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.

Teacher Beliefs and Practices in Schools Serving Communities That Differ in Socioeconomic Level

Abstract: Attitudes, beliefs, perceptions, and classroom practices of teachers in 24 urban and suburban elementary schools throughout the United States were assessed with teacher questionnaires and classroom observations during a single school year. Teachers in schools serving students from economically disadvantaged backgrounds put greater emphasis on teacher authority and control and less on student autonomy and constructivist approaches than teachers in other schools did. Teachers in schools serving students from economically disadvantaged backgrounds also were less trusting of students and more skeptical about their abilities. Teachers’ beliefs were generally consistent with their practices, even when school poverty level and students’ mean achievement levels were statistically controlled.

School-based health and nutrition programs.

Abstract: The paradigmatic shift in the past decade in our understanding of the role of health and nutrition in school-age children has fundamental implications for the design of effective programs. Improving the health and nutrition of schoolchildren through school-based programs is not a new concept. School health programs are ubiquitous in high-income countries and most middle-income countries. In low-income countries, these programs were a common feature of early, particularly colonial, education systems, where they could be characterized as heavily focused on clinical diagnosis and treatment and on elite schools in urban centers. This situation is changing as new policies and partnerships are being formulated to help ensure that programs focus on promoting health and improving the educational outcomes of children, as well as being socially progressive and specifically targeting the poor, girls, and other disadvantaged children. This evolution reflects five key changes in our understanding of the role of these programs in child development.

Are the Torrance Tests of Creative Thinking Biased Against or in Favor of “Disadvantaged” Groups?

Abstract: Efforts to identify gifted children among disadvantaged and ethnic minority groups have been seriously handicapped by the lack of tests and screening procedures that will give such children a fair chance to perform in a gifted manner. A variety of studies extending over many years have shown that disadvantaged children, especially blacks, usually perform quite poorly on most measures of intelligence, cognitive development, and educational achievement (e.g., Bloom, Davis & Hess, 1965; Deutsch, Katz and Jensen, 1968; Frost and Hawkes, 1970; Kennedy, Van d e Riet and White, 1963). T h e tests used in these studies have rather generally involved experiences common among middle class, rather advantaged children in our society but uncommon among more disadvantaged and culturally different groups. Such tests have required that t h e child being tested assume t h e frame of reference of t h e examiner or test makers and have limited t h e extent to which he can draw upon his own experiences.

Children and Social Groups: A Developmental Analysis of Implicit Consistency in Hispanic Americans

Abstract: We investigated the development of three aspects of implicit social cognition (self-esteem, group identity, and group attitude) and their interrelationships in Hispanic American children (ages 5 to 12) and adults. Hispanic children and adults showed positive implicit self-esteem and a preference for and identification with their in-group when the comparison group was another disadvantaged minority group (African American). However, challenging the long-held view that children's early intergroup attitudes are primarily egocentric, young Hispanic children do not show implicit preference for or identification with their in-group when the comparison was the more advantaged White majority. Results also supported predictions of cognitive-affective balance in the youngest children. Strikingly, balance was absent in adults, suggesting that in disadvantaged minority groups, cognitive-affective consistency may actually decline with age.

Preparing America's Disadvantaged for College: Programs That Increase College Opportunity

Abstract: This chapter reviews many of the major programs seeking to increase college access among economically disadvantaged and at-risk students. The author evaluates the potential of these programs while stressing four conditions that effective programs must meet.