Topic
Disadvantaged
About: Disadvantaged is a research topic. Over the lifetime, 17050 publications have been published within this topic receiving 337157 citations. The topic is also known as: disadvantaged person.
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TL;DR: The authors found that African-Americans in integrated schools made less progress in reading comprehension in winter when school was in session than did their counterparts in segregated schools, however, when they were not in school, the African-American children who attended integrated schools gained considerably more than their counterparts who attended segregated schools.
Abstract: This is a longitudinal study of the growth in reading comprehension over the first two years of school among a mixed-race random sample of children in Baltimore, Maryland. African-Americans in integrated schools made less progress in reading comprehension in winter when school was in session than did their counterparts in segregated schools. In summers, however, when they were not in school, the African-American children who attended integrated schools gained considerably more than their counterparts who attended segregated schools. White children made about the same progress in reading in integrated and segregated schools in winters and summers, even though the whites in integrated schools came from more educationally advantaged families. Thus, children of both races in integrated schools, who generally came from more educated families, did not make the expected gains in reading comprehension when school was open. In summers, however, students whose parents had more education forged ahead of those whose parents were high school dropouts. We consider several explanations for the relatively slow growth in reading comprehension we observedfor children in integrated schools. It is most likely that acquisition of reading skills is harder for youngsters of both races in integrated schools because their language backgrounds differ. Early reading development depends heavily on a child's knowledge of spoken language, which for Baltimore children reflects their experience in segregated neighborhoods. At the same time, schools seem to help the children from economically disadvantaged homes-the ones who need help the most.
120 citations
TL;DR: In this article, a large data set from one university was used to explore performance by students at A-level and their first and final university years, showing that students from independent schools performed better at A−level than those from state schools, but not at their university examinations.
Abstract: It has been widely claimed that UK students from relatively disadvantaged backgrounds but nevertheless having the potential to benefit from a degree programme are being denied higher education places because of their relatively poor paper qualifications. As a consequence, the claim continues, students from independent schools have an advantage in the competition for such places. Universities have responded to such claims, and incentives from the government to do so, by introducing widening participation programmes, but very little research has been done which explores whether students from disadvantaged backgrounds who are admitted to elite universities perform as well as their counterparts with better entry qualifications. Using a large data set from one university, this article explores performance by students at A‐level and their first and final university years. Students from independent schools performed better at A‐level than those from state schools, but not at their university examinations, other ...
120 citations
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
TL;DR: In this paper, the authors report on the experiences of 11 university tutors, many of whom are also classroom-based teachers, around the concept of teacher leader, during a professional development initiative which ran parallel with their teaching on a postgraduate module.
Abstract: Prior to 1994, the education system of South Africa was characterized by a hierarchical and bureaucratic style of management as well as a situation where white schools were the key beneficiaries of resources and black schools massively disadvantaged. In 1996 a national task team made strategic proposals for education management capacity, including a self-management approach to schools and implicitly supporting the notion of teacher leadership for the new dispensation (Department of Education, 1996). Despite this enabling framework, however, few teachers appear to be embracing a teacher leader role and it is an unexplored area of research in South Africa. This article reports on the experiences of 11 university tutors, many of whom are also classroom-based teachers, around the concept of teacher leader, during a professional development initiative which ran parallel with their teaching on a postgraduate module. The article identifies how tutors develop their understanding of the concept of teacher leader d...
120 citations
TL;DR: This paper found that white, native-born children of college-educated parents are more likely to take college for granted than their less advantaged peers, while both advantaged and disadvantaged students appear to benefit from a college-going habitus.
Abstract: Empirical research on the decision to attend college is predicated largely on the assumption that students make conscious, utility-maximizing decisions about their educational careers. For many students this may not be the case; in fact, the authors find that a large share of students assume from a young age that they will attend college, exhibiting what might be called a college-going habitus. Consistent with critical arguments about how social class is reproduced, the authors find that white, native-born children of college-educated parents are more likely to take college for granted than their less advantaged peers. Students with a college-going habitus are more likely than others to apply to a four-year college by spring of their senior year in high school. Although social origin accounts for some of the association between habitus and college application, both advantaged and disadvantaged students appear to benefit from a college-going habitus.
120 citations