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.

Assessing Perceptions of Culture and Trauma in an Elementary School: Informing a Model for Culturally Responsive Trauma-Informed Schools

Abstract: Negative outcomes for students of color and those who are economically disadvantaged are troubling patterns in schools nationwide. Systemic racial disparities, including disproportional poverty, are part of the problem. Regardless of their race, however, children who live with poverty often have heightened exposure to adverse experiences. Implementing a culturally responsive trauma-informed approach to understand and respond to students can address the impact of disparities, teach resiliency skills, and promote the wellbeing and achievement of all students. This study describes a school-university collaboration to develop such a model. Findings explore school personnel’s perceptions about race, trauma, and the stressors their students face in the context of the developing model.

Inequality begins at home: The role of parenting in the diverging destinies of rich and poor children.

Abstract: Children face very different chances of getting ahead in life depending on the circumstances of their birth. Parenting and its role in the diverging destinies of rich and poor children are discussed in this chapter. Inequality begins at home. It develops from the myriad differences in the ways advantaged and disadvantaged parents interact with their children. Traditional policy interventions fail to attack the root cause of achievement gaps. To equalize the playing field, governments may need to invest in parents so parents can better invest in their children. Unfortunately, large-scale parenting interventions typically yield modest effect sizes at best and often do not even change children’s skills in the long term. Understanding what motivates parents to invest in their children could have a major impact on the design of policies to reduce inequality in children’s skill development. Insights from the field of behavioral economics can inform this question.

Academic Talent Development and the Equity Issue in Gifted Education 1

Abstract: The equity issue with regard to the under representation of socioeconomically and ethnically disadvantaged students in gifted education has its source in judgments of unfair identification practices. After describing that issue and its factual basis, I show: (a) that an often overlooked statistical phenomenon exacerbates the disproportions; (b) that similar and even much larger disproportions exist in and outside general education without any advocacy group bringing out accusations of unfair access rules; and (c) that the source of our field's equity issue resides in the fact that most current gifted programs have little to do with "real" academic talent development, inspired by a meritocratic ideology. Using basic definitions from my Differentiated Model of Giftedness and Talent (DMGT), as well as a detailed definition of the talent development process, I argue that if most gifted programs were reoriented to follow the DMGT's Academic Talent Development (ATD) model, the equity issue would lose its relevance. The equity issue in gifted education takes its name from expressed judgments by many professionals and scholars that members of disadvantaged groups suffer from unfair selection practices, which leads to their significant underrepresentation in gifted programs. The disadvantaged concept targets mainly students from low SES strata and/or some ethnic minorities. Both groups significantly overlap. The equity issue is not specific to gifted programs in the USA. I chose to focus on its manifestation in that country because of the better availability of published data and position statements. Moreover, for that same reason, I will center my discussion on ethnic disproportions ( under , as well as over representations) in program participation. But it should be clear that both my diagnosis and the solution I propose apply to any form of underrepresentation in talent development programs, and extends to any country where the equity issue has been brought up. I will first briefly describe the equity issue as advocates of ethnic minorities, especially the African-American minority, portray it. I will then survey other talent development situations, within and outside general education, in most of which ethnic disproportions greatly exceed those observed in our field. I will show that none of them generate accusations of unfair access practices, thus making the equity issue a phenomenon almost endemic or circumscribed to gifted education. As the main cause for that specificity I will target the fact that most U.S. gifted programs have little to do with "real" talent development. I will define the concept of talent development within the framework of my Differentiated Model of Giftedness and Talent (Gagne, 2003, 2009a), then describe how it manifests itself in arts, sports, and general education. I will then argue that a reorientation of our intervention priorities toward academic talent development programs based on a meritocratic ideology would not only render the equity issue irrelevant, but would offer the best answer to the special educational needs of academically talented students.