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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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01 Jan 2010
TL;DR: In this article, a multilevel structural model of school criminalization is developed which posits that a troubled domestic economy, mass unemployment and incarceration of disadvantaged minorities, and resulting fiscal crises in urban public education have shifted school disciplinary policies and practices and staff perceptions of poor students of color in a manner that promotes greater punishment and exclusion of students perceived to be on a criminal justice "track".
Abstract: American schools increasingly define and manage the problem of student discipline through a prism of crime control. Most theoretical explanations fail to situate school criminalization in a broader structural context, to fully explain its spatio-temporal variations, and to specify the processes and subjectivities that mediate between structural and legal forces and the behavior of school actors. A multilevel structural model of school criminalization is developed which posits that a troubled domestic economy, the mass unemployment and incarceration of disadvantaged minorities, and resulting fiscal crises in urban public education have shifted school disciplinary policies and practices and staff perceptions of poor students of color in a manner that promotes greater punishment and exclusion of students perceived to be on a criminal justice ‘track’.

97 citations

Book
01 Jan 1999
TL;DR: In this article, the authors present a decision framework for education officials to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement, focusing on the needs of disadvantaged students covered by the 1994 reauthorization of Title I.
Abstract: State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsa "state and local administrators and classroom teachers.

97 citations

Journal ArticleDOI
TL;DR: The findings suggest that in extremely deprived environments, familial influences are overwhelmed by the pervasiveness of other CP risk factors such as deviant peers.
Abstract: This review seeks to examine whether the existing literature on child conduct problems (CP) supports the notion that certain CP risk factors vary in their importance across disadvantaged and better-off environments. Disadvantaged environments are represented by socioeconomic and/or neighborhood risk (SN risk) in this review. Three types of studies were reviewed: behavioral genetic studies that compare the importance of genetic and environmental influences on CP for youth from poor homes and/or disadvantaged communities versus youth from better-off contexts, studies that examine how SN risk and other CP risk factors interact, and studies that compare the antecedents for CP across levels of SN risk. Findings were inconsistent about the manner in which individual child risk factors interact with SN risk. However, familial risk factors were generally found to be of greater importance for youth from poor families and disadvantaged communities, particularly parental supervision. Most of the studies that indicated otherwise focused on physical discipline, or were limited to children from disadvantaged and extremely deprived environments. The findings suggest that in extremely deprived environments, familial influences are overwhelmed by the pervasiveness of other CP risk factors such as deviant peers. Implications for intervention and suggestions for future research are discussed.

96 citations

Journal ArticleDOI
TL;DR: The authors examined the effect of race-neutral, color-blind language on students' perceptions of their academic abilities and potential to achieve success in STEM disciplines and in graduate education, and found that white faculty members often engage with students from a "colorblind perspective" and used race neutral, colorblind language to describe their students as inferior, less prepared, and less interested in pursuing research and graduate studies.
Abstract: In this critical multisite case study we examined the concept of colorblind mentoring. Using Bonilla-Silva’s Colorblind Racism Frames, we sought to understand White faculty members’ perspectives on their mentoring of Students of Color. The findings revealed that White faculty members often engage with students from a “colorblind perspective.” Their use of race-neutral, colorblind language (avoiding racial terms but implying them) allowed White faculty members to describe their students as academically inferior, less prepared, and less interested in pursuing research and graduate studies while potentially ignoring structural causes. Faculty perceptions of students may influence the way Students of Color perceive their academic abilities and potential to achieve success in STEM disciplines and in graduate education.

96 citations

Journal ArticleDOI
TL;DR: In this article, the authors discuss public policies that contribute to teacher shortages in specific subjects (e.g., STEM and special education) and specific types of schools (i.e., disadvantaged).
Abstract: Though policymakers are increasingly concerned about teacher shortages in U.S. public schools, the national discussion does not reflect historical patterns of the supply of and demand for newly minted teachers. Specifically, the production of teacher candidates has increased steadily since the mid-1980s, and only about half of graduating teacher candidates are hired as public school teachers in a typical year. That said, there is considerable evidence of teacher shortages in specific subjects (e.g., STEM and special education) and specific types of schools (e.g., disadvantaged). We therefore discuss public policies that contribute to these specific shortages and potential solutions.

96 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20231,425
20223,107
2021656
2020755
2019717
2018723