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.

Acting in Solidarity: Cross‐Group Contact between Disadvantaged Group Members and Advantaged Group Allies

Abstract: The actions of advantaged group activists (sometimes called “allies”) are admirable, and they likely make meaningful contributions to the movements they support. However, a nuanced understanding of the role of advantaged group allies must also consider the potential challenges of their participation. Both in their everyday lives and during their activist work, advantaged group allies are especially likely to have direct contact with disadvantaged group members. This article considers when such contact may harm rather than help resistance movements by disadvantaged groups. We also suggest that to avoid these undermining effects, advantaged group allies must effectively communicate support for social change, understand the implications of their own privilege, offer autonomy-oriented support, and resist the urge to increase their own feelings of inclusion by co-opting relevant marginalized social identities.

Gender Risks and Education: The Particular Classroom Challenges for Urban Low-Income African American Boys

Abstract: A fundamental consideration in discourses on risk and schooling for primary and ^LjLsecondary school-age students focuses on gender inequalities in the classroom Gender equity in education debates have raged for several decades and so remain an enduring concern of educators and researchers across the nation (Klein, Kramarae, & Richardson, 2007) Gender politics in classrooms, in teaching, and in teacher training have been accorded minimal to no attention by No Child Left Behind (NCLB) legislation and other educational policies The blindness of NCLB, toward an approach best characterized by its "devil and/or god in the details," still sends parents, educators, and researchers battling over how much gender matters and how much these issues go unaddressed throughout the school day A recent report by the American Association of University Women found no disadvantage toward boys in American education, and it discredited the niyth that boys are receiving less attention and less schooling as compared to that of girls (Corbett, Hill, & St Rose, 2008) This report was in response to a pendulum swing in the field from the earlier position that girls were disadvantaged, particularly in math and science skills development Gender war debates have used individual studies to document disadvantage on both ends However, a consistent review of the literature tends to point to one challenging reality namely, that gender may be too broad a category in critically examining the more challenging problems of educational equity or in developing future training, programs, and policies to ameliorate educational risk for students in primary and secondary schools (Dee, 2005) We take issue with a broad definition of risk within the context of gender because it tends to focus on a universalism that masks subgroups of students at greatest risk

The Effect of Extra Funding for Disadvantaged Pupils on Achievement

Abstract: This paper evaluates the effects of two subsidies targeted at schools with large proportions of disadvantaged pupils. The first scheme gives primary schools with at least 70% disadvantaged minority pupils extra funding for personnel. The second scheme gives primary schools with at least 70% pupils from any disadvantaged group extra funding for computers and software. The cutoffs provide a regression discontinuity design that we exploit in a local difference-in-differences framework. For both subsidies we find negative point estimates, which are for some outcomes significantly different from 0. Extra funding for computers and software seems especially detrimental for girls' achievement. The negative effects of extra funding for computers and software are consistent with results from other recent studies casting doubt on the efficacy of computers in schools.

Learning to Teach Mathematics in the Context of Systemic Reform

Abstract: This article looks at how teachers understand recent mathematics reforms. Case studies of three California teachers in a disadvantaged, urban elementary school are presented. Framing the study are issues of teacher learning and systemic reform. These teachers have access to multiple opportunities to learn about reforms. But access guarantees no common understandings. Teachers’ understandings are influenced by the kinds of students they have, their prior knowledge and experience, their views of mathematics, textbooks, and tests. If teachers understand reforms in different ways, this raises questions about systemic reform and the notion of alignment. But there are other problems as well. Questions about what it means to be aligned, how all students’ needs might be considered, and what the multiple goals of a decentralized system mean for teachers suggest that efforts at systemic reform will be challenged on several fronts.