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.

Shaped by place? Young people's aspirations in disadvantaged neighbourhoods

Abstract: This paper aims to better understand the relationship between young people's aspirations towards education and jobs, and the context in which they are formed, especially to understand better the role of disadvantaged places in shaping young people's aspirations. Policy makers maintain that disadvantaged areas are associated with low aspirations and there is support for this position from academic work on neighbourhood effects and local labour markets, but evidence is slim. Using a two-stage survey of young people in disadvantaged settings in three British cities, the paper provides new data on the nature of young peoples’ aspirations, how they change during the teenage years, and how they relate to the places where they are growing up. The findings are that aspirations are very high and, overall, they do not appear to be depressed in relation to the jobs available in the labour market either by the neighbourhood context or by young people's perceptions of local labour markets. However, there are significa...

Dropout Prevention in Theory and Practice.

Abstract: This paper presents a four-fold typology developed as a general theory of student motivation to stay in school and work hard at learning tasks. Each of the four-fold categories is described with an initial statement of the specific source of student motivation, an analysis of how the source fits in more general motivational theories, and how the experiences of poor and minority students make them especially at risk for lacking motivation. The four-fold categories that are discussed involve the opportunities that exist for success in schoolwork, the human climate of caring and support, the relevance of school to a student's community and future, and the help that is given in attaining freedom from personal problems. Analysis of a sample of dropout students is presented that shows activities designed to prevent them from dropping out are not up to the task. This is because the tasks are not basic or intense enough to reform the primary causes identified by educational theories of low student motivation to remain in high school. Reforms are needed to change the atmosphere from the current emphasis on controlling and sorting students to a new emphasis on supporting and caring for individual learners through major modifications in the roles and responsibilities of teachers and students, including services geared toward assisting students wirh outside problems. (Contains 27 references.) (GLR) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** Dropout Prevention in Theory and Practice James M. McPartland Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students OA. 00A1011.01 Of 100C/M014 ONO col EducstaroOltsseste, spe tostowesolo 10OCKO00040%A 00400100 \11(rs 0000 1%0 lin 090004 $s scovod tles. Os pstsoo of ottostotstton 0 toode,o, cuttorpown so;v:11:0 et, OW to 0000 ot deco.% Otteetroa A. i 4°,514. °MI:WA t ottica t.tila 6e "Mon ot ooucy OEM fob 2 BEST CM' iiVLABLE 1 Is there a small set of common themes in the various explanations for why certain students drop out of school and in the panoply of current programs to reduce these risks? Such an organizing scheme would be useful for both theory and practice, going beyond the usual categories of demographic risk factors to better understand students' own reasons for staying in school and giving school planners a more comprehensive check-list of program components needed to increase the holding power of schools. A small set of program components with high priority in a clear theory of dropout prevention would also be useful in evaluating data on current dropout prevention efforts in American schools. This chapter will present a four-fold typology developed as a general theory of student motivation to stay in school and work hard at learning tasks. To show its usefulness in organizing a rich array of ideas and potential solutions, major themes developed in other chapters of this volume and practical dropout prevention approaches described earlier will be located within this typology. In addition, recent national survey data on high school dropout programs for at-risk students will be analyzed to validate the typology's categorization of dropout prevention approaches and to describe how well actual practice meets the needs indentified in theory. I. A typology of sources of student motivation to stay in school. School officials designing a dropout prevention program for their own locality cannot easily learn from the experiences of others who attempted the same thing, because each of the numerous written accounts of such efforts stands alone as a case study combining different features into aunique program for the given situation. It is unlikely that a gm= developed elsewhere can be duplicatdd exactly in another site, because local talents and priorities for school reform, the

Economically Disadvantaged Students in a School for the Academically Gifted: A Postpositivist Inquiry into Individual and Family Adjustment:

Abstract: In this paper, we report the results of an inquiry into the effects of the placement of five economical disadvantaged minority students from central Harlem, who were identified in kindergarten as p...

Twenty Years after “Meaningful Differences,” It's Time to Reframe the “Deficit” Debate about the Importance of Children's Early Language Experience

Abstract: Fifty years of research have documented a sobering reality: There are substantial differences among parents in how they engage and communicate with their children, and these differences impact the development of a child’s language and cognitive skills. Studies initiated during the War on Poverty first explored how parents’ verbal engagement with young children varied among families differing in education and income, or socioeconomic status (SES) [e.g. Bee, Van Egeren, Pytkowicz Streissguth, Nyman, & Leckie, 1969; Hess & Shipman, 1965; Schachter, 1979]. In their 1995 monograph Meaningful Differences in the Everyday Experience of Young American Children , Betty Hart and Todd Risley were the first to document huge disparities in the sheer amount of language that caregivers in different families directed to young children. Although they found substantial variability in child-directed speech within as well as between SES groups, the differences between children in advantaged and disadvantaged families were surprisingly large. They also found that those children who did not have the benefits of rich verbal engagement early in life were more likely to be behind in cognitive and language skills in kindergarten and elementary school. Hart and Risley’s [1995] discovery of a 30-million-word gap in language to children from higherand lower-SES backgrounds over the first three years of life is now widely cited in the popular press as well as in academic journals. But for more than a decade, this powerful study was essentially ignored. In the 1960s, claims that some learning difficulties in children from disadvantaged families could be linked to inadequate cognitive stimulation at home came to be known as the “cultural deficit” model [Riessman, 1962]. A fierce backlash emerged in the 1970s, rejecting this view as unsubstantiated by scientific evidence and as deeply disrespectful of minority parents in poverty whose use of language with children was grounded in cultural traditions of parenting different from those in more affluent mainstream families [Fernald & Weisleder, 2011]. Consistent with these criticisms, a dominant view in the field of language acquisition through the 1990s was that focusing on SES differences in speech

Trends in breast-feeding.

Abstract: Starting from very high levels in the 1940s, breast-feeding declined steadily to low levels in the early 1970s, and then began an upward trend which has apparently continued until the present (Fig. 1). In the 1940s, breast-feeding was more common among disadvantaged women. The subsequent decline was also more rapid among the disadvantaged, however, so that by the early 1970s, disadvantaged women were considerably less likely than others to breast-feed. Because the increase since the early 1970s has not been so pronounced among the disadvantaged, they continue to have relatively low levels of breast-feeding. The causes of these trends and differentials are not well understood. These are the principal conclusions drawn from a review of statistical studies of trends and differentials in breast-feeding in the United States. The studies included national health surveys conducted by the federal government, market research surveys conducted by infant formula manufacturers, and infant feeding surveys conducted by medical researchers. The studies differed markedly in their methods—a fact that affects their validity, reliability, and comparability. The first section of this paper discusses these data sources and their limitations. The next two sections discuss the downward trend in breast-feeding from the 1940s to the early 1970s, and the upward trend since. Each of these sections examines demographic differences in these trends. A short section that addresses possible causes of the trends and differentials follows those two sections. SOURCES AND LIMITATIONS OF THE DATA The principal sources of data on trends and differentials in breast-feeding are national fertility surveys, market research surveys, and special purpose infant-feeding surveys.