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Topic

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.


Papers
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Journal ArticleDOI
TL;DR: How women in a trading town on the trans-Africa highway in southwest Uganda become involved in commercial sex work is investigated, which factors contribute to their economic success or lack of success, and what effect life trajectories and economic success have on negotiating power and risk behaviour.

170 citations

Book
Mark Peel1
01 Jan 2003
TL;DR: Introduction: journeys 1. Describing disadvantage 2. Heroes 3. Suffering 4. Anger 5. Loss 6. Hope Conclusion.
Abstract: This 2003 book is a fascinating and moving portrait of the people who are suffering in a more divided and less egalitarian Australian society. Based on the author's conversations with hundreds of people living in three areas commonly described as 'disadvantaged' - Inala in Queensland, Mount Druitt in New South Wales and Broadmeadows in Victoria - this is a book in which impoverished Australians, who are often absent from debates about poverty, tell their own stories. Some are funny, others are sad. There are stories about loss, despair and an uncertain future they can hardly bear to tell. But there are also stories about hope, and the capacity of poorer people to imagine and create a fairer world. Rather than focusing on abstractions such as the underclass, this book provides an intimate account of real people's fears, hopes and dilemmas in the face of growing inequality, entrenched unemployment, and fading opportunities for the young.

169 citations

Journal ArticleDOI
TL;DR: The authors examined the perceptions of giftedness and identification procedures held by experienced teachers of gifted minority students and found that teachers expressed concerns for approximately one third of their students qualifying for the gifted program, based primarily on students having a skill deficit in one area, poor work habits, or behavioral or family problems.
Abstract: The present study sought to examine the perceptions of giftedness and identification procedures held by experienced teachers of gifted minority students. Twenty-seven 4th-grade teachers of gifted students in an urban school system with a high representation of minority and economically disadvantaged students were surveyed. Results indicated that experienced teachers still held a narrow conception of giftedness and were not aware of how culture and environmental factors may influence the expression of giftedness in minority and economically disadvantaged students. Findings also indicated that these teachers expressed concerns for approximately one third of their students qualifying for the gifted program. These concerns were based primarily on students having a skill deficit in one area, poor work habits, or behavioral or family problems. Teachers were less likely to notice gifted characteristics in these students compared to other identified students, even though both groups were identified in the same wa...

169 citations

Journal ArticleDOI
TL;DR: The authors found that actually participating in training has a larger positive effect on the exit rate from unemployment than the effect of simply being a member of the treatment group on the length of such spells.
Abstract: We address two questions using experimental data on disadvantaged women. First, what is the impact of being offered JTPA classroom training on the duration of unemployment and employment? Second, what is the effect of actually participating in this training on the length of such spells? Belonging to the treatment group shortens unemployment spells but has no effect on employment spells. Actually participating in training has a larger positive effect on the exit rate from unemployment than the effect of simply being a member of the treatment group. Ignoring the endogeneity of actual training in estimation substantially underestimates its effect.

169 citations

Journal ArticleDOI
TL;DR: In this article, it is predicted that institutionalization of female leadership can reduce the influence gap between women and men by legitimating structures of female leaders. But, the results of an experiment conducted to test this idea show that, as predicted, male leaders attained higher influence than did female leaders, and leaders appointed on ability attained higher importance than did randomly assigned leaders.
Abstract: Socially disadvantaged individuals often encounter resistance when they rise to high-status positions. For example, women, according to status characteristics theory, will be disadvantaged relative to men in social interactions, other things being equal. Institutionalizing women as leaders may overcome such disadvantages. Drawing from status characteristics theory and institutional theory, it is predicted that institutionalization of female leadership can reduce the influence gap between women and men by legitimating structures of female leadership. Results of an experiment conducted to test this idea show that, as predicted, male leaders attained higher influence than did female leaders, and leaders appointed on ability attained higher influence than did randomly assigned leaders. Institutionalization, however, reduced the advantage of men such that female leaders appointed on ability when female leadership was institutionalized attained influence as high as male leaders appointed on ability when female leadership was not institutionalized.

168 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