Journal articles: 'Disadvantaged students'

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Burris, Berlean M. "Reaching Educationally Disadvantaged Students." American Journal of Nursing 87, no. 10 (October 1987): 1359. http://dx.doi.org/10.2307/3425700.

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BURRIS, BERLEAN M. "REACHING EDUCATIONALLY DISADVANTAGED STUDENTS." AJN, American Journal of Nursing 87, no. 9 (October 1987): 1359–61. http://dx.doi.org/10.1097/00000446-198710000-00025.

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So, Alvin Y. "High-Achieving Disadvantaged Students." Urban Education 22, no. 1 (April 1987): 19–35. http://dx.doi.org/10.1177/004208598702200102.

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Goldberg, Mark F. "A Concern with Disadvantaged Students." Phi Delta Kappan 82, no. 8 (April 2001): 632–34. http://dx.doi.org/10.1177/003172170108200814.

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Doscher, Suzanne, Jane L. Assey, and Barbara J. Edlund. "Identifying and Assisting Disadvantaged Students." Nurse Educator 13, no. 6 (November 1988): 3. http://dx.doi.org/10.1097/00006223-198811000-00002.

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Chambers, S. M., and V. A. Clarke. "Is Inequity Cumulative? The Relationship between Disadvantaged Group Membership and Students' Computing Experience, Knowledge, Attitudes and Intentions." Journal of Educational Computing Research 3, no. 4 (November 1987): 495–518. http://dx.doi.org/10.2190/u4r4-dw4j-dlaa-0a50.

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The study used a pretest/posttest design to investigate the relationship between disadvantaged group membership and students' participation in computing activities. Disadvantage was defined by gender, school ability, SES level, and ethnic background. The sample of 951 students was drawn from four elementary and three secondary schools which were substantially increasing their computing resources. Following class computing experience there was a cumulative effect of membership of disadvantaged groups with the more disadvantaged students reporting significantly less participation in class computing activities and non-class computing activities, gaining lower computing knowledge scores and having less positive attitudes to computing. Thus, inequities were created rather than reduced. Class computing participation was positively related to prior participation in non-class computing activities, with those students with no prior non-class computing experience participating less in class computing activities. The results were interpreted as demonstrating a general cumulative effect of “disadvantage” which is based on differences in voluntary non-class computing experiences. Strategies for reducing these inequities are implicated.

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Holzer, Harry J., and Zeyu Xu. "Community College Pathways for Disadvantaged Students." Community College Review 49, no. 4 (April 15, 2021): 351–88. http://dx.doi.org/10.1177/00915521211002908.

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Objective: We estimated the correlations between the “pathways” chosen by community college students—in terms of desired credentials and fields of study, as well as other choices and outcomes along the paths—and the attainment of credentials with labor market value. We focused on the extent to which there were recorded changes in students’ choices over time, whether students made choices informed by their chances of success and by labor market value of credentials, and the impacts of choices on outcomes. Method: Using micro-longitudinal administrative data on a full cohort of Kentucky community college students, we provide summary data on a range of pathway characteristics and outcomes, as well as binomial and multinomial logit estimates of how pathway characteristics affect the odds of completing different kinds of credentials. Some of the logit estimates were based on random or fixed effects models. Results: We found that several characteristics of chosen pathways, such as field of study and desired credential as well as early “momentum,” affected outcomes. Student choices of pathways—and especially differences by gender and academic readiness—sometimes ran strongly counter to information about later chances of success in terms of probabilities of completing programs and attaining strong earnings. Students also changed pathways quite frequently, making it harder to accumulate the credits needed in their fields. Contributions: Attainment of credentials with greater market value by community college students could likely be improved by appropriate guidance and supports for them along the way and perhaps by broader institutional changes as well.

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Jaffe, Eliezer D. "Disadvantaged Students in Social Work Education." International Journal of Adolescence and Youth 1, no. 4 (January 1989): 305–35. http://dx.doi.org/10.1080/02673843.1989.9747647.

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Frasier, Mary M. "Disadvantaged and Culturally Diverse Gifted Students." Journal for the Education of the Gifted 14, no. 3 (April 1991): 234–45. http://dx.doi.org/10.1177/016235329101400305.

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Guardia, Juan R. "Improving Completion Rates Among Disadvantaged Students." Journal of College Student Development 46, no. 1 (2005): 99–101. http://dx.doi.org/10.1353/csd.2005.0003.

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Henry, Gary T., C. Kevin Fortner, and Charles L. Thompson. "Targeted Funding for Educationally Disadvantaged Students." Educational Evaluation and Policy Analysis 32, no. 2 (June 2010): 183–204. http://dx.doi.org/10.3102/0162373710370620.

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Ascher, Carol. "Increasing science achievement in disadvantaged students." Urban Review 17, no. 4 (December 1985): 279–84. http://dx.doi.org/10.1007/bf01258552.

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BELLAMY, CHERYL G. "Answering the Cry of Disadvantaged Students." Journal of Counseling & Development 67, no. 2 (October 1988): 95. http://dx.doi.org/10.1002/j.1556-6676.1988.tb02039.x.

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Fejes, József Balázs, and Norbert Szűcs. "Digital learning for disadvantaged students during COVID-19." Intersections 7, no. 3 (December 29, 2021): 60–79. http://dx.doi.org/10.17356/ieejsp.v7i3.783.

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The digital learning instituted in Hungary in the spring of 2020 to halt the spread of the coronavirus there arguably encountered stumbling blocks as regards disadvantaged students. However, we have no information about the details, and mitigating these disadvantages is therefore fraught. The aim of our research is to shed light on the experience of digital learning among disadvantaged students. We analysed responses to an online questionnaire completed by teachers at 48 of Hungary’s after-school programmes (ASPs) who were in contact with over 1000, mostly disadvantaged children. We discussed the questionnaire-based analysis with ten ASP representatives in online workshops. In addition to ICT devices and Internet access, the lack of a learning space is also worth considering in promoting the establishment of objective conditions. In maintaining contact with parents, it is recommended that communication habits that differ from those of the middle class should be taken into account. Developing time management and other skills necessary for independent learning (e.g. reading comprehension, digital literacy) as well as alleviating the psychological burden represent a central task in similar situations. Our recommendations may be of use in the event of future school closures and in terms of facilitating digital learning among disadvantaged students.

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Šafránková, Anna Petr, and Tereza Humenská. "Teachers' Attitudinal Orientation Towards the Socially Disadvantaged Students and their Education." Lifelong Learning 7, no. 2 (2017): 47–72. http://dx.doi.org/10.11118/lifele2017070247.

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In the context of education of socially disadvantaged pupils and the perspective of inclusive education, the teacher occupies a significant position. The presented study focuses on the issue of education of socially disadvantaged pupils, respectively its aim is to present results of the research survey focused on the attitudinal orientation of teachers in Pardubice, Liberec and Ústí nad Labem regions (n = 122) towards the socially disadvantaged pupils. Further, its goal is to find out whether there exists a relation between the teacher's attitudinal orientation and the region, his/her age, the length of the teaching experience, his/her experience with socially disadvantaged pupils education and their self-efficacy. In order to achieve research goals the Likert-type questionnaire method was used and as a research tool Teacher self-efficacy. The obtained data were subjected to factor analysis, in order to verify the relation between individual variables ANOVA was used, further Kruskal-Wallis test, Mann-Whitney test and Pearson correlation coefficient were used. It was found out that teachers evaluate the group of socially disadvantaged pupils rather negatively, on the other hand, they evaluate the possibility to reduce or overcome their disadvantage originating from the family environment they come from rather positively and also they perceive the relationship between the school and the socially disadvantaged pupils rather positively. The teachers' attitudinal orientation is not related to the previous experience with the education of socially disadvantaged pupils, the length of their teaching experience and region where the teachers work. On the contrary, the relation between teachers' attitudinal orientation and age and self-efficacy was proved.

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Sabharwal, Nidhi S. "Extended Education at College in India: Advancing Equity Through the Extension of Public Academic Support Programmes for Students from the Socially and Economically Disadvantaged Groups." IJREE – International Journal for Research on Extended Education 8, no. 2 (October 18, 2021): 156–72. http://dx.doi.org/10.3224/ijree.v8i2.05.

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The paper seeks to expand our knowledge on the importance of public academic support programmes (ASPs) in higher education (HE) in India, which extend supplementary instruction with the aim to improve academic performance and support academic efforts of students from the socially and economically disadvantaged groups (SEDGs). This paper shows that students from the most disadvantaged amongst the SEDGs, that is, those residing in rural areas and women who experience multiple barriers that compound the effects of their disadvantages, have taken advantage of supplementary instruction classes. These classes have allowed HEIs to account for students’ academic needs and challenges related to their socioeconomic disadvantages, that remain unmet in regular classrooms. By targeting educational resources to students who are most disadvantaged, these programmes compensate for the absence of parental support and recognises the underlying socio-economic obstacles of students from achieving academic success at college. Given the acknowledged role of higher education in providing economic and social benefits to individuals, the paper argues that oncampus state enabled ASPs targeting students from the SEDGs make HE in India more equitable and contribute in reducing social inequalities in the wider society.

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Whitcomb, Kyle M., Sonja Cwik, and Chandralekha Singh. "Not All Disadvantages Are Equal: Racial/Ethnic Minority Students Have Largest Disadvantage Among Demographic Groups in Both STEM and Non-STEM GPA." AERA Open 7 (January 2021): 233285842110598. http://dx.doi.org/10.1177/23328584211059823.

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An analysis of institutional data to understand the outcome of obstacles faced by students from historically disadvantaged backgrounds is important in order to work toward promoting equity and inclusion. We use 10 years of institutional data at a large public research university to investigate the grades earned by students categorized on four demographic characteristics: gender, race/ethnicity, low-income status, and first-generation college student status. We find that on average across all years of study, underrepresented minority (URM) students experience a larger penalty to their mean overall and STEM GPA than even the most disadvantaged non-URM students. Moreover, the URM students with additional disadvantages due to socioeconomic status or first-generation college status were further penalized in their average GPA. These inequitable outcomes point to systemic inequities in higher education for students with historically disadvantaged backgrounds and the need to dismantle institutional inertia to support them.

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Andersson, Sara, and Johannes Lunneblad. "Elevskapets utmaningar." Educare - vetenskapliga skrifter, no. 4 (December 21, 2020): 136–57. http://dx.doi.org/10.24834/educare.2020.4.6.

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School segregation has increased in Sweden during the last decades, and students from socio-economically disadvantaged groups ended up in schools with economic challenges as well as overall low goal achievement. The aim of this study is to illuminate how students in urban disadvantaged neighbourhoods relate to school. With an ethnographic approach, the study draws on fieldwork conducted in a junior high school, grade seven, using a combination of theories from Foucault and Goffman as theoretical frame for the analysis. The results indicate that the often described conflict between school and students from disadvantaged groups does not have to always occur. Teachers can use humour and youth culture to prevent the conflict to manifest. However, the central aspect of how students relate to school is the perceived position of disadvantage. Both school achievement and oppositional behaviour against school rules function as ways for students to distance themselves from this position. In conclusion, this study highlights the importance of teachers to counteract the conflict – a form of support – enabling students from disadvantaged groups to succeed in school and thus securing the opportunity for a more prosperous future.

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Anshari, Nadhira Ivana, Fitriani Yustikasari Lubis, and Puspita Adhi Kusuma Wijayanti. "Career decision-making difficulties among socioeconomically disadvantaged students (Bidikmisi Students)." Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling 8, no. 2 (December 17, 2022): 154. http://dx.doi.org/10.26858/jppk.v8i2.37498.

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This study aims to explore the career decision-making difficulties (CDMD) of Bidikmisi students, especially the factors that may cause difficulties, such as parents’ education level and students’ gender. The measuring instrument used was Career Decision-making Difficulties Questionnaire. Random cluster sampling was conducted, and there were 154 Unpad students from four selected faculties. The CDMD data were analyzed using descriptive and differential tests. The results of the study showed that the majority of Bidikmisi students had moderate CDMD, with the highest difficulty in the Lack of Readiness category. There was a significant difference in CDMD based on parents’ education level in which individuals with parents with secondary and college levels of education had higher CDMD. There was no significant difference between male and female students regarding CDMD. These findings highlight the importance of career guidance for Bidikmisi students to make appropriate career decisions, mainly those with parents from specific educational backgrounds

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Mpofu, Bhekimpilo. "Profiling Disadvantaged Undergraduate Students in Higher Education." Journal of Sociology and Social Anthropology 6, no. 1 (January 2015): 15–30. http://dx.doi.org/10.1080/09766634.2015.11885644.

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Nettles, Saundra Murray. "Community Involvement and Disadvantaged Students: A Review." Review of Educational Research 61, no. 3 (September 1991): 379–406. http://dx.doi.org/10.3102/00346543061003379.

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Sycamore, Rhys. "COVID-19 and students from disadvantaged backgrounds." Journal of Paramedic Practice 12, no. 10 (October 2, 2020): 416–17. http://dx.doi.org/10.12968/jpar.2020.12.10.416.

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Kim, Mihyeon, Jennifer Cross, and Tracy Cross. "Program Development for Disadvantaged High-Ability Students." Gifted Child Today 40, no. 2 (March 21, 2017): 87–95. http://dx.doi.org/10.1177/1076217517690190.

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Examining lessons learned through 4 years of experience of hosting Camp Launch, a university-based residential science, technology, engineering, and mathematics (STEM) enrichment program for low-income, high-ability, middle school students, this article explores components of the program and offers suggestions for implementing programs that serve this population. The camp exposes students to a variety of learning activities, including academic classes in STEM area and writing, personal development class, evening classes beyond STEM areas such as art and drama, diverse physical activities, career conference, and field trips. For such a program to be successful, it is critical to find and develop good human resources, including teachers experienced with the population and counselors who are mature and effective communicators. Curriculum must be appropriate for high-ability students, and all staff members should be prepared to work with this special population. A network of collaborators, from university professors to museums, helps to make the program successful.

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Fittock, Simon, Christine Cunningham, and Michelle Striepe. "System leadership in Australian and Swedish education: What’s social justice got to do with it?" Leadership for justice 41, no. 2 (December 10, 2021): 3–10. http://dx.doi.org/10.46786/ac21.5999.

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Since the start of the 21st century, education in Australia and Sweden have seen system level reform efforts change and shape both nations’ schools. In an endeavour to improve the educational outcomes of students, both countries have enacted neoliberal policies that aimed to decentralise education and provide increased autonomy for school leaders. The real-world consequences of these policies have restricted school leader autonomy and academic performance has declined while the gap between advantaged and disadvantaged students has continually grown. When excellence trumps equity as the primary driver of education at the system level, it creates a disadvantage cycle which sees the development of societal status hierarchies and unjust participatory parity for particular social groups. In the current time of COVID-19, when these disadvantages are exacerbated, it is timely to evaluate educational leadership at the system level in terms of its ability to positively affect social justice issues. Social justice leadership at a system level holds the potential to unite schools in competition and empower them to help overcome the unjust reality faced by disadvantaged students. So, the focus of this piece is to provide commentary on whether system leadership can enhance education’s potential in realising a more socially just society.

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Goldhaber, Dan, Vanessa Quince, and Roddy Theobald. "Teacher quality gaps in U.S. public schools: Trends, sources, and implications." Phi Delta Kappan 100, no. 8 (April 29, 2019): 14–19. http://dx.doi.org/10.1177/0031721719846883.

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Empirical evidence shows that disadvantaged students tend to have less-qualified and less-effective teachers than their more-advantaged peers. These teacher quality gaps (TQGs), which have existed for decades and across many measures of student disadvantage and teacher quality, are an important factor explaining student achievement gaps between advantaged and disadvantaged students. Research by Dan Goldhaber, Vanessa Quince, and Roddy Theobald — focusing on the sources of TQGs across different states and measures of teacher quality — suggests that policy makers should consider both the setting and the type of gap they wish to prioritize when designing policies to address TQGs.

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Sciffer, Scott, and Mahsood Shah. "Widening the Participation of Disadvantaged Students in Engineering." International Journal of Quality Assurance in Engineering and Technology Education 4, no. 1 (January 2015): 1–13. http://dx.doi.org/10.4018/ijqaete.2015010101.

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The University of Newcastle, Australia has a long history of providing enabling education which provides access and opportunity for students to participate in undergraduate education. The enabling programs at the University allow higher school leavers, and mature aged adults to prepare for undergraduate degrees. Students who complete enabling education at the University undertake undergraduate studies in various disciplines including engineering. This paper outlines the extent to which enabling programs have played an important role in widening the participation of disadvantaged students in engineering disciplines. The different levels of academic preparedness of students in enabling programs and barriers faced in learning require effective strategies for teaching and engaging students in learning. The paper outlines the strategy used in teaching an advanced level of mathematics to the diverse groups of students to prepare them for success in first year undergraduate engineering programs. While research on undergraduate engineering education is significant, limited studies have been undertaken on enabling or university preparatory programs and their impact in various professions.

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Moya Maya, Asunción, and Francisco José García Moro. "Students who live in disadvantaged environments: special answers?" Educar 28 (February 1, 2001): 205. http://dx.doi.org/10.5565/rev/educar.402.

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Barac, Karin. "Helping Disadvantaged Students: Findings from the Thuthuka Programme." Accounting Education 24, no. 2 (March 4, 2015): 75–101. http://dx.doi.org/10.1080/09639284.2015.1010171.

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Destin, Mesmin, and Michael J. Kosko. "Motivating disadvantaged students toward the possibility of college." Phi Delta Kappan 97, no. 5 (January 25, 2016): 8–12. http://dx.doi.org/10.1177/0031721716629651.

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McKenna, Michele A., Patricia L. Hollingsworth, and Laura L. B. Barnes. "Developing latent mathematics abilities in economically disadvantaged students." Roeper Review 27, no. 4 (June 2005): 222–27. http://dx.doi.org/10.1080/02783190509554322.

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Johnson, Molly K., Lene Symes, Lillian Bernard, Margie J. Landson, and Theresa L. Carroll. "Mentoring Disadvantaged Nursing Students Through Technical Writing Workshops." Nurse Educator 32, no. 4 (July 2007): 168–72. http://dx.doi.org/10.1097/01.nne.0000281087.43088.f5.

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House, Ernest R., and Stephen Lapan. "Introduction: Evaluation of Programs for Disadvantaged Gifted Students." Journal for the Education of the Gifted 17, no. 4 (October 1994): 440–66. http://dx.doi.org/10.1177/016235329401700408.

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De, Diana. "Are international nursing students disadvantaged by UK patients?" British Journal of Nursing 19, no. 20 (November 2010): 1299–305. http://dx.doi.org/10.12968/bjon.2010.19.20.79683.

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Williams, Lunetta M. "Book Selections of Economically Disadvantaged Black Elementary Students." Journal of Educational Research 102, no. 1 (September 2008): 51–64. http://dx.doi.org/10.3200/joer.102.1.51-64.

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Kuo, Alice A., Bobby Verdugo, Faye J. Holmes, Katherine A. Henry, Julie H. Vo, Victor H. Perez, Moira Inkelas, and Alma D. Guerrero. "Creating an MCH Pipeline for Disadvantaged Undergraduate Students." Maternal and Child Health Journal 19, no. 10 (June 19, 2015): 2111–18. http://dx.doi.org/10.1007/s10995-015-1749-3.

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Leščáková, Paed Dr Alena. "IMPACT OF SOCIALLY DISADVANTAGED ENVIRONMENT STUDENTS FOR SUCCESS AT SCHOOL." EPH - International Journal of Humanities and Social Science 3, no. 1 (January 6, 2018): 8–13. http://dx.doi.org/10.53555/eijhss.v3i1.33.

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The aim of this paper is to ascertain whether socially disadvantaged environment has an impact on school performance of children and students. The theoretical part will elaborate the issue of socially disadvantaged environment. The second part will be devoted to each cognitive ability that can have a weakening effect on school performance. Survey to verify which areas of cognitive abilities have pupils from socially disadvantaged environment weakened. In the end, we evaluate the impact of socially disadvantaged environment students for success at school and outlines the actions and activities that improve their performance.

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Logan, John R., and Julia Burdick-Will. "School Segregation and Disparities in Urban, Suburban, and Rural Areas." ANNALS of the American Academy of Political and Social Science 674, no. 1 (October 25, 2017): 199–216. http://dx.doi.org/10.1177/0002716217733936.

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Much of the literature on racial and ethnic educational inequality focuses on the contrast between black and Hispanic students in urban areas and white suburban students. This study extends the research on school segregation and racial/ethnic disparities by highlighting the importance of rural areas and regional variation. Although schools in rural America are disproportionately white, they nevertheless are like urban schools, and disadvantaged relative to suburban schools, in terms of poverty and test performance. Native Americans are most affected by rural school disadvantage. While they are a small share of students nationally, Native Americans are prominent and highly disadvantaged in rural areas, particularly in certain parts of the country. These figures suggest a strong case for including rural schools in the continuing conversations about how to deal with unfairness in public education.

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McKinney, Lyle, and Linda Serra Hagedorn. "Performance-Based Funding for Community Colleges: Are Colleges Disadvantaged by Serving the Most Disadvantaged Students?" Journal of Higher Education 88, no. 2 (December 14, 2016): 159–82. http://dx.doi.org/10.1080/00221546.2016.1243948.

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Dhaliwal, Tasminda K., Soledad De Gregorio, Ann Owens, and Gary Painter. "Putting Homelessness in Context: The Schools and Neighborhoods of Students Experiencing Homelessness." ANNALS of the American Academy of Political and Social Science 693, no. 1 (January 2021): 158–76. http://dx.doi.org/10.1177/0002716220987830.

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The number of K–12 students experiencing homelessness is increasing across the country. Schools may serve as sources of support and stability for homeless children, but little is known about the types of schools that homeless students attend or about the communities in which they live. We investigate the context of student homelessness in Los Angeles by analyzing student-level administrative data from the Los Angeles Unified School District and publicly available data on neighborhoods and schools from school years 2008–2009 to 2016–2017. Our findings suggest that homeless students tend to be clustered within lower-achieving schools with higher concentrations of disadvantaged student groups and live in neighborhoods with higher concentrated disadvantage. Despite policy provisions to ensure stability, homeless students have high rates of school and residential mobility in the years they are homeless, and mobile students tend to move to less-disadvantaged schools. We conclude with policy implications to strengthen the implementation of the federal McKinney-Vento Act.

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LePage-Lees, Pamela. "Struggling with a Nontraditional Past: Academically Successful Women from Disadvantaged Backgrounds Discuss Their Relationship with “Disadvantage”." Psychology of Women Quarterly 21, no. 3 (September 1997): 365–85. http://dx.doi.org/10.1111/j.1471-6402.1997.tb00119.x.

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This article reports findings from a qualitative study that explored the educational experiences of women who were academic high achievers and who were disadvantaged as children. An interesting result was that most participants, if not all, believed that one reason they were successful was because they never revealed their personal histories to education professionals. This article describes the participants' relationship to the concept of disadvantage and the process they went through to have a voice in a system that rewarded them for their silence. It also addresses the question of when it is appropriate to disclose personal information in educational settings. Some believe there should be a separation between the personal and the professional. Others argue that women and disadvantaged students need education that is connected to their life experiences. If this is true, we must ask how this connection can be made when people from disadvantaged backgrounds believe they must hide who they are to succeed.

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Lei, Wanpeng. "Does Preschool Education Experience Help Disadvantaged Students Become Academically Resilient? Empirical Evidence from CEPS Data." Best Evidence in Chinese Education 13, no. 1 (January 31, 2023): 1665–70. http://dx.doi.org/10.15354/bece.23.ar026.

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Supporting socio-economically disadvantaged students to improve their academic resilience is vital in promoting social mobility and halting intergenerational transmission of poverty. Based on the baseline data 2013-2014 from the China Education Panel Survey (CEPS) database, this paper examined the impact of preschool education experience on academic resilience of disadvantaged students using coarsened exact matching (CEM) and hierarchical logistic regression. Research findings show that disadvantaged children have less access to preschool education than their advantaged peers, with a kindergarten attendance rate lower than 70%; that preschool education can significantly improve children’s cognitive ability and effectively predict academic resilience of disadvantaged students; and that preschool education is a better predictor of resilience of rural disadvantaged students than that of their urban counterparts. The government should reinforce subsidies for early childhood education that can serve as compensation for disadvantaged kids; and should further universalize preschool education to secure the opportunity of high-quality pre-primary school education for disadvantaged children.

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Agasisti, Tommaso, Francesco Avvisati, Francesca Borgonovi, and Sergio Longobardi. "What School Factors are Associated with the Success of Socio-Economically Disadvantaged Students? An Empirical Investigation Using PISA Data." Social Indicators Research 157, no. 2 (March 24, 2021): 749–81. http://dx.doi.org/10.1007/s11205-021-02668-w.

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AbstractMany school-level policies, such as school funding formulae and teacher allocation mechanisms, aim at reducing the influence of students’ low socio-economic condition on academic achievement. Benchmarks and indicators based on large-scale international assessments can be used to measure academic success and identify if and when disadvantaged students are successful. We build on such work and develop a new method for identifying a cross-country comparable metric of the academic success of socio-economically disadvantaged students using data from the Programme for International Student Assessment (PISA). We estimate the prevalence of successful disadvantaged students in 56 countries, as well as changes over time between 2006 and 2015. In addition, we focus on the PISA 2015 edition and explore school factors associated with the probability that disadvantaged students will be successful academically in a subsample of 18 countries. Findings reveal that successful disadvantaged students attend schools with a better disciplinary climate and that provide additional time for instruction in key subjects.

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Wai, Jonathan, and Frank C. Worrell. "Helping Disadvantaged and Spatially Talented Students Fulfill Their Potential." Policy Insights from the Behavioral and Brain Sciences 3, no. 1 (December 17, 2015): 122–28. http://dx.doi.org/10.1177/2372732215621310.

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For at least the last half-century, we have underserved advanced learners, losing countless minds and corresponding innovations. The scientific evidence is clear on educational interventions that are most effective and relatively easy to implement for this population. Despite this, such educational opportunities are not readily available to all students. Whereas financially advantaged students can access opportunities outside of school that develop their talents, financially disadvantaged students cannot, and their talents largely go underdeveloped. Another underserved population is spatially talented learners, who can reason by using well-structured visual images. They are often underidentified and neglected in standardized tests and school systems that emphasize verbal and mathematical skills. Although all advanced learners deserve to have their talents developed to the fullest, a policy focus on the financially disadvantaged and spatially talented would be an actionable and effective strategy to quickly level the playing field. Because spatial reasoning is less correlated with socioeconomic status than are math and verbal reasoning in the population, identifying spatial talent will also identify more students from low-income and disadvantaged backgrounds. A policy focus on helping and challenging such disadvantaged students would contribute to fulfilling their talent and increasing their well-being; it also would increase demographic and intellectual diversity among the ranks of the highest achievers and benefit society. The current K-12 federal educational allocation to advanced learners is currently near zero. Research suggests a small early investment in advanced learners would pay off in intellectual and technological innovations, as well as GDP.

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Nonte, Sonja, Aidan Clerkin, and Rachel Perkins. "An Examination of Science Achievement and School Compositional Effects in Ireland Using TIMSS Data." European Journal of Educational Research 11, no. 4 (October 15, 2022): 2523–36. http://dx.doi.org/10.12973/eu-jer.11.4.2523.

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<p style="text-align: justify;">Recent educational policy initiatives in Ireland have focused on improving outcomes in reading and mathematics among students, particularly those experiencing educational disadvantage. However, science achievement in Irish primary schools has received much less research attention, especially in the context of educational disadvantage. This article examines science achievement and its relationship to school compositional effects in primary schools at the national level, including school-average indicators of the school context, as well as examining factors associated with science achievement in three distinct categories of schools (those with high, moderate, or minor levels of educational disadvantage). The data are drawn from the Fourth grade Trends in International Mathematics and Science Study (TIMSS) 2015 database for Ireland. Multilevel analyses were implemented in a stepwise manner. Findings suggest the relevance of school contexts with regard to science achievement. Before including school-level contextual variables, students from ‘minor disadvantaged’ schools achieved significantly higher science scores than students from schools with ‘moderate’ or ‘high’ levels of disadvantaged. However, this difference disappears after controlling for predictors at the school level. The findings highlight the importance of the home environment, including early numeracy activities and skills before children start school. Results are discussed with regard to educational policy and educational practice in Ireland.</p>

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Yu, Xianglian, Fen Xiong, Hanbing Zhang, Zhihong Ren, Lianzhong Liu, Lin Zhang, and Zongkui Zhou. "The Effect of Social Support on Depression among Economically Disadvantaged College Students: The Mediating Role of Psychological Resilience and the Moderating Role of Geography." International Journal of Environmental Research and Public Health 20, no. 4 (February 9, 2023): 3053. http://dx.doi.org/10.3390/ijerph20043053.

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The study examined the influence of social support on depression, including the mediating role of psychological resilience and the moderating role of geography. Questionnaires were completed by 424 economically disadvantaged college students in two provinces, X, a coastal province, and Y, an inland province. The results indicated that (1) the social support of economically disadvantaged college students was positively correlated to psychological resilience (β = 0.62, t = 11.22, p < 0.001); (2) the psychological resilience of economically disadvantaged college students was negatively correlated with depression (β = −0.24, t = −10.3, p < 0.001); (3) the social support of economically disadvantaged college students was negatively correlated with depression (β = −0.08, t = −2.85, p < 0.001); (4) the psychological resilience of economically disadvantaged college students played a partial mediating role between social support and depression; and (5) geography played a moderating role in the effect of social support on depression.

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Mpofu, Bhekimpilo, and Musawenkosi Khanyile. "Transitional trajectories of academic progress for low-status students at a University in South Africa." Higher Education, Skills and Work-Based Learning 10, no. 1 (November 27, 2019): 275–92. http://dx.doi.org/10.1108/heswbl-05-2019-0066.

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Purpose The purpose of this paper is to explore the perceptions of university undergraduate students who originate from disadvantaged South African schools. The perceptions probed are those that relate to their material circumstances, learning and teaching environment and academic progress. Design/methodology/approach The paper draws on a theoretical framework that underscores the primacy of the environment blended with transition theory to explain environmental influences on disadvantaged students’ academic progression at university. Data were gathered through detailed face-to-face interviews with eight participants and from the open-ended section of a questionnaire administered to 41 students from which the 8 students were drawn. Findings The findings demonstrate that disadvantaged students require both physical and socio-psychological support in order to succeed at university. Research limitations/implications A university in South Africa and the students from low quintile schools provide the case study for the explication of the findings of this study. Ethical issues such as seeking the informed consent of the participants to access their academic records weighed against the potency or robustness of the results of this study, because few of the participants allowed this researcher to access their results. Thus, this study focussed on potentially sensitive areas such as the academic records of students and poverty. As such it was extremely difficult to persuade disadvantaged students to participate in this study. Practical implications The study is thus useful for the school system, families and higher education institutions in the quest to provide the much-needed socio-psychological or “empathetic infrastructure” that acts as the cytoplasm for disadvantaged students’ academic progress at university. Social implications By invoking the primacy of the environment under the rubrics of epigenetics, this study also sought to contribute to the debate around the human genome – a grand ambitious global scientific project launched in the late 1980s to generate a catalogue of all the genes present in humans. However, this was a smokescreen because there are simply not enough genes to account for the complexity of the human life or human disease. By invoking the theory of transition, this study sought to fathom how to promote a favourable teaching and learning environment for poor students at university in a holistic manner. Originality/value This study utilised an empirically supported definition of disadvantage: that of students coming from no fee schools, as classified by the Department of Education based on Household Expenditure statistics of 2002 using the quintile system. The quintile system is based on average measures of income, unemployment rates and educational levels. To date, there is no published research utilising the school quintile system to define disadvantaged students in higher education in South Africa. This paper, which investigates such a sample from a university, is therefore ground-breaking and novel.

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Walker, Ann. "Group Work in Higher Education: Are Introverted Students Disadvantaged?" Psychology Learning & Teaching 6, no. 1 (March 2007): 20–25. http://dx.doi.org/10.2304/plat.2007.6.1.20.

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Maree, J. G., Joyce Jordaan, and Paul J. Hartung. "Group career construction counseling with disadvantaged prospective university students." Career Development Quarterly 70, no. 1 (February 23, 2022): 79–95. http://dx.doi.org/10.1002/cdq.12285.

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Mokoena, Sello, Rembrandt Klopper, and Sam Lubbe. "Students’ Use of Smartphones at a Historically Disadvantaged University." Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa 25, no. 1 (December 1, 2018): 276–94. http://dx.doi.org/10.29086/2519-5476/2018/v25n1a12.

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Ortega, Johis, Juan M. Gonzalez, Nichole Crenshaw, Kenya Snowden, and Lila De Tantillo. "Supporting Graduate Nursing Education for Students From Disadvantaged Backgrounds." Journal of Nursing Education 59, no. 5 (May 1, 2020): 287–90. http://dx.doi.org/10.3928/01484834-20200422-10.

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Journal articles on the topic 'Disadvantaged students'

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