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.

Genetic Testing for Children and Adolescents

Abstract: To the Editor. —The article by Dr Wertz and colleagues 1 on genetic testing observes correctly that genetic testing of minors presents issues of privacy and disclosure. It is noted, in a similar vein, that minors who request testing should be informed prior to testing that third-party entities, including employers, insurers, and schools, may be able to "coerce" their consent for access to test results by withholding employment, insurance, or school admission. It is probably true that various third parties may be quite interested in access to genetic testing results, whether they involve children, adolescents, or adults. Insurers, for example, may be interested in knowing the results of genetic tests that have been done by others, for cause, on persons applying for insurance. 2 If access to such data are obtained, however, the affected individual may be severely disadvantaged. There have been instances of persons with phenylketonuria being denied health

Children, work and 'child labour' : changing responses to the employment of children

Abstract: textWorking children and young people occupy a relatively weak and easily exploitable position in work relations and in the labour market. As a social group, they share this problem with various other structurally- disadvantaged social groups in society (examples are women, e!liiiic minorities or migrants and the disabled). However, they are the only-one among such groups whose exploitation is generally addressed by attempts to remove them completely from the labour market, rather-17 than by efforts to improve the terms and conditions under which they work. What is the basis for treating the 'child labour~,:p~oblem in such a different way: i.e. by demanding special laws and regulations excluding this category of persons from access to employment, rather than by demanding the abolition of discrimination against them?

Trading Democracy for Justice: Criminal Convictions and the Decline of Neighborhood Political Participation

Abstract: The United States imprisons far more people, total and per capita, than any other country in the world. Among the more than 1.5 million Americans currently incarcerated, minorities and the poor are disproportionately represented. What's more, they tend to come from just a few of the most disadvantaged neighborhoods in the country. While the political costs of this phenomenon remain poorly understood, it's become increasingly clear that the effects of this mass incarceration are much more pervasive than previously thought, extending beyond those imprisoned to the neighbors, family, and friends left behind. For Trading Democracy for Justice, Traci Burch has drawn on data from neighborhoods with imprisonment rates up to fourteen times the national average to chart demographic features that include information about imprisonment, probation, and parole, as well as voter turnout and volunteerism. She presents powerful evidence that living in a high-imprisonment neighborhood significantly decreases political participation. Similarly, people living in these neighborhoods are less likely to engage with their communities through volunteer work. What results is the demobilization of entire neighborhoods and the creation of vast inequalities-even among those not directly affected by the criminal justice system. The first book to demonstrate the ways in which the institutional effects of imprisonment undermine already disadvantaged communities, Trading Democracy for Justice speaks to issues at the heart of democracy.

Improving schools in difficult contexts: towards a differentiated approach

Abstract: This article focuses on ‘improving’ schools in difficult or disadvantaged contexts. It explores the contemporary policy discourse and intervention strategies aimed at improving schools in such circumstances. It argues that contemporary approaches to improvement are unlikely to succeed because the approaches adopted are not sufficiently differentiated or context specific. Drawing on two recent empirical studies, the article offers an alternative perspective on school improvement within this group of schools. It argues against standardised solutions in favour of a differentiated approach to school improvement that recognises and respects the diversity, variability and complexity of schools in difficult contexts.