Journal articles: '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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Lyu, Xinrui. "Mechanism of Educational Targeted Poverty Alleviation in Western Developed Countries and Its Adaption for China." Lifelong Education 9, no. 2 (March 4, 2020): 36. http://dx.doi.org/10.18282/le.v9i2.829.

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Educational targeted poverty alleviation is beneficial to strengthening the endogenous motive force of poverty alleviation, preventing the return to poverty, and blocking the intergenerational transmission of poverty, and consequently many countries have carried out some meaningful exploration. The United States, the United Kingdom, Japan and other developed countries have achieved certain improvements in the system construction of educational poverty alleviation, and their experience is worth learning. Based on the author's learning and practical experience, this work first summarized the current situation of educational targeted poverty alleviation in western developed countries. Second, it compared similarities and differences of educational targeted poverty alleviation among western developed countries. At last, it put forward the optimization direction of the targeted poverty alleviation mechanism in China's education, i.e., attaching importance to the legislative work on targeted poverty alleviation, establishing priority areas for education, and promoting cross-regional coordination mechanisms for poverty alleviation work.

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Wallace, Mark I. "Educational Genocide, Eco-Violence, and Poverty Pimping." Tikkun 22, no. 5 (January 1, 2007): 49–53. http://dx.doi.org/10.1215/08879982-2007-5017.

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Wikeley, Felicity, Kate Bullock, Yolande Muschamp, and Tess Ridge. "Educational relationships and their impact on poverty." International Journal of Inclusive Education 13, no. 4 (June 2009): 377–93. http://dx.doi.org/10.1080/13603110802141045.

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Winn, Ira Jay. "Correspondence: Educational and Economic Poverty in Brazil." Academe 76, no. 4 (1990): 6. http://dx.doi.org/10.2307/40249566.

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Ramey, Craig T., and Sharon Landesman Ramey. "Intensive educational intervention for children of poverty." Intelligence 14, no. 1 (January 1990): 1–9. http://dx.doi.org/10.1016/0160-2896(90)90010-q.

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Buheji, Mohamed. "Eliminating Poverty Through Educational Approaches-The Indian Experience." Review of European Studies 11, no. 3 (July 23, 2019): 32. http://dx.doi.org/10.5539/res.v11n3p32.

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This empirical paper studies the different approaches of India in speeding-up education spectrum to eradicate poverty. The research focuses on means for transforming poverty education formula towards ‘Capacity vs Demand’ rather than ‘Supply vs Demand’ which would help to improve the quality of the education delivered to the poor with minimal resources. The research involves a thorough descriptive analysis of India’s poverty elimination schools, or its educational approach means, through using observation as a tool. The researcher reviews the current Indian approaches that could overcome the unique barriers of poor quality education. Six types of educational approaches are evaluated in relevance to their capacity to deliver ‘lifelong learning’, ‘learning by doing’, and ‘self-sufficiency’, besides the ‘assets of wealth’ of the poor. These variables are taken in relevance to the poverty areas where the educational setup are explored. The paper concludes with recommendation about the level of educational focus need to improve the quality of education outcome in relevance to poverty elimination.

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Zhang, Yu. "Research and Practice on the Training Mode of Targeted Poverty Alleviation-oriented Practice for College Students." Lifelong Education 9, no. 6 (September 28, 2020): 27. http://dx.doi.org/10.18282/le.v9i6.1287.

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Taking the research and implementation of the training mode of the students who practice and support teaching as the breakthrough point in the process of implementing the educational poverty alleviation, this paper tries to realize the multi-dimensional objectives and requirements such as poverty alleviation content, objectives, training mode, specific implementation path of poverty alleviation, evaluation, system guarantee, etc. in the process of implementing the educational poverty alleviation work in vocational colleges in Western regions by means of supporting teaching through practice. Construct the educational characteristics of higher education that targeted poverty alleviation and talent training are coordinated and consistent.

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Lyman, Linda L., and Christine J. Villani. "The Complexity of Poverty: A Missing Component of Educational Leadership Programs." Journal of School Leadership 12, no. 3 (May 2002): 246–80. http://dx.doi.org/10.1177/105268460201200302.

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National survey results indicate that understanding the complexity of poverty and its effects is not a major social justice component of educational leadership programs. Authors present and discuss survey respondents’ perceptions of: importance of understanding poverty, evidence of program emphasis, areas of program emphasis, attitudes toward causes of poverty, and program themes. Embedded in the discussion is a description of a learning activity that has enhanced students’ understanding of the complexity of poverty. The widely recognized learning and achievement gap for poor and minority students creates a need and an opportunity for increased attention to poverty and other social justice issues in educational leadership programs.

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Wang, Jincheng. "Poverty Caused by Education: Educational Issues in China in the New Era." Science Insights Education Frontiers 8, no. 1 (February 24, 2021): 943–58. http://dx.doi.org/10.15354/sief.21.or012.

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Education, as one of the forms of human capital investment, especially in developing countries, is considered an important way for families to get rid of generational poverty. The contradictory “poverty caused by education” is an education problem in the new era. It is a social phenomenon in which family members (children) receive education and cause family economic poverty. Based on the connotation of “poverty caused by education,” this paper analyzed its formation mechanism from the three levels of society, family, and school and tried to give some suggestions to reduce the risk of “poverty caused by education effectively.”

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Cumura, Ljiljana, and Evelina Barbanti. "Educational Poverty and Social Inequality. Comparative Approach: Italy and Serbia." WELFARE E ERGONOMIA, no. 1 (June 2020): 101–18. http://dx.doi.org/10.3280/we2020-001010.

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The purpose of this text is to present phenomenon of educational poverty and social inequali-ty, through review of situation in Italy and Serbia. The text seeks to investigate elements of convergence and differentiation in the policies of the two countries examined. Also, it presents challenges and recommendations on how to tackle educational poverty and social inequality, focusing on successful education action (new teaching methods and cross-disciplinary ap-proaches) and transferring best practices, innovative approaches and participatory action learning methodology. Authors highlighted a comparison between educational poverty and early school leaving from education and training. The aim is to define the best practices in use in both countries and which could be the most useful and interesting themes to research for future progresses in the field of educational poverty protection. Through the analysis of the legal framework, strategic documents, international project, national initiatives and re-ports it's obvious that great efforts are being made in Italy and Serbia, but the process of tackling educational poverty needs to continue and constantly improve.

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Demir, Güler. "Democratic and Educational Background of Information Poverty: The Case of Turkey." Journal of Contemporary Issues in Education 15, no. 1 (June 28, 2020): 65–80. http://dx.doi.org/10.20355/jcie29421.

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Information poverty is one of the most significant characteristics of developing countries and its causes include multiple complex factors, including educational, scientific and technological contexts, political, social and cultural structures, democratic quality, and humanitarian conditions. The purpose of this study is to examine the situation of information poverty in Turkey, focusing on its democratic and educational aspects. In the scope of the study the basic concept of information poverty is briefly introduced. Then, the particular case of Turkey is presented based on domestic and international literature and other public and official sources. The study concludes Turkey is one of the countries which suffers from information poverty, because of failing to fulfill minimal democratic and educational conditions. Associated problems covered do not seem to be solved in the short term. Recommendations are that the first step in the amelioration of information poverty must be awareness-raising by targeting all governmental and societal segments. A multidimensional approach that addresses all segments and policies of the country may be useful, because there is no single factor that explains the information poverty. Finally, librarians and other intellectual workers have a significant role to play in this process.

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Li, Mengzhu. "Research on the roles that education plays in Chinese poverty alleviation." Chinese Sociological Dialogue 2, no. 3-4 (October 2017): 193–204. http://dx.doi.org/10.1177/2397200917733526.

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Human capital investment is important for reduction in poverty. This paper – based on human capital theory, taking rural households in the Wuling Mountain Region as the samples, and adopting binary logistic regression – investigates the influences that education has on poverty alleviation in rural China. The results show that educational attainment plays a crucial role in poverty alleviation. For instance, 65.65% of illiterate or just literate people make less than 2300 yuan a year, while 48.76% of those with a primary education earn money at the same level. With a greater educational level, only 34.17% are at the poverty level. The results of logistic regression further support the argument. Our research suggests that policy-makers in China’s anti-poverty action should allocate more educational resources to the poor rural areas in order to further alleviate poverty in rural China.

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Nieuwenhuis, Jaap, Tom Kleinepier, and Maarten van Ham. "The Role of Exposure to Neighborhood and School Poverty in Understanding Educational Attainment." Journal of Youth and Adolescence 50, no. 5 (April 7, 2021): 872–92. http://dx.doi.org/10.1007/s10964-021-01427-x.

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AbstractBecause the demographic composition of neighborhoods and schools overlaps, their effects on educational attainment are not independent of each other. Throughout the early teenage years, the timing and duration of exposure to neighborhood and school contexts can vary, advocating for a longitudinal approach when studying schooling outcomes. This study uses Avon Longitudinal Study of Parents and Children data (N = 4502; 49% female) to examine how exposure to poverty between ages 10–16 predicts educational attainment. The results indicate that enduring exposure to neighborhood poverty relates to educational attainment, while timing does not. For school poverty, longer exposure is related to lower attainment, but earlier exposure has a stronger impact than later exposure. Adolescents who were exposed to poverty in both contexts for the full observation period had the lowest educational attainment. The findings highlight the importance of understanding when and how long adolescents are exposed to contextual poverty.

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Apple, Michael W. "Schools, Poverty, and Communities." Educational Policy 34, no. 7 (October 14, 2019): 1069–76. http://dx.doi.org/10.1177/0895904819881149.

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While some members of the critical education community(ies) may disagree, I think that it is imperative to read and learn from those groups of educators who may not have exactly the same politics as I do. A case in point is the book under discussion in this essay. It focuses on multiple on-the-ground initiatives that seek to provide more responsive schooling through community-school partnerships and through creating an entire range of social, health-related, and educational services that can give us a sense of possibilities. These programs also have the potential to open the door to further democratizing movements and policies that are key elements for critically oriented educational policies and practices. Thus, even though I wanted a more critical understanding of the structural issues involved in why schools often produce inequalities, the book is still a real contribution.

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Baw, San Shwe. "Poverty, Educational Achievement, and the Role of Courts." Studies in English Language Teaching 6, no. 3 (August 2, 2018): 228. http://dx.doi.org/10.22158/selt.v6n3p228.

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In this paper, I intend to utilize the facts from a scholarly article, “Poverty, Educational Achievement, and the Role of Courts” by Michael A. Rebell, Teacher College, Columbia University, to broadly identify the differences between the educational system of the U.S.A and a much lower performing country in South East Asia, Myanmar. Myanmar has been left behind in many sectors, including education, due to the mismanagements of the previous governments. The low standard of education in the country is the legacy the current government has inherited from the former military government and whatever facts and situations referred to in this paper about Myanmar belong to the then military-ruled Myanmar.

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Tate, William F. "“Geography of Opportunity”: Poverty, Place, and Educational Outcomes." Educational Researcher 37, no. 7 (October 2008): 397–411. http://dx.doi.org/10.3102/0013189x08326409.

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This article is an expanded version of the 2008 American Educational Research Association’s Presidential Address. The purpose of the article is to describe the geography of opportunity in two metropolitan regions of the United States that are engaged in significant efforts to transform their local political economies. Both metropolitan regions have invested substantive resources into the development of an area of industrial science—one in telecommunications, one in biotechnology. A central underlying question in this article is, How does geography influence opportunity? The article’s two case studies investigate this question, using different methodological approaches. The article concludes with two important lessons learned from the research.

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Thompson, Ian, Jane McNicholl, and Ian Menter. "Student teachers' perceptions of poverty and educational achievement." Oxford Review of Education 42, no. 2 (March 3, 2016): 214–29. http://dx.doi.org/10.1080/03054985.2016.1164130.

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Grimm, M. "Educational policies and poverty reduction in Côte d’Ivoire." Journal of Policy Modeling 27, no. 2 (March 2005): 231–47. http://dx.doi.org/10.1016/j.jpolmod.2004.12.002.

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Buchmann, Claudia. "Poverty and educational inequality in sub-Saharan Africa." Prospects 29, no. 4 (December 1999): 503–15. http://dx.doi.org/10.1007/bf02736901.

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Plucker, Jonathan A., and Scott J. Peters. "Closing Poverty-Based Excellence Gaps: Conceptual, Measurement, and Educational Issues." Gifted Child Quarterly 62, no. 1 (November 7, 2017): 56–67. http://dx.doi.org/10.1177/0016986217738566.

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The number of economically vulnerable students in the United States is large and growing. In this article, we examine income-based excellence gaps and describe recent controversies in the definition and measurement of poverty, with an eye toward their application to gifted education and meeting the needs of talented, economically vulnerable students. Regardless of how poverty is conceptualized, evidence suggests that U.S. childhood poverty rates are indeed high, both in absolute terms and relative to other countries, and that income-related achievement disparities are similarly large. Recommendations are included for interventions to close persistent poverty excellence gaps, including frontloading, broadened understanding of opportunity, universal screening using local norms, improved educator preparation and support, state K-12 accountability systems that reward schools for closing excellence gaps, widespread use of ability grouping, and selective use of psychosocial interventions at the college level.

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Tang, Li. "Study on the Innovation of the Educational Mechanism of Accurate Poverty Alleviation for Poverty Students." Lifelong Education 9, no. 4 (July 22, 2020): 238. http://dx.doi.org/10.18282/le.v9i4.970.

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With the continuous promotion of accurate poverty alleviation policies, the state helps poor students solve educational problems through self-help forms such as student loans and grants. However, in the process of implementing poverty alleviation and education, schools attach importance to economic assistance, but ignore the educational role of educating people. In the context of national precision poverty alleviation, the author conducted in-depth research on the significance, dilemma and measures of school-based precision poverty alleviation and education.

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Resnick, Michael B., Jeffrey Roth, Mario Ariet, Richard L. Bucciarelli, Randy L. Carter, Julia C. Emerson, Jo M. Hendrickson, et al. "Educational Outcome of Neonatal Intensive Care Graduates." Pediatrics 89, no. 3 (March 1, 1992): 373–78. http://dx.doi.org/10.1542/peds.89.3.373.

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Studies of developmental outcome of neonatal intensive care unit graduates have generally been limited to the first 2 to 3 years of life, with outcome determined by psychometric tests. This study followed neonatal intensive care unit graduates born 1975 through 1983 (n = 457) into the public school system and compared their educational outcomes with those of newborn nursery graduates (n = 656). Outcomes were evaluated by placement in four academic categories: regular classroom, academic problems, speech/language impairment, and major impairment. Educational outcomes for children of both groups were essentially the same. Their placement in the four academic categories were equally affected by nonmedical variables, primarily income (below/above poverty level), race, and sex. Seventy percent of poverty-level children were in one of the three problem categories, compared with 40% of children above poverty level. Neither neonatal intensive care unit treatment nor low birth weight were major predictors of educational outcome. The only clear-cut neonatal intensive care unit effect occurred among children born with sensory or physical impairments. Therefore, in order to reduce poor educational outcomes, follow-up and intervention programs should be targeted primarily to children with diagnosable handicaps and from minority, low-income families.

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Freiman, Christopher. "Poverty, partiality, and the purchase of expensive education." Politics, Philosophy & Economics 16, no. 1 (November 29, 2016): 25–46. http://dx.doi.org/10.1177/1470594x16672952.

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Prioritarianism doesn’t value equality as such – any reason to equalize is due to the benefits for the worse off. But some argue that prioritarianism and egalitarianism coincide in their implications for the distribution of education: Equalizing educational opportunities improves the socioeconomic opportunities of the worse off. More specifically, a system that prohibits parents from making differential private educational expenditures would result in greater gains to the worse off than a system that permits these expenditures, all else equal. This article argues that prioritarianism opposes a cap on educational expenditures. The argument, in brief, is that an equalized provision of schooling does a worse job of channeling the partiality of rich families in ways that produce positive spillover for poorer children. My challenge to the prioritarian case for educational equality is an internal one: the very concerns about parental partiality that underlie prioritarian objections to uncapped educational expenditures apply with even greater force to a system that caps educational expenditures.

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Zhu, Yingbo, Juanjuan Li, Caixia Yu, Yijie Wu, and Jiafeng Zhang. "Research on the Willingness of Educational Poverty Alleviation of female college students -- A case study of CWU." Advances in Education, Humanities and Social Science Research 1, no. 3 (February 2, 2023): 302. http://dx.doi.org/10.56028/aehssr.3.1.302.

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Educational poverty alleviation is the fundamental policy of poverty alleviation, an important premise of rural revitalization, an important basis for the implementation of the strategy of strengthening education, and an important starting point of education work. The paper takes the female students from CWU as the research object, using questionnaire survey and statistical analytical method to analyze the willingness of educational poverty alleviation and its influencing factors. The results showed that differences significant in terms of whether accept education funding and whether only-child and differences non-significant in terms of the different grade, income and source of students. Finally, the paper provides suggestions from three aspects of the state, school and individuals to encourage more college students to engage in educational poverty alleviation and boost the national rural revitalization.

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Baiju, K. C. "Nexus of multidimensional poverty and educational deprivation among the social groups: Evidence from a developing country." Journal of Governance and Regulation 12, no. 1 (2023): 147–58. http://dx.doi.org/10.22495/jgrv12i1art14.

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The interface between the incidence of multidimensional poverty and its fallout on educational deprivation is often debated in the realm of human development perspective. The paper aims to explore the nexus of multidimensional poverty and educational deprivation among the households belonging to different social groups, namely Scheduled Castes (SC), Scheduled Tribes (ST), Other Backward Castes (OBC), and Forward Castes (FC) in rural areas of a developing country, India (Gaur & Rao, 2020). A decomposition analysis within the human development framework using primary data from selected regions of India, namely Kerala, West Bengal, and Bihar, is attempted to explore whether there is any deprivation gap in education in the selected regions. The multidimensional poverty and educa-tional deprivation of select states are analysed using the Multidimensional Poverty Index (MPI) developed by Oxford Poverty and Human Development Initiatives (OPHI) (Alkire & Foster, 2011; Organisation for Economic Co-operation and Development [OECD], 2022; PIB Delhi, 2020; Ballon & Krishnakumar, 2010). The study identified the determinants of educational deprivation and its nexus with the multidimensional poverty of the households belonging to the social groups of rural India. The paper highlights the influence of disproportional attainment of education, which worsens deprivation leading to unequal outcomes of human development among the different social groups of rural India. The discussion further unfolds the incidence of disproportional multidimensional poverty among social groups in rural India that enables the explanation of the policy implications and interventions in educational entitlements.

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Ramachandran, Selvakumaran. "The Poverty of Education in the Malaysian Plantation Frontier." Modern Asian Studies 29, no. 3 (July 1995): 619–35. http://dx.doi.org/10.1017/s0026749x00014013.

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Traditionally plantations in Malaysia provide primary school education for the children of their workers as well as other basic needs. This element is normally part of the ‘package’ of welfare facilities offered to the residential work force on plantations. However, the conditions under which this educational scheme is usually implemented are far from satisfactory, in comparison with those of the population as a whole and the progress achieved in the democratization of education since independence. Thus the plantation workers’ children have become an educationally disadvantaged group, with the highest drop-out rates, lowest achievement levels, and attending the ‘poorest and smallest’ schools in the entire nation. Almost all these schools in plantations are ‘Tamil Schools’ in accordance with the majority residential work force — Indian Tamils who form the bulk of the labour force in plantations. Basically this paper will review the characteristics and the educational climate of these schools, along with other indicators of education such as enrolment rates, drop-out rates, and achievement rates.

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Wachs, Theodore D., Santiago Cueto, and Haogen Yao. "More than poverty." International Journal of Behavioral Development 40, no. 6 (July 9, 2016): 536–43. http://dx.doi.org/10.1177/0165025416648231.

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Studies from both high and low-middle income (LAMI) countries have documented how being reared in poverty is linked to compromised child development. Links between poverty and development are mediated by the timing and extent of exposure to both risk factors nested under poverty and to protective influences which can attenuate the impact of risk. While children from high-, middle-, and low-income countries are exposed to similar types of developmental risks, children from low- and middle-income countries are exposed to a greater number, more varied and more intense risks. Given these contextual differences, cumulative risk models may provide a better fit than mediated models for understanding the nature of pathways linking economic insufficiency and developmental inequality in low- and middle-income countries, and for designing interventions to promote development of children from these countries. New evidence from a large scale UNICEF data set illustrates the application of a cumulative risk/protective perspective in low- and middle-income countries.

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Dalal, Ajit K. "Disability–Poverty Nexus." Psychology and Developing Societies 22, no. 2 (September 2010): 409–37. http://dx.doi.org/10.1177/097133361002200208.

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The article examines the close nexus between disability and poverty that renders the disabled people the poorest among the poor. It discusses psycho-social and environmental impediments which prevent active participation of the poor with disability in developmental programmes. In this context, the article particularly focuses on social exclusion which nourishes on negative attitudes, prejudices, stigma and discrimination, together with inaccessible physical environment. The poor with disabilities have remained passive targets and recipients, not stakeholders and participants, and as a result they hardly benefit from health, educational and employment schemes and are caught in a vicious downward spiral. It is argued that dealing with psycho-social and physical barriers is an important prerequisite for active participation of the poor with disabilities in the developmental programmes.

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Vaisey, Stephen. "What People Want: Rethinking Poverty, Culture, and Educational Attainment." ANNALS of the American Academy of Political and Social Science 629, no. 1 (May 2010): 75–101. http://dx.doi.org/10.1177/0002716209357146.

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Ferguson, HB, S. Bovaird, and MP Mueller. "The impact of poverty on educational outcomes for children." Paediatrics & Child Health 12, no. 8 (October 2007): 701–6. http://dx.doi.org/10.1093/pch/12.8.701.

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Nyambedha, Erick Otieno, and Jens Aagaard‐Hansen. "Educational consequences of orphanhood and poverty in western Kenya." Educational Studies 36, no. 5 (December 2010): 555–67. http://dx.doi.org/10.1080/03055691003728981.

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Nahar, Faiza Husnayeni, and Mohd Nahar Mohd Arshad. "EFFECTS OF REMITTANCES ON POVERTY REDUCTION: THE CASE OF INDONESIA." Journal of Indonesian Economy and Business 32, no. 3 (December 14, 2017): 163. http://dx.doi.org/10.22146/jieb.28678.

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Remittances have been reported as a tool for fighting poverty in some selected countries, such as Indonesia. An increase of income through remittances tends to improve the economic status of the migrant’s household. Once they get a high salary, they will remit money (a remittance) to their household in Indonesia via formal institutions, such as banks. The migrant’s household can fulfil their basic needs and can use the remittance for educational investment and productive activities. The education investment aims to educate the children or grandchildren of migrants, which will be beneficial for the future generations of the family, allowing them the chance of a more prosperous life. The poverty rate would be reduced gradually, and economic welfare can be achieved. The main objectives of this paper are first to estimate the effects of remittances on poverty in Indonesia from 1983 to 2015 and second, to propose several strategic policies related to remittances and poverty reduction. Other variables considered include inflation, exchange rates, income, income inequality and the labor force participation rate. An Ordinary Least Square (OLS) method was used to explore the econometric and estimated results. The study found that an increase in remittances led to a reduction in poverty by 2.56%. Inflation and the exchange rate have positive and negative effects on poverty, respectively. The small effect of remittances on poverty’s reduction could possibly be explained by the low educational background of the migrants, low wage jobs, expensive remittance costs, and migrants not knowing how to remit money through formal financial institutions. Hence, to reduce the poverty level, the government needs to first facilitate skills training for the workers so that they could get a better job and earn more, second, lower the transaction costs of remittances, and lastly, provide agents at Indonesian banks overseas to provide better facilities to Indonesian workers to remit money back to their home country.

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Abel, Ernest L., and Michael L. Kruger. "Educational Attainment and Suicide Rates in the United States." Psychological Reports 97, no. 1 (August 2005): 25–28. http://dx.doi.org/10.2466/pr0.97.1.25-28.

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We examined the relationship between educational attainment and suicide rate in the United States for 2001. Suicide rates, adjusted for age, were compared with percentage of college graduates, median household income, and poverty in 50 states in 2001. The correlations of suicide rates with educational attainment and median household income were both negative and statistically significant. Poverty was not significantly related to suicide rates. We concluded that higher education and income were associated with a decrease in suicide rates in 2001. Data from other years require examination for this conclusion to be generalizable.

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Demanuele Montebello, Theresa. "Alleviating Poverty in Malta: Changing Minds through Education." MCAST Journal of Applied Research & Practice 3, no. 1 (May 15, 2019): 20–41. http://dx.doi.org/10.5604/01.3001.0014.4372.

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Education plays an important role in minimizing the risk of a person falling into poverty. Studies have shown that persons who pursue an education to post-secondary and tertiary level are considered to be less at risk of poverty. Studies also show that the impact of education and the risk of poverty may also be generational. Individuals born in families with a lower educational level are more likely to be at risk of poverty. Research has shown that children who experience poverty very early in life may tend to have issues with achieving a complete education. This may have a ripple effect since education effects employability; that, in turn, plays an important role to address the importance of improving the financial capability of the individual and his family. This research aims to indicate strategies that may be drawn up in order to address the important role of education in eradicating poverty. A holistic approach which offers the right content, structure, and facilities is important in order to guarantee a sound basis on which more educational building blocks may be built by the individual during the educational path that the person decides to follow. Changing minds of professionals involved in planning and devising educational reforms and strategies, together with providing the most adequate support for inclusive education, key skills tutoring, and mentoring, will ensure more success stories. All these strategies will concurrently help in different ways to address the issue of financial capability of an individual and his family, and thus alleviate poverty.

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Harahap, Evi Syuriani, Indra Maipita, and M. Fitri Rahmadana. "Determinant Analysis of Education Inequalities in Indonesia." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 2 (May 8, 2020): 1067–82. http://dx.doi.org/10.33258/birci.v3i2.937.

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Education is the main capital for humans to prosper. The importance of the role of education in improving welfare requires the need for equal distribution of education in each region regardless of socioeconomic, gender and racial backgrounds. In making educational equality, it is important to know the factors that influence educational inequality, namely income inequality, poverty and education gap. Reducing the income inequality, poverty and education gender gap in each province in Indonesia will reduce education inequality which is the responsibility of all parties, both the central and regional governments. The purpose of this study is to analyze the effect of income inequality, poverty and education gender gap on education inequality in Indonesia in 2016-2018. Data analysis was performed using the Ordinary Least Square (OLS) method with a panel data regression estimation model using the help of eviews 9.0. Estimation results show that partially income inequality, poverty and gender gap in education have a positive and significant effect on educational inequality in Indonesia, while simultaneously income inequality, poverty and education gender gap negatively affect education inequality in Indonesia.

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Goings, Ramon B., and Donna Y. Ford. "Investigating the Intersection of Poverty and Race in Gifted Education Journals: A 15-Year Analysis." Gifted Child Quarterly 62, no. 1 (November 4, 2017): 25–36. http://dx.doi.org/10.1177/0016986217737618.

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Using a two-phase content analysis approach, this study examined how education scholars have discussed the intersection of giftedness, race, and poverty in gifted academic journals from 2000 to 2015. Specifically, the authors explored the following questions: (a) What are the characteristics of studies published that explore the intersection of giftedness, poverty, and students of color? (b) How do scholars discuss and theorize about how to recruit and retain gifted students of color who come from families living in poverty? (c) In what ways do scholars discuss the intersection of race and poverty for gifted students of color? Findings indicated that while studies were focused on students of color, there was limited discussion about the impact of race and poverty on the recruitment and retention of gifted students of color who come from families living in poverty. Implications and future research are discussed.

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Lloyd, Cynthia B., and Paul Hewett. "Educational inequalities in the midst of persistent poverty: Diversity across Africa in educational outcomes." Journal of International Development 21, no. 8 (November 2009): 1137–51. http://dx.doi.org/10.1002/jid.1650.

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Zulyanto, Aan. "Pendidikan Dan Pengentasan Kemiskinan Dalam Pembangunan Berkelanjutan (SDGs)." Convergence: The Journal of Economic Development 4, no. 1 (July 31, 2022): 32–40. http://dx.doi.org/10.33369/convergencejep.v4i1.23385.

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The aim of the research is to provide an overview of how education and expenditure on education functions can alleviate poverty as an effort to achieve sustainable development goals (SDGs). The method used is documentation with sources of information derived from previous research articles. Result show that Educational capacity building and poverty alleviation are still the main goals of sustainable development/SDGs. In several countries, especially poor countries, the achievement of educational capacity to achieve the MDGs has not been achieved and is the main agenda in the SDGs. Keywords: Education, Poverty, Sustainable Development Goals

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Ružojčić, Mitja, Ana Opačić, and Ana Tokić Milaković. "Who has a chance to overcome poverty? Predictors of educational achievement of youth living in poverty." Vulnerable Children and Youth Studies 13, no. 4 (July 13, 2018): 331–38. http://dx.doi.org/10.1080/17450128.2018.1497242.

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Assari, Shervin, and Mohsen Bazargan. "Second-Hand Smoke Exposure at Home in the United States; Minorities’ Diminished Returns." International Journal of Travel Medicine and Global Health 7, no. 4 (November 5, 2019): 135–41. http://dx.doi.org/10.15171/ijtmgh.2019.28.

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Introduction: Educational attainment and poverty status are two strong socioeconomic status (SES) indicators that protect individuals against exposure to second-hand smoke. Minorities’ Diminished Returns (MDRs), however, refer to smaller protective effects of SES indicators among ethnic minority groups such as Hispanics and Blacks, compared to non-Hispanic Whites. This study explored ethnic differences in the effects of educational attainment and poverty status on second-hand smoke exposure in the homes of American adults. Methods: This cross-sectional study included 18,274 non-smoking adults who had participated in the Population Assessment of Tobacco and Health (PATH; 2013). The independent variables were educational attainment and poverty status. The dependent variable was secondhand smoke exposure at home. Age and region of residence were the covariates. Ethnicity was the moderator. Results: Overall, individuals with a higher educational attainment (odds ratio [OR] = 0.76, 95% CI = 0.74-0.79) and those who lived out of poverty (OR = 0.56, 95% CI =0.51-0.62) had lower odds of second-hand smoke exposure at home. Hispanic ethnicity showed significant interactions with both SES indicators, suggesting that the protective effects of education and poverty on second-hand smoke exposure at home are smaller for Hispanics (ORs for interaction with education and poverty status = 1.30 and 1.26, P < 0.05) than for Non-Hispanics. Conclusion: In the US, high SES Hispanics remain at high risk of exposure to second-hand smoke at home despite a high education and income. High SES better reduces environmental exposures for non-Hispanic than for Hispanic individuals.

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Journal articles on the topic 'Educational poverty'

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