Relevant bibliographies by topics / Educational poverty

Academic literature on the topic 'Educational poverty'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Educational poverty"

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Levin, Benjamin. "Educational Responses to Poverty." Canadian Journal of Education / Revue canadienne de l'éducation 20, no. 2 (1995): 211. http://dx.doi.org/10.2307/1495278.

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Battilocchi, Gian Luca. "Educational poverty in Italy: concepts, measures and policies." Central European Journal of Educational Research 2, no. 1 (April 28, 2020): 1–10. http://dx.doi.org/10.37441/cejer/2020/2/1/5753.

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In recent years in Italy, as a result of the initiative by the NGO Save the Children Italia and of the government action, we have witnessed the success of the notion of “povertà educativa”, as an effective way to indicate severe inequalities in education across the country. Firstly, the aim of this paper is to shed light on the different concepts and measures of educational poverty in socio-economic literature, in order to highlight specific and innovative aspects of this idea. Moreover, the paper intends to scrutinize Save the Children’s proposal in order to monitor and tackle educational poverty as well as to show how the action of the NGO has influenced the development of Italian recent government policies against child and educational poverty.
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Rajter, Michael J., and Kioh Kim. "Educational Issues with Rural Poverty." Journal of Education, Teaching and Social Studies 2, no. 3 (August 20, 2020): p53. http://dx.doi.org/10.22158/jetss.v2n3p53.

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This paper is significant because it looks at different aspects of minorities in rural poverty. The issue at hand is one that is not often studied or written about, therefore leaving those students at a great disadvantage. Article reviews and analysis show that minorities in rural poverty are a group unto themselves and must be treated accordingly. Teachers in these situations must (a) forget about generalized views on minorities and/or poverty and concentrate on becoming poverty-aware and (b) must connect and build relationships with their students.
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Ludwig, Jens, Helen F. Ladd, and Greg J. Duncan. "Urban Poverty and Educational Outcomes." Brookings-Wharton Papers on Urban Affairs 2001, no. 1 (2001): 147–201. http://dx.doi.org/10.1353/urb.2001.0010.

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Saeed, Noman, and Ambreen Fatima. "Educational Inequality in Rural and Urban Sindh." Pakistan Development Review 54, no. 4I-II (December 1, 2015): 767–77. http://dx.doi.org/10.30541/v54i4i-iipp.767-777.

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The key development objective of Pakistan, since its existence, has been to reduce poverty, inequality and to improve the condition of its people. While this goal seems very important in itself yet is also necessary for the eradication of other social, political and economic problems. The objective to eradicate poverty has remained same but methodology to analysing this has changed. It can be said that failure of most of the poverty strategies is due to lack of clear choice of poverty definition. A sound development policy including poverty alleviation hinges upon accurate and well-defined measurements of multidimensional socio-economic characteristics which reflect the ground realities confronting the poor and down trodden rather than using some abstract/income based criteria for poverty measurement. Conventionally welfare has generally been measured using income or expenditures criteria. Similarly, in Pakistan poverty has been measured mostly in uni-dimension, income or expenditures variables. However, recent literature on poverty has pointed out some drawbacks in measuring uni-dimensional poverty in terms of money. It is argued that uni-dimensional poverty measures are insufficient to understand the wellbeing of individuals. Poverty is a multidimensional concept rather than a unidimensional. Uni-dimensional poverty is unable to capture a true picture of poverty because poverty is more than income deprivation
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Zhou, Longjun. "Eradicate Social Poverty through Developing Educational Technology." Science Insights Education Frontiers 9, no. 1 (June 30, 2021): 1109–12. http://dx.doi.org/10.15354/sief.21.ed016.

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Poverty is a complex social problem. According to Rowntree (1902) and Reynolds (1971), poverty is a multi-faceted, dynamic, and complex aggregate, which is related to economic, social, cultural and other factors. In the historical process of humankind’s continuous struggle with poverty, eliminating various factors that form poverty, especially the ability factors that restrict individual development, including education, health, etc., so as to finally solves the problem of poverty is the ultimate goal of anti-poverty. Among them, education, as a fundamental measure to improve the feasible ability of individuals, is considered to be a key factor in eliminating poverty and promoting social development and progress (Tilak, 2002).
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Nuzzaci, Antonella. "Educational Poverty in the Italian Context." Open Journal of Social Sciences 09, no. 01 (2021): 103–19. http://dx.doi.org/10.4236/jss.2021.91008.

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Schöb, Anke. "Educational Opportunities of Children in Poverty." Vierteljahrshefte zur Wirtschaftsforschung 70, no. 1 (January 2001): 172–79. http://dx.doi.org/10.3790/vjh.70.1.172.

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Berliner, David C. "Our Impoverished View of Educational Research." Teachers College Record: The Voice of Scholarship in Education 108, no. 6 (June 2006): 949–95. http://dx.doi.org/10.1177/016146810610800606.

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This analysis is about the role of poverty in school reform. Data from a number of sources are used to make five points. First, that poverty in the United States is greater and of longer duration than in other rich nations. Second, that poverty, particularly among urban minorities, is associated with academic performance that is well below international means on a number of different international assessments. Scores of poor students are also considerably below the scores achieved by white middle-class American students. Third, that poverty restricts the expression of genetic talent at the lower end of the socioeconomic scale. Among the lowest social classes environmental factors, particularly family and neighborhood influences, not genetics, is strongly associated with academic performance. Among middle-class students it is genetic factors, not family and neighborhood factors, that most influences academic performance. Fourth, compared to middle-class children, severe medical problems affect impoverished youth. This limits their school achievement as well as their life chances. Data on the negative effect of impoverished neighborhoods on the youth who reside there is also presented. Fifth, and of greatest interest, is that small reductions in family poverty lead to increases in positive school behavior and better academic performance. It is argued that poverty places severe limits on what can be accomplished through school reform efforts, particularly those associated with the federal No Child Left Behind law. The data presented in this study suggest that the most powerful policy for improving our nations’ school achievement is a reduction in family and youth poverty.
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Glaesser, Judith. "Exploring the issue of asymmetry in analysing educational poverty using Qualitative Comparative Analysis (QCA)." Methodological Innovations 14, no. 2 (May 2021): 205979912110400. http://dx.doi.org/10.1177/20597991211040062.

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This article discusses the issue of conceptual asymmetry and associated analytical challenges, with the concept of educational poverty serving as an empirical example. The notion of educational poverty has been introduced by Allmendinger to describe, analogously to material poverty, a severe shortage or complete lack of educational qualifications. Poverty may be considered to be the opposite of wealth, but absence of poverty is not so obviously the same thing as wealth – in fact, it almost certainly is not. Neither is absence of wealth the same thing as poverty. However, both poverty and wealth are measured using the same raw measure, monetary resources in the case of material poverty or wealth and educational certificates in the case of educational poverty or wealth. This asymmetry and related issues lead to interesting conceptual and methodological challenges in analysing factors contributing to the twin outcomes of educational poverty and wealth, as well as the absence of each. These conceptual or methodological challenges are the focus of this article. Given that both poverty and wealth are experienced by only a minority of individuals, the article also addresses the question of whether explaining relatively rare events requires a different approach than explaining more commonly occurring events or outcomes. The analysis of asymmetry requires the use of a method which is able to distinguish between the presence of an outcome and its absence. This capability is one of the features of Qualitative Comparative Analysis, making it an eminently suitable method for this issue. The empirical example draws on the German National Educational Panel Study. The analyses focus on the four outcomes of educational poverty and its absence and educational wealth and its absence, demonstrating that different pathways are associated with each.
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Dissertations / Theses on the topic "Educational poverty"

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Vallaster, Jodi Reese. "Recognizing and Supporting the Forgotten Poverty Frontier| Exploring Suburban School Poverty in Elementary Schools." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425686.

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Modern suburban school districts have experienced a significant shift in demographics over the last decade making them more diverse in race, ethnicity, income and ability level. The income diversity in suburban districts can hide pockets of significant need in the community. Due to the formulas associated with federal programs, suburban districts are less likely to receive supplemental funds to support vulnerable students. This study utilizes a case study approach and offers a unique view into the phenomenon by examining the work of a suburban school which has narrowed the achievement gap between economically disadvantaged students and their more affluent peers without the assistance of federal funds. Data includes interviews with 18 previous and current administrators, teachers and other staff, meeting observations, and a review of school documents and artifacts. Findings note the school maximizes its limited resources, empowers teachers to be instructional leaders through trusting relationships, has a robust support system for students and builds a welcoming school culture. Shield’s (2001) transformative leadership framework was used as a theoretical lens to explore the school’s practices.

The results of this study enhance the understanding of suburban schools with diverse populations by (a) identifying the multi-tiered support system that increases achievement of all students; (b) recognizes the school climate and culture among staff and students that create an environment that reinforces learning; and (c) illustrates how relationships between administrators and teachers can reinforce the instructional practices of the school.

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Pelot, Tracy Jenkins. "A Quantitative Comparative Analysis of Early Learning and Developmental Programs in High Poverty and Low Poverty Counties in Missouri." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425863.

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The researcher completed a quantitative comparative content analysis of early childhood developmental programs in high-poverty and low-poverty counties across the state of Missouri. The researcher discussed the importance of early childhood programs in the longevity of academic, professional success and long-term health benefits. Although lawmakers, educators, parents and policy makers emphasized the immense importance of early childhood education, the state of Missouri had not completed an evaluation of early childhood developmental programs for over 15 years. The last study (Fuger et al., 2003), completed in 2003, only evaluated early childhood programs described as part of the state’s Missouri Preschool Project (MPP). The research results stated the state of Missouri had not completed a study evaluating all early childhood programs in the state.

The researcher examined secondary data, specifically licensing reports from online, public records through the Missouri Department of Health and Senior Services (DHSS) website, as well as programing costs, curriculum, and accreditation through brief interviews of administrators employed by various child care centers and public school early childhood preschool programs. The purpose of the study was to discover if inequity occurred in facilities located in high-poverty and low-poverty counties. The researcher explored whether high-poverty facilities had more licensing violations than those facilities in low-poverty areas and examined the type of violations and assessed differences in the number of violation types. After researching early childhood curriculum endorsed by the state of Missouri, the researcher examined the type of curriculums used by each facility to determine the quality of the curriculum. The researcher surveyed the cost differences of facilities and the affordability of programs, based on average income. The researcher also evaluated the overall quality of programs, based on the secondary data.

In summary, the researcher conducted the study to examine differences between the quality of early learning and developmental programs in high and low poverty counties around the state of Missouri. The researcher determined the quality of a program based on the percentage of licensing violations, type of violations, curricula used, if a center held extra accreditation, and the cost per week. The results of the study were mixed.

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Wallace, Keller Nicole Leigh. "Achievement Despite Poverty| Testing the Effectiveness of Timeless Principles." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736296.

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School districts composed of a large number of high-poverty students are generally not found to be high-achieving (Chenoweth & Theokas, 2013). In Missouri, districts are assessed in accordance with the fifth edition of the Missouri School Improvement Program (MSIP) which results in an Annual Performance Report (APR) score (Missouri Department of Elementary and Secondary Education [MODESE], 2014d). School administrators of districts having two consecutive years of APR scores over 95% while having a student population composed of a large number of students receiving free or reduced price meals were recruited for a qualitative study. Interview questions were developed based on the Rosenholtz (1985) paper about effective, high-poverty, inner-city schools. The questions were designed to extract information about the ways in which building leaders decrease teacher isolation, maintain a skilled teaching staff, set and monitor goals, remove non-instructional tasks for teachers, and maintain a collaborative school culture. Upon analyzing interview data, seven common themes emerged: collaboration, relationships, consistency and stability, high expectations, clarifying tasks or objectives, using and analyzing data, and community support. Over 60% of Missouri schools report a 50% or higher free and reduced price meal rate among students (MODESE, 2014j), which leads to additional challenges for educators (Balfanz, 2011; Hagelskamp & DiStasi, 2012; Jensen, 2013). Besides adding to current data about high-achieving, high-poverty districts, this study provides evidence specific to Missouri educators that can be used to inform future practices.

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Mentzer, Brian. "Leadership in High Achieving, High Poverty Schools." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785179.

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In recent years, much emphasis has been placed on student outcomes on high stakes summative assessments. This call for accountability has forced educators to look critically at themselves and their schools to determine what they can do to improve the outcomes (Suber, 2011). Generally, in the United States, schools with high percentages of poor students have low achievement relative to schools with wealthy student bodies (Suber, 2011). However, there are a select number of educational institutions that seem to be beating the odds. These schools have both high concentrations of poverty and exceptional outcomes on federal, state and local assessments (Edmonds, 1979). Teachers in those schools tend to report positive perceptions of school administrators, and school administrators tend to have a significant impact on outcomes (Edwards, 1979).

The purpose of the study is to better understand principal leadership policies, practices, behaviors that are present in high achieving, high poverty schools. Furthermore, building level data will be used to identify specific areas of strength/weakness within individual schools. In order to accomplish this goal, the research focus will be teacher perceptions of leadership qualities of the administrators in high achieving, high poverty schools in Russelburg (a pseudonym) Illinois District #1. By looking inside individual schools, the district can compare and contrast the perceptions to determine what specific leadership characteristics are present. As a result, professional development goals can be developed that focus on the areas of weakness found in the results.

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Hollowell, Daniel R. "Personality Types of Illinois Elementary Principals in High-Poverty, High-Performing Schools." Thesis, Aurora University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10617178.

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The socio-economic achievement gap is prevalent in schools across the country. There are many high-poverty, high-performing schools that have been successful in closing this achievement gap. This study investigated 30 Illinois elementary school principals from high-poverty, high-achieving schools. Principals were given the Myers-Briggs Type Indicator and data was collected about school location, number of administrative jobs previously held, gender, race, and ethnicity of the principal. The personality types of the principals were compared to historical data on personality types of school principals. There were three findings in the study. Principals with the sensing-thinking-judging (STJ) type were most prevalent in the sample of high-poverty, high-performing schools. The rate of STJ and specifically ESTJ in the sample was higher than the historical data for principal personality type. Principals in their third or more administrative job in the sample had higher scores for extravert than those in their first or second job. More research is recommended including larger samples, samples including high schools, and comparison research with principals of high-poverty, low-performing schools.

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FINETTI, SIMONA. "LA POVERTA' EDUCATIVA: UN'ANALISI IN PROSPETTIVA PEDAGOGICA." Doctoral thesis, Università Cattolica del Sacro Cuore, 2022. http://hdl.handle.net/10280/118473.

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Il sintagma “povertà educativa”, introdotto in Italia da Save the Children nel 2014 e successivamente tradotto dalla stessa onlus come “educational poverty” in ambito internazionale, ha avuto un certo successo sul piano politico e istituzionale nel contesto italiano, contribuendo a catalizzare l’attenzione sulle povertà dei minori e, in particolare, su quelle immateriali. Negli anni è stato utilizzato per designare un complesso insieme di fenomeni, tuttavia dal punto di vista pedagogico è mancata una disamina critica che ne facesse emergere i significati latenti. Pur provenendo dall’ambito delle discipline economico-sociali, il costrutto di “povertà educativa” interpella in modo inequivoco la riflessione pedagogica, riferendosi evidentemente a dimensioni squisitamente pertinenti al mondo dell’educazione. La presente ricerca ne ha ricostruito le origini e ha cercato di delineare direzioni di senso utili alla definizione dello spettro delle diverse “povertà educative” e di possibili modi per prevenirle e contrastarle. Le fonti selezionate attingono a letteratura internazionale aggiornata a dicembre 2021. Ulteriore fonte sono le voci di adolescenti, raccolte durante un esercizio di ricerca qualitativa ispirato al movimento Student Voice e condotto con un approccio di derivazione fenomenologica.
The phrase “povertà educativa”, introduced in Italy by Save the Children Italia in 2014 and later translated internationally as “educational poverty” by the same organization, has been successful in Italy both politically and socially, contributing to drawing attention to child poverty and, in particular, to financing prevention projects and enforcement actions against non-material child poverty. Over the years it has been used to denote a complex set of phenomena, however a critical pedagogical examination was missing in order to bring out some of its implicit meanings. Even if it originated from the fields of economics and social sciences, the idea of an “educational” poverty unequivocally challenges the pedagogical reflection, clearly referring to dimensions that are uniquely relevant to the world of education, both in its formal and informal implications. The present research reconstructed its origins and tried to outline meaningful directions for defining both the spectrum of different "educational poverties" and possible ways of preventing and contrasting them. The selected sources were drawn from an international literature updated in December 2021. Furthermore, adolescent voices were collected during a qualitative research exercise inspired by the Student Voice movement and conducted with a phenomenological derivation approach.
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Baum, Donald R. "Defining Well-Being from Inside The Navajo Nation: Education As Poverty Derivation and Poverty Reduction." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2132.

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The stated purpose of this study was to facilitate Navajos through a process of determining for themselves what poverty is, what indicators determine well-being, and what factors contribute to the phenomenon of poverty on the Navajo Indian reservation. The study used a Q-Squared Participatory Poverty Assessment to gain a better understanding of how the Navajo culture and Navajo people themselves view and operationalize wealth and poverty. Semi-structured participatory interviews performed with 22 Navajo Indians, in the reservation communities of Chinle, Arizona, and San Juan, New Mexico, discussed and determined what it means to be poor in Navajo households and communities, and defined various levels of well- being on the reservation. The analysis provided themes which comprised four stages of poverty description: definitional, summative, experiential, and derivational. The main findings of the analysis and description process were that (1) wealth and poverty are defined by a combination of non- material assets and non-income material assets, rather than income, and that the most important of these are family and cultural values; (2) based on these established indicators of well-being, the Navajo do not see themselves as poor; (3) the difficulties experienced on the reservation include extrinsic factors in control of the state, while the benefits of reservation living are primarily intrinsic factors at individual levels; (4) there is a generational devaluation of Navajo values occurring on the reservation, where the Navajo consider themselves wealthy on account of their rich cultural heritage, but this decline in cultural values constitutes a "cultural recession" and an increase of own poverty on the reservation; and (5) this cultural devaluation and increase of poverty is caused by factors of instrumental and imperialistic education and globalization.
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Foster, Tamara Andrews. "An Exploration of Academic Resilience Among Rural Students Living in Poverty." Thesis, Piedmont College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560885.

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This qualitative study explores the external protective factors of family, school, and community as perceived by rural students who live in poverty and demonstrate academic resilience. The purpose of this study was to investigate the factors that were reported by the students and teachers which supported the academic success of these students in a rural school district. By identifying the common variables among academically resilient students, educators identify practices that support or even cultivate resilience in students who are at risk for failure.

Resilience research has revealed both external and internal protective factors that serve to buffer against the effects of risk factors. Specific to academic resilience, individual attributes have been determined to provide significant internal support to students. External protective factors for students related to the family, school, and community have also been identified. By understanding these external protective factors as they are perceived by students, educators may develop policy and practice to support academic resilience.

The study employed multicase methodology using phenomenological interviews. Participants included six students who demonstrated academic resilience. Triangulation of data sources included in-depth, semistructured interviews with six students and a former teacher of each student, verbatim transcription of all interviews, a document review, and personal observations.

Findings revealed protective factors of connections, expectations, experiences, and instruction supported school success in rural students living in poverty.

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Gholson, Melissa L. "Rural Principal Attitudes toward Poverty and the Poor." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1448893928.

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Pyros, Anne M. "Suburban Poverty: Teachers' Knowledge, Beliefs, and Efficacy." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1575889423556482.

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Books on the topic "Educational poverty"

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Eileen, Zuber, Nelson Steve, and Pathways from Poverty Workshop for the Northeast Region (1995 : Boston, Mass.), eds. Pathways from poverty educational network. University Park, PA: Northeast Regional Center for Rural Development, Pennsylvania State University, 1996.

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Organisation, Irish National Teachers'. Poverty and educational disadvantage: Breaking the circle. Dublin: Irish National Teachers' Organisation, 1994.

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Mathot, Gerard B. The 1999 poverty assessment: Educational component report. Maseru, Lesotho: Sechaba Consultants, 2000.

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Johnson, Dale D. High stakes: Poverty, testing, and failure in American schools. 2nd ed. Lanham, Md: Rowman & Littlefield Publishers, 2006.

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Raffo, Carlo. Education and poverty in affluent countries. New York: Routledge, 2010.

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Smith, Teresa. Education divides: Poverty and schooling in the 1990's. London: CPAG, 1995.

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Lippman, Laura. Urban schools: The challenge of location and poverty. Washington, DC: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1996.

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Lippman, Laura. Urban schools: The challenge of location and poverty. Washington, DC: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1996.

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Michelle, Karns, and Myatt Keith, eds. Culturally proficient approaches to conditions of poverty. Thousand Oaks, Califor: Corwin Press, 2010.

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Giustini, Chiara. Approssimarsi alla povertà tra teorie, esperienze e buone prassi: Riflessioni di pedagogia sociale. Milano, Italy: FrancoAngeli, 2012.

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Book chapters on the topic "Educational poverty"

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Laing, Karen, Laura Mazzoli Smith, and Liz Todd. "Poverty and school processes." In Resisting Educational Inequality, 131–39. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315109268-12.

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North, Amy, and Helen Longlands. "Gender, Poverty and Educational Equality." In The Sage Handbook of Inclusion and Diversity in Education, 103–15. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470430.n11.

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Bertarelli, Gaia, Antonella D’Agostino, Caterina Giusti, and Monica Pratesi. "Measuring Educational Poverty in Italy." In Analysis of Socio-Economic Conditions, 166–79. Abingdon, Oxon ; New York, NY : Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9781003053712-11.

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Biddle, Bruce J. "Poverty in Homes and Educational Failure." In The Unacknowledged Disaster, 105–49. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-521-2_4.

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Biddle, Bruce J. "Poverty in Neighborhoods and Educational Failure." In The Unacknowledged Disaster, 151–75. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-521-2_5.

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Biddle, Bruce J. "Poverty in Schools and Educational Failure." In The Unacknowledged Disaster, 177–228. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-521-2_6.

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Gallelli, Andrea, Paolo Contini, and Angela Mongelli. "Educational poverty and care for others." In Social Love and the Critical Potential of People, 161–72. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003217039-23.

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Ward, Sarah, Claire Bynner, and Victoria Bianchi. "Building a capabilities framework with learners from high-poverty neighbourhoods." In Educational Equity, 134–56. Names: Chapman, Christopher, editor. | Ainscow, Mel, editor. Title: Educational equity : pathways to success / edited by Christopher Chapman and Mel Ainscow. Description: Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003128359-8.

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Kröger, Teppo. "Social Inequalities and Care Poverty." In Care Poverty, 155–79. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97243-1_7.

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AbstractThis chapter discusses the connections between care poverty and key dimensions of social inequalities (income, educational, gender, regional, ethnic, and racial inequalities). The findings are partly surprising and contradictory. A low income level is a risk factor for personal care poverty in some but not in all countries, while it is more systematically associated with practical care poverty and socio-emotional care poverty. A low level of education does not typically predict care poverty. Neither does gender, though at the same time the clear majority of older people in care poverty are women. Some studies identify an ethnic or racial gradient in care poverty, minorities being more likely to have unmet needs. However, several studies fail to show statistical significance for this difference. Concerning regional inequalities, there are major differences in care poverty rates across different areas, at least in geographically large countries, and in some cases also between rural and urban areas. The chapter ends by arguing that care poverty should be seen as a dimension of inequality in its own right. When some people receive adequate care while others do not, a new type of inequality emerges.
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Chen, Chunjin. "Intergenerational Educational Mobility in China." In Precise Poverty Alleviation and Intergenerational Mobility in China, 53–84. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003361282-4.

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Conference papers on the topic "Educational poverty"

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Sottocorno, Maddalena, and Guendalina Cucuzza. "EDUCATIONAL POVERTY OR POVERTIES? A PEDAGOGICAL PERSPECTIVE." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0740.

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Madona Siburian, Elida, and M. Fitri Rahmadana. "Analysis Factor Influence Poverty on Bengkulu." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.76.

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Fulantelli, Giovanni, Concetta La Mattina, and Giuseppina Tumminelli. "EDUCATIONAL POVERTY AND ADOLESCENTS' LIFESTYLES IN USING INTERNET TECHNOLOGIES." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1814.

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Cherecheș, Eusebiu. "The disadvantaged school during the pandemic crisis." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p172-176.

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The coronavirus disease pandemic (COVID-19) has caused an unprecedented crisis in all areas. In the field of education, this emergency has led to the massive closure of face-to-face activities of educational institutions in more than 190 countries in order to prevent the spread of the virus and mitigate its impact. According to data from the United Nations Educational, Scientific and Cultural Organization (UNESCO), by mid-May 2020, more than 1.2 billion students at all levels of education worldwide had stopped having face-to-face classes. On March 25, after years of consultations and preparations, the European Commission launched the Child Guarantee (CG) to address child poverty and rising disparities across the EU. In this context, the crisis will have a profoundly negative impact on the various social sectors, particularly health and education, as well as on employment and poverty.
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Wu, Wen-Dou, Zhi Chen, Shuai-Han Wang, Sen-Chuan Zhang, and Le-Yuan Sun. "Research and Design of Accurate Poverty Alleviation Data Analysis Model." In 2019 IEEE International Conference on Computer Science and Educational Informatization (CSEI). IEEE, 2019. http://dx.doi.org/10.1109/csei47661.2019.8938922.

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Navas, Gustavo, Anthony Loyaga, Jefferson Barahona, and Julio Orellana. "Poverty Population and Its Educational Accessibility: An Evaluation using Geospatial Database in Ecuador." In 8th International Conference on Geographical Information Systems Theory, Applications and Management. SCITEPRESS - Science and Technology Publications, 2022. http://dx.doi.org/10.5220/0011075200003185.

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Anayan, Nathanstee Q., and Virgil L. Penuela. "Coping Mechanism of Students below Poverty Line towards Continuous Education amidst Covid 19 Pandemic." In 2021 IEEE International Conference on Educational Technology (ICET). IEEE, 2021. http://dx.doi.org/10.1109/icet52293.2021.9563159.

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Wang, Feng, and Ting Chen. "The Key Role of Applied University Education in Poverty Alleviation by e-Commerce." In ICEIT 2019: 2019 8th International Conference on Educational and Information Technology. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3318396.3318410.

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Lin, Shiyuan, Xiaoying Feng, Xiaoqiang Ma, and Shuhan Luo. "How Teacher Training Supported Improvement of Teacher Development in Deep Poverty Areas of China." In 2021 Tenth International Conference of Educational Innovation through Technology (EITT). IEEE, 2021. http://dx.doi.org/10.1109/eitt53287.2021.00066.

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Tu, Jui-Che, Min-Chieh Shih, and Chuan-Ying Hsu. "The social vision for poverty alleviation and sustainable development: A design framework for educational investments." In 2016 International Conference on Applied System Innovation (ICASI). IEEE, 2016. http://dx.doi.org/10.1109/icasi.2016.7539933.

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Reports on the topic "Educational poverty"

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Lloyd, Cynthia, and Paul Hewett. Educational inequalities in the midst of persistent poverty: Diversity across Africa in educational outcomes. Population Council, 2009. http://dx.doi.org/10.31899/pgy3.1028.

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Persico, Claudia. Can Pollution Cause Poverty? The Effects of Pollution on Educational, Health and Economic Outcomes. Cambridge, MA: National Bureau of Economic Research, October 2022. http://dx.doi.org/10.3386/w30559.

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Faizunnissa, Azeema. The poverty trap: Leveling the playing field for young people. Population Council, 2005. http://dx.doi.org/10.31899/pgy19.1007.

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Family plays a critical role in young people’s lives and is key in determining the conditions under which young people make important transitions to adulthood. This brief examines the impact of family-level poverty on the educational attainment, economic activity, and marriage patterns of Pakistani youth, and shows how strongly socioeconomic status shapes the lives of future generations. More young people aged 15–24 live in Pakistan now than at any other time in its history—an estimated 36 million in 2004. Recognizing the dearth of information on the situation of this large group of young people, the Population Council undertook a nationally representative survey from October 2001 to March 2002. The analysis presented in this brief comes from Adolescents and Youth in Pakistan 2001–02: A Nationally Representative Survey—the largest such survey focusing on young people. The survey sought information from youth aged 15–24, responsible adults in the household, and other community members in 254 communities. A total of 6,585 households were visited and 8,074 young people were interviewed.
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Newman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi, and Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/k4d.2021.114.

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Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
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De Haas, Ralph, Costas Meghir, Heike Harmgart, and Britta Augsburg. Microfinance, Poverty and Education. Institute for Fiscal Studies, September 2012. http://dx.doi.org/10.1920/wp.ifs.2012.1215.

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Tinsley, Brian, Sarah Cacicio, Zohal Shah, Daniel Parker, Odelia Younge, and Christina Luke Luna. Micro-credentials for Social Mobility in Rural Postsecondary Communities: A Landscape Report. Digital Promise, March 2022. http://dx.doi.org/10.51388/20.500.12265/151.

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This landscape report explores the impact of earning micro-credentials on the social mobility of rural learners. Through four in-depth case studies, we show how earning micro-credentials may lead to credential attainment, workforce entry, promotions, and/or economic improvements (e.g., salary increase, prioritizing learners impacted by poverty), particularly for Black, Latino, and Indigenous populations, as well as women. All of the initiatives emphasize the need for strong regional partnerships across educational sectors and deeper efforts to engage communities of color to lead to greater impact. Preliminary research indicates that micro-credentials can—and in some cases, do—lead to job promotions, higher wages, and an increase in self-confidence for rural learners.
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Fujita, Ayaji, Jigme Lhendup, and Sangay Thinley. Promoting Entrepreneurship in Bhutan. Asian Development Bank Institute, December 2022. http://dx.doi.org/10.56506/usda5186.

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Although Bhutan made significant economic strides since 2000, there were still obstacles to overcome. The country’s dependence on hydropower and tourism made its economy vulnerable to climate change and the effects of COVID-19. As the rate of educational attainment increased and more people sought employment in the public sector, youth unemployment became a serious problem. To diversify its revenue sources, create more jobs, reduce poverty, and improve the welfare of its people, Bhutan introduced policies to support its cottage and small industries (CSIs). Based on the 2019 CSI Policy and the 2019–2023 CSI Action Plan, we describe the challenges faced by entrepreneurs in the renewable and natural resources sector and draw on the perspectives of government officials.
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Serneels, Pieter, and Stefan Dercon. Aspirations, Poverty and Education: Evidence from India. Research on Improving Systems of Education (RISE), October 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/053.

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This paper investigates whether aspirations matter for education, which offers a common route out of poverty. We find that mother aspirations are strongly related to the child’s grade achieved at age 18. The relation is nonlinear, suggesting there is a threshold, and depends on caste, household income and the village setting. The coefficients remain large and significant when applying control function estimation, using firstborn son as instrument. A similar strong relation is observed with learning outcomes, including local language, English and maths test results, and with attending school, but not with attending private education. These results are confirmed for outcomes at age 15. The findings provide direct evidence on the contribution of mother aspirations to children’s education outcomes and point to aspirations as a channel of intergenerational mobility. They suggest that education outcomes can be improved more rapidly by taking aspirations into account when targeting education programmes, and through interventions that shape aspirations.
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Kaffenberger, Michelle, Lant Pritchett, and Martina Viarengo. Towards a Right to Learn: Concepts and Measurement of Global Education Poverty. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/085.

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The idea that children have a “right to education” has been widely accepted since the Universal Declaration of Human Rights in 1948 (United Nations, 1948) and periodically reinforced since. The “right to education” has always, explicitly or implicitly, encompassed a “right to learn.” Measures of schooling alone, such as enrollment or grade attainment, without reference to skills, capabilities, and competencies acquired, are inadequate for defining education or education poverty. Because of education’s cumulative and dynamic nature, education poverty needs an “early” standard (e.g., Grade 3 or 4 or age 8 or 10) and a “late” standard (e.g., Grade 10 or 12 or ages 15 and older). Further, as with all international poverty definitions, there needs to be a low, extreme standard, which is found almost exclusively in low- and middle-income countries and can inform prioritization and action, and a higher “global” standard, against which even some children in high income countries would be considered education poor but which is considered a reasonable aspiration for all children. As assessed against any proposed standard, we show there is a massive learning crisis: students spend many years in school and yet do not reach an early standard of mastery of foundational skills nor do they reach any reasonable global minimum standard by the time they emerge from school. The overwhelming obstacle to addressing education poverty today is not enrollment/grade attainment nor inequality in learning achievement, but the fact that the typical learning profile is just too shallow for children to reach minimum standards.
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Araujo,, María Caridad, and Karen Macours. Education, Income and Mobility: Experimental Impacts of Childhood Exposure to Progresa after 20 Years. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003808.

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In 1997, the Mexican government designed the conditional cash transfer program Progresa, which became the worldwide model of a new approach to social programs, simultaneously targeting human capital accumulation and poverty reduction. A large literature has documented the short and medium-term impacts of the Mexican program and its successors in other countries. Using Progresas experimental evaluation design originally rolled out in 1997-2000, and a tracking survey conducted 20 years later, this paper studies the differential long-term impacts of exposure to Progresa. We focus on two cohorts of children: i) those that during the period of differential exposure were in-utero or in the first years of life, and ii) those who during the period of differential exposure were transitioning from primary to secondary school. Results for the early childhood cohort, 18-20-year-old at endline, shows that differential exposure to Progresa during the early years led to positive impacts on educational attainment and labor income expectations. This constitutes unique long-term evidence on the returns of an at-scale intervention on investments in human capital during the first 1000 days of life. Results for the school cohort - in their early 30s at endline - show that the short-term impacts of differential exposure to Progresa on schooling were sustained in the long-run and manifested themselves in larger labor incomes, more geographical mobility including through international migration, and later family formation.
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