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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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Journal ArticleDOI
TL;DR: A powerful net influence of mentors on the educational success of youths and how social background and parental, peer, and personal resources condition the formation and effectiveness of mentoring relationships are shown.
Abstract: Few studies have examined the impact of mentoring (developing a special relationship with a nonparental adult) on educational achievement and attainment in the general population. In addition, prior research has yet to clarify the extent to which mentoring relationships reduce inequality by enabling disadvantaged youths to compensate for the lack of social resources or to promote inequality by serving as a complementary resource for advantaged youths. The results of a nationally representative sample of youths show (1) a powerful net influence of mentors on the educational success of youths and (2) how social background and parental, peer, and personal resources condition the formation and effectiveness of mentoring relationships. The findings uncover an interesting paradox—that informal mentors may simultaneously represent compensatory and complementary resources. Youths with many resources are more likely than are other young people to have mentors, but those with few resources are likely to benefit mor...

229 citations

Journal ArticleDOI
TL;DR: In this article, the authors introduce public social control into multilevel victimization research by investigating its impact on household and personal victimization risk for residents across 60 urban neighborhoods, and find that living in neighborhoods with high levels of public control reduces an individual's likelihood of victimization, especially in disadvantaged neighborhoods.
Abstract: This study introduces public social control into multilevel victimization research by investigating its impact on household and personal victimization risk for residents across 60 urban neighborhoods. Public social control refers to the ability of neighborhoods to secure external resources necessary for the reduction of crime and victimization. I find that living in neighborhoods with high levels of public social control reduces an individual's likelihood of victimization, especially in disadvantaged neighborhoods. Given the important role that residents of disadvantaged neighborhoods can play in securing public social control, this contingent finding suggests that disadvantaged neighborhoods can be politically viable contexts.

229 citations

Journal ArticleDOI
TL;DR: In this article, the authors investigated the hypothesis that the level of crime in disadvantaged areas will be influenced by their levels of social cohesion and found that crime is significantly lower than expected in areas with high social cohesion.
Abstract: This paper investigates the hypothesis that the level of crime in disadvantaged areas will be influenced by their levels of social cohesion. This issue is examined using two methods for delineating areas of disadvantage (geodemographic classifications and the British government's official deprivation measure, the Index of Local Conditions) and two independent components of social cohesion, one defines the level of 'social control' in an area and the other identifies 'ethnic heterogeneity'. The results suggest that levels of crime are significantly lower than expected in disadvantaged areas with high levels of social cohesion and vice versa. A complementary analysis of Homewatch schemes revealed that such schemes lead to reduced levels of burglary in affluent areas, but appear to have the opposite effect to that desired in more disadvantaged areas.

229 citations

Journal ArticleDOI
TL;DR: In this paper, a 3-year study of 35 economically disadvantaged, ethnically diverse, academically talented high school students who either achieved or underachieved in their urban high school was conducted.
Abstract: This article summarizes findings from a 3‐year study of 35 economically disadvantaged, ethnically diverse, academically talented high school students who either achieved or underachieved in their urban high school. In particular, the resilience of these two groups of high ability students is explored. Comparative case study and ethnographic methods were used to examine the ways in which some academically talented students develop and/or employ strategies associated with resilience to achieve at high levels. Both risk factors and protective factors are examined to explore participants’ pathways toward either positive or negative outcomes. The results of this study suggest that some protective factors helped some academically talented students to achieve at high levels. The protective factors include supportive adults; friendships with other achieving students; opportunity to take honors and advanced classes; participation in multiple extracurricular activities both after school and during the summer; the d...

229 citations

Journal ArticleDOI
Helen F. Ladd1
TL;DR: This paper argued that No Child Left Behind, test-based evaluation of teachers, and the promotion of competition are misguided because they either deny or set to the side a basic body of evidence documenting that students from disadvantaged households on average perform less well in school than those from more advantaged families.
Abstract: Current U.S. policy initiatives to improve the U.S. education system, including No Child Left Behind, test-based evaluation of teachers, and the promotion of competition are misguided because they either deny or set to the side a basic body of evidence documenting that students from disadvantaged households on average perform less well in school than those from more advantaged families. Because these policy initiatives do not directly address the educational challenges experienced by disadvantaged students, they have contributed little—and are not likely to contribute much in the future—to raising overall student achievement or to reducing achievement and educational attainment gaps between advantaged and disadvantaged students. Moreover, such policies have the potential to do serious harm. Addressing the educational challenges faced by children from disadvantaged families will require a broader and bolder approach to education policy than the recent efforts to reform schools. C � 2012 by the Association

229 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