheduled group women relative to men Among the scheduled groups considered to be more developed according to standard indicators, findings indicate less gender inequality in education and employment

Journal ArticleDOI
TL;DR: In this paper, a national curriculum was implemented characterised by a common curriculum, a common language of instruction (Malay), and common public examinations, which resulted not only in intensifying inter-ethnic tensions but also in highlighting intra-ethnic inequities.

Journal ArticleDOI
Vanessa Merton1
TL;DR: The barriers to women's participation as subjects in biomedical research are currently being challenged as a matter of legislative policy, medicine, and law as discussed by the authors, and recent developments to redress them, and dissect the underlying rationales for excluding women from clincial trials.
Abstract: The barriers to women's participation as subjects in biomedical research are currently being challenged as a matter of legislative policy, medicine, and law. This Article catalogs the ways in which women have been disadvantaged by their exclusion and recent developments to redress them, and goes on to dissect the underlying rationales for excluding women from clincial trials. The author reveals the ‘fundamental misconception’ behind exclusionary rationales, and argues that research sponsors in fact have more to fear in the way of potential liability from the exclusion of women, even pregnant women and women of child-bearing capacity, than from their inclusion. Finally, the Article suggests strategies for achieving reform of these exclusionary practices.

Journal ArticleDOI
TL;DR: Early Childhood Developmental Portfolios (ECDDPs) as mentioned in this paper were developed at Teachers College, Columbia University to document the growth of young potentially gifted children with reference to developmental theory in specific domains.
Abstract: In this article, we present a rationale for and describe the format and use of the Early Childhood Developmental Portfolios developed in Project Synergy at Teachers College, Columbia University. We discuss the utility of portfolios for purposes of identification, curriculum development, and placement, and we argue that they are particularly appropriate for use in the field of the education of the gifted. We then describe the components of the Early Childhood Developmental Portfolios, which are designed to document the growth of young potentially gifted children with reference to developmental theory in specific domains. The article closes with a brief discussion of the implementation and evaluation of this portfolio approach.

Journal ArticleDOI
TL;DR: In this paper, the authors investigated social-psychological characteristics of disadvantaged persons in employment training and found that psychological resources and social support would be associated and that they would predict job procurement self-efficacy at follow-up.
Abstract: This study investigated social-psychological characteristics of disadvantaged persons in employment training. Participants (N=115) furnished information about their psychological resources (internality and learned resourcefulness), social support, and job procurement self-efficacy when they entered employment training programs. Self-efficacy was assessed again approximately 3 weeks after termination from training. It was expected that psychological resources and social support would be associated and that they would predict job procurement self-efficacy at follow-up. Psychological resources and social support were significantly related. Social support, and particularly reassurance of worth, were significant predictors of participants’ efficacy expectations at follow-up. Implications for employment preparation are discussed, and directions for future research are suggested.

Journal ArticleDOI
01 Jan 1993
TL;DR: In this article, the authors examined how family context impacts involvement in culturally defined categories of leisure: active, passive, entertainment, social leisure and TV-viewing as well as total leisure.
Abstract: The family context is considered as it impacts involvement in culturally defined categories of leisure: active, passive, entertainment, social leisure and TV-viewing as well as total leisure are considered. How does family context, which varies across the life course, constrain leisure? Does family context have the same impact for men and women and for married and unmarried? These issues are examined for a subset of a national sample of adults (N=782) who provided behavioral data through multi-day time budget diaries. Using comparable samples of time from each individual, analysis of variance is used to test for differences in means. Family structure is examined as it constrains and facilitates various types of leisure. Women, and in particular, single mothers, are expected to be disadvantaged in terms of leisure time and involvement. Results indicate a more complex interplay of family context, gender-and-marital status and types of leisure. Women in general are not disadvantaged in terms of leis...

01 Mar 1993
TL;DR: Runco as discussed by the authors cited the wide distribution of creative potential, the significant role played by motivation in creative performances, and the diverse expression of creativity as reasons to be optimistic and to be concerned about the creative potential of at-risk and disadvantaged students.
Abstract: This paper cites reasons to be optimistic and to be concerned about the creative potential of at-risk and disadvantaged students. Reasons for optimism include the wide distribution of creative potential, the significant role played by motivation in creative performances, and the diverse expression of creativity. Reasons for concern include the difficulty in tolerating in the classroom those traits associated with creative potential, such as nonconformity, independence, and persistent questioning. Fourteen specific recommendations are offered. Six of these describe behaviors to avoid (such as relying on verbal materials and rewards; over-emphasizing structure and curricula with predictable outcomes; and suggesting that one's own way of doing something is the best or only way). The other eight recommendations describe objectives and suggesticns, such as being explicit with students about how and when to be original, flexible, and independent; working to valuate and appreciate what children find for themselves; and remembering that the best creative thinking is at least partly unpredictable. The conclusion describes why some of the recommendations apply to all students and why several apply most directly to economically disadvantaged students. An eight-page executive summary is included. (Contains approximately 100 references.) (JDD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** THE NATIONAL RESEARCH CENTER ON THE GIFTED AND TALENTED 1785 The University of Georgia The University of Connecticut The University of Georgia The University of Virginia Yale University Creativity as an Educational Objective for Disadvantaged Students Mark A. Runco, Ph.D. California State University Fullerton, California March 1993 Number 9306_ U S DEPARTMENT OF EDUCATION Office of Educatona, Reseamn and ,rnwovement EDUCATIONAL RESOURCES INFORMATION CENTER /ERIC) document has been ,ewoduced as ,ece:ned 1,0n, the person oc O'Cla,731,0n 0,.g.natmg .1 mmof c,anges nave peen made fc .mcrove duaktv Po.nts 0 odm.Ons stated r tms docu ment do not necessarda ,eoresent offic pa, OE R, dos.ton aoncv


01 May 1993
TL;DR: A variety of federal, state, and local programs have been designed and implemented in an effort to offset the profound difficulties children from economically and socially disadvantaged backgrounds encounter when they enter public schools as discussed by the authors.
Abstract: Since the late 1960s, a variety of federal, state, and local programs have been designed and implemented in an effort to offset the profound difficulties children from economically and socially disadvantaged backgrounds encounter when they enter our public schools. Many of these programs prepare preschool children of low socioeconomic status (SES) for the challenges they face as they begin their education. Other programs seek to improve the achievement levels of low-SES students who are already struggling in schools that lack the resources to provide them with the special attention they need for success. The idea, of course, is to educate these students beyond their poverty, that is, to give them the intellectual tools and social skills necessary to become productive, working adults.

Journal ArticleDOI
TL;DR: There is a critical need to recruit and retain more psychiatrists with the required skills and interest to work with seriously mentally ill and/or socially disadvantaged patients within organized programs in community settings.
Abstract: There is a critical need to recruit and retain more psychiatrists with the required skills and interest to work with seriously mentally ill and/or socially disadvantaged patients within organized programs in community settings. More residency training programs having the capacity to prepare psychiatrists for community practice can help to meet this need. A consensus definition of the clinical, administrative, consultative and academic areas of contemporary community psychiatric practice developed by the American Association of Community Psychiatrists is used to determine the goals of the training curriculum described in this paper. A comprehensive list of knowledge, skill, and attitude objectives, as well as suggestions for structuring clinical training assignments are provided as guidelines for curriculum development.

Journal ArticleDOI
Tom Hart1
TL;DR: In this paper, the authors examined the motivation behind such policies and compared them with transport policies for other regions and emphasised the growth of political and economic competition between problem industrial regions and other regions of disadvantage or growth potential.
Abstract: This article outlines transport investment policies for older industrial regions with higher unemployment. It examines the motivation behind such policies and compares them with transport policies for other regions. The growth of political and economic competition between problem industrial regions and other regions of disadvantage or growth potential is emphasised. The principal conclusions are that transport policies should not be dominated by the topic of infrastructure investment; that neither inter-regional nor intra-regional transport investment will promote sustained growth in disadvantaged regions if other favourable conditions are lacking; and that a skewing of transport investment towards disadvantaged regions may improve their relative economic position if well integrated with other policies to promote change in the distribution between regions of population and productivity. An increasing role for private sector finance, rail investment and direct road pricing is anticipated within future poli...

Journal ArticleDOI
TL;DR: The familial and socioeconomic factors that contribute to the exceedingly high prevalence rates of drug abuse in African-American children and their families are detailed.

Journal ArticleDOI
01 Jan 1993
TL;DR: In this paper, the authors examined family-related policy, procedures and financing to show how women with disabilities have been disadvantaged in regard to mothering in Canada and argued that where disabled mothers have experienced discrimination, they have been restricted in their rights as Canadian citizens.
Abstract: Through public policy the Canadian state claims to empower disadvantaged groups such as disabled mothers and their families. Equality means accommodation of difference and a fair share of society's resources according to the principles of Section 15 in the Charter of Rights and Freedoms. Through an examination of family-related policy, procedures and financing this paper shows how women with disabilities have been disadvantaged in regard to mothering. The author argues that where disabled mothers have experienced discrimination, they have been restricted in their rights as Canadian citizens.

Journal ArticleDOI
TL;DR: Test hypotheses from a transactional model of the self related to parental influences on children's self-concepts and self-esteem, within economically disadvantaged families supported a model in which parents influence self- Concepts by providing children with information on how well they perform in specific domains and which domains are important.
Abstract: The purpose of this study was to test hypotheses from a transactional model of the self, related to parental influences on children's self-concepts and self-esteem, within economically disadvantaged families. Thirty-nine school-age children completed self-report instruments that assessed multiple dimensions of self-perceptions, perception of parental support, importance of specific domains, and family conflict. Parents completed similar ratings of their children's specific competencies and their importance, childrearing practices, and family conflict. The results supported a model in which parents (a) influence self-concepts by providing children with information on how well they perform in specific domains and which domains are important; and (b) influence self-esteem by their affective behavior. Children and parents clearly agreed on the children's competence in school, social acceptance, and behavior but not in athletics or physical appearance. Family members did not consistently agree in their importa...

Journal ArticleDOI
TL;DR: In this paper, the authors analyse the capital investment decisions of major public and private agencies, as well as data from the 1991 census, to assess the impact of efforts to resolve the urban crisis in Glasgow.
Abstract: Large parts of urban Britain have been adversely affected by a combination of global economic restructuring and ineffective urban policies. In older industrial cities, like Glasgow, the outcome of uneven development is manifested in the poverty, powerlessness and polarisation of disadvantaged residents. This paper analyses the capital investment decisions of major public and private agencies, as well as data from the 1991 census, to assess the impact of efforts to resolve the urban crisis in Glasgow. It is concluded that despite clear evidence on the nature and incidence of the problem in 1981, the position of the majority of the disadvantaged showed little improvement by 1991. The efficacy of current urban policy is considered and alternative strategies for alleviating the urban crisis discussed.