Relevant bibliographies by topics / Povertà minorile

Academic literature on the topic 'Povertà minorile'

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Published: 10 March 2023

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Journal articles on the topic "Povertà minorile"

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Volturo, Stella. "Lotta alla povertà minorile. Il ruolo delle politiche di supporto all'infanzia." SICUREZZA E SCIENZE SOCIALI, no. 2 (September 2022): 204–23. http://dx.doi.org/10.3280/siss2022-002014.

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L'articolo analizza il fenomeno della povertà minorile nella sua multidimensionalità, presentando dati sulla situazione italiana in prospettiva comparata europea. La prospettiva analitica adottata concepisce la povertà minorile come una forma estrema di disuguaglianza e riflette sul ruolo delle politiche sociali in ambito minorile nel contrasto alle disuguaglianze.
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Chiodo, Emanuela. "Generare legami. Inclusione sociale ed educativa in una periferia del Mezzogiorno." WELFARE E ERGONOMIA, no. 1 (June 2020): 29–38. http://dx.doi.org/10.3280/we2020-001004.

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La povertà di bambini e adolescenti in famiglie deprivate del Mezzogiorno è sia la più invisi-bile, perché spesso occultata dalla più generale condizione di svantaggio del nucleo di appar-tenenza, sia la più estrema, per l'intensità con cui essa si lega a radicate disuguaglianze nella sfera dell'istruzione, della cultura e, in generale, nelle loro chances di vita al presente e nel futuro. In particolare, la povertà educativa è quella che meglio rappresenta lo svantaggio cumulativo che si genera a partire da condizioni di deprivazione materiale ed economica e trova nell'esclusione dall'accesso ad una formazione e a competenze adeguate, ma anche a spazi e ambienti di vita degni, a opportunità ludiche, culturali e di socializzazione più ampia le sue espressioni più evidenti. Napoli e le sue periferie più disagiate costituiscono un caso paradigmatico di tale scenario sia per la povertà multi-generazionale da cui sono interessate sia per l'elevata incidenza del-la popolazione minorile proprio nei quartieri più difficili. Ed è proprio nel contesto urbano e sociale della periferia est della città che l'articolo si cala per definire i contorni di quella «comunità educante» volta al contrasto della vulnerabilità sociale e dei rischi di esclusione per i tanti bambini e adolescenti in condizione di svantaggio economico e sociale. Alla luce della direttrice teorica sui legami sociali come fonte di protezione e riconoscimento (Paugam, 2008) e sulla base di un approccio di ricerca micro-sociologico basato su studi di caso, l'articolo descrive la qualità delle relazioni di social support (Meo, 1999) create, promosse, rafforzate da alcuni enti di terzo settore (associazioni e cooperative sociali) provando a sotto-linearne il valore embedded nel contrasto della povertà educativa. Già a partire dal recupero di spazi vuoti o abbandonati in cui le attività socio-educative promosse si radicano e realiz-zano le loro attività, i centri socioeducativi considerati nella ricerca appaiono in grado di ri-pristinare relazioni e significati plurimi. A partire dalle rappresentazioni raccolte tramite la voce e le parole degli attori intervistati la comunità educante prende forma nei vincoli e nelle risorse, nei limiti e nelle opportunità evidenziate da enti di terzo settore (associazioni e coo-perative sociali) che realizzano advocacy, affiancamento scolastico dei minori, accompagna-mento sociale per le loro famiglie. In particolare, nel testo si evidenzia come, non solo rico-noscendo la «responsabilità educativa» come principio cardine ma anche "agendo" tale principio come orientamento nella prassi concreta di intervento, organizzazioni diverse che abitano e animano la periferia est sono in grado di rendere permeabili tra loro sfere di inclu-sione diverse (culturale, educativa, sociale). Intervenendo nel contrasto della povertà minorile ed educativa tramite azioni di bridging con la famiglia, la scuola, i servizi sociali, le esperien-ze di affiancamento socio-educativo descritte interrogano e allo stesso tempo costruiscono il senso di quella «comunità educante e generativa», capace di «agire in comune» adottando «un modo di fare le cose inclusivo, integrativo e abilitante» (Magatti e Giaccardi, 2014).
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Baldassarre, Laura, and Chiara Curto. "Garantire i diritti dei bambini e dei minorenni senza alcuna discriminazione: dalle Osservazioni conclusive del Comitato Onu alla sperimentazione in Italia della Garanzia europea per l'Infanzia." MINORIGIUSTIZIA, no. 4 (July 2022): 59–66. http://dx.doi.org/10.3280/mg2021-004007.

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In seguito all'approvazione della Garanzia europea per l'Infanzia da parte del Consiglio dell'Unione Europea nel giugno 2021, la Commissione Europea ha collaborato con l'UNICEF per testare la misura in 7 Paesi dell'Unione, tra cui l'Italia. La Garanzia europea per l'Infanzia è un programma pilota biennale che contribuirà a sviluppare una cornice comune tramite la redazione di Piani Nazionali d'Azione sulla prevenzione e il contrasto della povertà ed esclusione sociale minorile. Da luglio 2020 l'UNICEF sta lavorando col Governo italiano ed altri attori nazionali e locali, incluse le Organizzazioni del Terzo Settore e i bambini stessi, per dare attuazione al programma nell'ambito delle aree e dei beneficiari individuati come prioritari, tra i quali vi sono anche i minorenni con disabilità. In Italia, l'UNICEF in collaborazione col Governo e i partners - sta inoltre supportando il coinvolgimento attivo dei minorenni nei percorsi di redazione, monitoraggio e valutazione d'impatto del Piano Nazionale d'Azione sulla Garanzia Europea, tramite la creazione di uno Youth Advisory Board (YAB) avente funzioni consultive.
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Ferrigni, Nicola, and Marica Spalletta. "I confini materiali e immateriali delle nuove povertà nel territorio di Roma Capitale e gli effetti sui minori." SICUREZZA E SCIENZE SOCIALI, no. 2 (September 2022): 258–76. http://dx.doi.org/10.3280/siss2022-002017.

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L'articolo analizza l'impatto multidimensionale della pandemia sul territorio di Roma Capitale, focalizzando in particolare l'attenzione su quei "nuovi poveri", in cima alla cui lista svettano le famiglie con minori. I risultati confermano la crescente esposizione al rischio povertà di questi nuclei familiari, riconoscendo ai minori lo status di "poveri tra i poveri la cui preesistente condizione di fragilità risulta ulteriormente compromessa da una deprivazione tanto economica, quanto immateriale, che investe contemporaneamente la sfera educativa, culturale e relazionale.
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Saenz, Rogelio, and John K. Thomas. "Minority Poverty in Nonmetropolitan Texas*." Rural Sociology 56, no. 2 (February 3, 2010): 204–23. http://dx.doi.org/10.1111/j.1549-0831.1991.tb00432.x.

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Cusato, Michael F. "Highest Poverty or Lowest Poverty?: The Paradox of the Minorite Charism." Franciscan Studies 75, no. 1 (2017): 275–321. http://dx.doi.org/10.1353/frc.2017.0011.

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Milano, Raffaela. "La povertŕ minorile in Italia al tempo della crisi." MINORIGIUSTIZIA, no. 4 (December 2011): 38–42. http://dx.doi.org/10.3280/mg2011-004005.

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Nguyen, Linh Thuy, Christopher Gan, and Baiding Hu. "Why is Ethnic Minority Poverty Severe? The Case of Rural Vietnam." Asian Development Policy Review 9, no. 3 (September 28, 2021): 161–79. http://dx.doi.org/10.18488/journal.107.2021.93.161.179.

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In Vietnam, poverty is prevalent and extremely severe among rural ethnic minorities (REM). Despite a number of studies on characteristics of poverty, very few studies comprehensively examine the determinants of poverty intensity. This study employs binary and fractional logit models to investigate the determinants of poverty and the poverty intensity of the REM. Data are obtained by combining the 2012, 2014, and 2016 Vietnam Household Living Standards Surveys. The results show that education, wage-paying employment, housing conditions, and domestic remittances reduce poverty and its intensity. Poverty incidence reduction also hinges on development programmes on credit and scholarships. The likelihood and shortfall of poverty declined for households residing in the Red River and Mekong Deltas, and in southeast Vietnam. However, language barriers, farm size and overseas remittances influenced the poverty intensity but not the likelihood of poverty. Our results suggest that previous studies using only logit models have neglected several influences of poverty intensity, which the current research overcomes.
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Wright, Roosevelt, and Thomas D. Watts. "Alcohol and Minority Youth." Journal of Drug Issues 18, no. 1 (January 1988): 1–6. http://dx.doi.org/10.1177/002204268801800101.

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This article discusses alcohol and minority youth, and introduces this special issue of the Journal of Drug Issues. Minority youth who use (or abuse) alcohol in American society deal with three realities: using “alcohol,” being “minority,” and being young (“youth”). All three dimensions are viewed by the larger society with mixed—sometimes hostile, sometimes fearful—reactions. With minority youth we see the disproportionate occurrence of rapid population growth, poverty, school dropouts, criminal justice system clients, and social welfare system clients. We cannot examine alcoholism among minority youth without seriously coming to grips with poverty, education, and life condition. More and better research and theoretical models are needed that help us to understand and confront this problem.
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Piazza, James A. "Poverty, minority economic discrimination, and domestic terrorism." Journal of Peace Research 48, no. 3 (March 28, 2011): 339–53. http://dx.doi.org/10.1177/0022343310397404.

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Dissertations / Theses on the topic "Povertà minorile"

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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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Fenton, Nina. "Minority education in transition : ethnicity, poverty and education in rural China." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571654.

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Marketization of the Chinese economy has created wealth and economic opportunities. But it has also created barriers preventing vulnerable gTOUpS from accessing quality education and escaping poverty. This thesis examines the causes of low educational investment by minority ethnic groups in rural China between 1988 and 2002. Information about conditions facing minority groups, including the financing and administration of education, motivates a theoretical model of investment. Characteristics of minority households, such as remote, rural location and low parental education play a role in explaining disadvantage. Low income is both a cause and effect of disadvantage for credit-constrained households. Furthermore, low education has a negative externality on the rewards for education facing other households. Poor 'ethnic capital' and cultural norms regarding enrolment can perpetuate a poverty trap generated by differences in the ways groups form expectations about the behaviour of other group members. The remaining chapters test these hypotheses using rural household data from 1988, 1995 and 2002, and a data-set on academic achievement of children in the final year of compulsory education, collected by the author in a remote minority prefecture. Descriptive regression analysis and decomposition of the differences in educational outcomes between minority and Han groups suggest that low income, relatively high fertility, and low parental education are among the factors driving minority disadvantage. lVIore careful analysis of the effect of income, attempting to control for potential endogeneity, finds the effect to be robust, although differences in income explain far les of the gap in investment than differences in community resources, although it was not possible to control for all potential sources of bias. Higher fertility of minority households may be an important cause of their lower investment. More careful examination of the impacts of fertility finds a significant negative impact of siblings in school and siblings in work, although suitable instrumental variables were not available. Fixed effects regressions, con- trolling for all observed and unobserved household characteristics, revealed that households spend significantly more on more able children and that younger and middle children often lose out. The final chapter reveals that minority students are segregated into lower quality schools, partly because of the high costs of traveling to school from remote locations. This reduces their academic achieve- ment. However, poor achievement of minority students is not fully explained by school choice and observable household characteristics. It is plausible that cul- tural barriers or disengagement from the education system reduce the benefits of education for these children. 2
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Boatman, Marcia. "Academically Resilient Minority Doctoral Students Who Experienced Poverty and Parental Substance Abuse." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/133.

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There is a lack of research on the academic resilience of minority, first-generation, online doctoral students (MFOD) who experienced poverty and parental substance abuse (PSA). The purpose of this study was to explore how MFOD who overcame poverty and PSA developed academic resilience. Resilience theory and Kember's model of attrition in online programs provided a conceptual framework for this study. The research questions guiding this qualitative study concerned how MFOD perceive and interpret their academic resilience and protective factors. A purposeful sample of 6 students participated in semistructured interviews. An interpretative phenomenological analysis was conducted, which included a case by case analysis, and a cross-case analysis. Results indicate that academic resilience is perceived as (a) determination, (b) evolving realization of the value of education, (c) paving the way for others, and (d) leveraging strengths to succeed in an online doctoral program. Protective factors are perceived as (a) resilience in adversity, (b) mindset about school, (c) identity resilience, and (d) transformational experiences. The results of this study reveal that the participants learned to see themselves beyond the context of their immediate environments. Positive social change implications include improving existing social policy to aggressively target high-poverty school districts and communities with PSA. More specifically, at-risk minority students would benefit from targeted interventions focused on family engagement in education and school retention.
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Platt, Lucinda. "The experience of poverty : welfare dynamics among children of different ethnic groups." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365527.

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Larsson, Anna. "Parent-Child Relations as Protective and Promotive Factors for Ethnic Minority Children Living in Relative Poverty : A systematic literature review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44209.

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Ethnic minority children living in relative poverty are a high-risk group for poor outcomes in all aspects of wellbeing. The relationship and interactions between child and parent are a key part of child development and a platform for providing positive experiences which can benefit a child’s wellbeing. There is therefore a need to identify what facilitates wellbeing for ethnic minority children in low-socioeconomic status families. By focusing on protective and promotive factors encompassing the parent-child relationship, factors can be identified which can use family strengths as a basis for interventions and practice within healthcare, social work and education, which is what this systematic literature review set out to do. Through a diligent search of the literature, 12 articles were identified for review according to the inclusion and exclusion criteria, containing research on African American, Roma, Native American and Hispanic/Latino youth. The results inform how child wellbeing can be facilitated through several parental factors, including parental involvement and support, maternal attachment, paternal warmth and ethnic identity and ethnic socialization. The findings also indicate a need for further studies on paternal influence on wellbeing in especially Native American and Roma youth, as well as the impact of ethnic socialization on youth wellbeing. Parents have an important role to play in child wellbeing and are vital partners alongside the child when planning interventions. Considerations naturally need to be shown for each ethnic minority, the child’s setting and its individual characteristics.
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Freitas, Halley H. Eisner. "Leveling the Playing Field: a Multi-method Approach to Examine the Student Achievement Gap among High Poverty Middle Schools in Southern Arizona." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228133.

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This dissertation contributes to the educational literature by providing new research on the achievement gap in the Southwest. For this study, a sequential mixed-methods approach was employed. The quantitative research assessed which factors influenced academic achievement among a 2012 high school graduating class (N=2,238) through analyses using correlation, ANOVA and HLM. Additionally, qualitative themes from 15 in-depth ethnographic teacher interviews and 116 teacher surveys from low income schools were triangulated with the quantitative findings to describe the multiple, interconnected factors that affected student achievement from the teacher's viewpoint. The low income schools in this study were defined as `hardship schools' because they had a high percentage of free and reduced lunch participants, a high minority population, low academic achievement, and frequent turnover in the administrative staff. The findings indicated that a statistically significant academic gap existed between high and low income schools. However, the longitudinal student standardized scores from elementary (5th grade) to high school (10th grade) revealed that the gap did not widen over time between high and low income students. Although students from low income schools lacked social capital and other resources available to their wealthier peers, they were still able to make equivalent academic growth, albeit at a lower performance level. It was argued that a pivotal reason that the gap did not widen was due to a dedicated teacher cadre that chose to work in low income middle schools. These teachers expressed a high level of self efficacy and cultural competency and identified with the students and the surrounding community. Their sense of identification came from one of three sources: similar ethnic background, including Latino culture and language; similar socio-economic upbringing, including poverty and the hardships associated with being an economic underclass; and/or cultural competency, where curiosity and love of diversity is emphasized. This identification helped teachers level the playing field by relating to students and making learning relevant to their environment.
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Shepard, Sherry Hall. "The relationship between the effective schools characteristics, collective teacher efficacy, and student achievement in high poverty, high minority populated elementary schools in Mississippi /." Full text available from ProQuest UM Digital Dissertations, 2005. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1801490531&SrchMode=1&sid=20&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258652800&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2005.
Typescript. Vita. Dissertation chair: Dr. Bobbie Smothers "December 2005." Includes bibliographical references (leaves 78-88). Also available online via ProQuest to authorized users.
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Yoon, Sung Young ji. "The Effect of Social Skills on Academic Achievement of Linguistically Diverse Elementary Students: Concurrent and Longitudinal Analysis." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/37504.

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Due to the difference in cultures and languages, language minority students, who are mostly immigrant students, are confronted with more demands than are mainstream students (Ogden, Sorlie, & Hagen, 2007). Further, when they are limited in English proficiency (LEP), they tend to perform at lower levels in school and to be at risk of school failure. Based on the previous studies that addressed the importance of students' social skills for school success, this study examined the social development of the language minority immigrant students from kindergarten to fifth grade and investigated the longitudinal effect of their social skills on their academic performance in comparison with the English-speaking mainstream students. Using a nationally representative database, the Early Childhood Longitudinal Study – Kindergarten Class of 1998-1999 (ECLS-K), this study first investigated the concurrent association between social skills and the academic achievement of fifth-grade students, and the profiles of their social skills during the first six years of schooling to identify the relative importance of various aspects of social skills that are related to academic performance. Next, the language minority student group, which was further divided based on their LEP status at kindergarten, was examined and compared with the mainstream student group with respect to their development patterns and levels of social skills from kindergarten to fifth grade. As a final step, the longitudinal effect of students' social skills on their reading and math performance was estimated and tested using the two-level hierarchical growth model. The result identified approaches to learning as the most important aspect of social skills related to academic achievement. Language minority immigrant students from families living in poverty displayed extremely unstable development in all aspects of social skills, including their approaches to learning. In addition, the longitudinal effect of the social skills on reading and math performance was significant for all students but larger for the students in poverty regardless of the language minority status. The positive effect of improved social skills was the largest for the group of students who displayed the most unstable social development, which were the language minority immigrant students who did not show LEP at kindergarten and who were living in poverty. This result suggests the needs of students living in poverty, especially language minority students, for relevant supports and intervention.
Ph. D.
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Peck, Jennifer. "The Influence of Community Context on Social Control: A Multi-Level Examination of the Relationship between Race/Ethnicity, Drug Offending, and Juvenile Court Outcomes." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5099.

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Studies of the association between race/ethnicity and juvenile court outcomes have found that minority youth often receive disadvantaged outcomes compared to similarly situated Whites, and that community context may condition this relationship. Sampson and Laub's (1993) revised conflict perspective is one theoretical model that can potentially explain the social control of youth throughout juvenile justice proceedings. One of the main propositions of Sampson and Laub's (1993) perspective is that communities characterized by underclass poverty and racial inequality will impose greater social control on youth referred to the juvenile court, especially Blacks and youth charged with a drug offense because they are perceived as a threatening population to middle-class values and standards. The current research drew upon Sampson and Laub's (1993) macrolevel theory of inequality and social control to examine the juvenile court outcomes of White, Black, and Hispanic youth from all counties in a Northeast state from 2000-2010. Hierarchical generalized linear modeling (HGLM) was employed to examine the relationship between disadvantaged community characteristics (underclass poverty, racial inequality, ethnic inequality) and juvenile court outcomes; especially if race/ethnicity, drug offending, and type of drug offense (possession versus distribution) tempered these relationships. The results indicate that disadvantaged community characteristics did not directly impact the social control of youth, but individual and joint effects of race/ethnicity and drug offending resulted in greater social control for Black and Hispanic youth of various drug offending combinations. In particular, the effect of race/ethnicity on social control was greater for Hispanic youth compared to Blacks. Depending on the stage examined, the relationship between race/ethnicity, drug offending, and juvenile court outcomes were conditioned by disadvantaged community characteristics. Based on the findings, empirical and theoretical implications are provided that focus on the applicability of Sampson and Laub's (1993) perspective to more recent court outcomes, as well as prevention and intervention programs that focus on decreasing the presence of minority youth in the juvenile justice system. Directions for future research are highlighted to provide greater insights into the circumstances surrounding case outcomes and under what situations community context and race/ethnicity matter in the treatment of youth within the juvenile court.
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Castillo, II Ramon Francisco. "Higher Education in Native American Communities: Who Graduates and Why?" BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2664.

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In this case study, I examine the graduation patterns of students attending Chief Dull Knife College located on the Northern Cheyenne Reservation in Lame Deer, Montana. While comparing the characteristics of students attending this college with that of two-year colleges nationally and tribal schools throughout the nation, we begin to understand the unique situation that this community faces. With the use of logistic and linear regressions, I explored the characteristics of those who graduate and ask the question, who graduates and what makes them unique? This study found that the credits attempted per semester, the number of credits they earned divided by the number of credits they attempted, and the number of semesters enrolled were the most significant factors. Using the information collected from the literature review, this study then used linear regressions to explore the effects of the initial variables on these three significant variables.
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Books on the topic "Povertà minorile"

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Nordquist, Joan. The feminization of poverty. Santa Cruz, CA, USA: Reference and Research Services, 1987.

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Platt, Lucinda. Parallel lives?: Poverty among ethnic minority groups in Britain. London: CPAG, 2002.

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Stone, Robyn. The feminization of poverty among the elderly. Rockville, MD: U.S. Dept. of Health and Human Services, Public Health Service, National Center for Health Services Research and Health Care Technology Assessment, 1989.

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National Center for Health Services Research and Health Care Technology Assessment (U.S.), ed. The feminization of poverty among the elderly. Rockville, MD: U.S. Department of Health and Human Services, Public Health Service, National Center for Health Services Research and Health Care Technology Assessment, 1989.

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Canada. Parliament. House of Commons. Sub-Committee on Poverty. A child investment strategy: Liberal minority report on child poverty. [Ottawa: The Sub-Committee], 1991.

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Sandefur, Gary D. Poverty among minority groups since the Kerner report of 1968. [Madison]: University of Wisconsin-Madison, 1988.

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Stone, Robyn. The feminization of poverty and older women. [Rockville, MD]: U.S. Dept. of Health and Human Services, Public Health Service, National Center for Health Services Research and Health Care Technology Assessment, 1987.

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National Center for Health Services Research and Health Care Technology Assessment (U.S.), ed. The feminization of poverty and older women. [Rockville, MD]: U.S. Department of Health and Human Services, Public Health Service, National Center for Health Services Research and Health Care Technology Assessment, 1987.

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Sathāban Khonkhwā Sētthakit hǣng Sāt (Laos), ed. Study of the expenditure patterns & saving habits of ethnic minority groups in Lao PDR. Vientiane: National Economic Research Institute, 2005.

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1938-, Vigil James Diego, ed. Streetsmart schoolsmart: Urban poverty and the education of adolescent boys. New York: Teachers College Press, 2012.

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Book chapters on the topic "Povertà minorile"

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Bhalla, A. S., and Dan Luo. "Minority Migrants." In Poverty and Exclusion of Minorities in China and India, 189–222. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53937-9_5.

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Bhalla, A. S., and Dan Luo. "Minority Migrants." In Poverty and Exclusion of Minorities in China and India, 147–70. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137283535_5.

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Bhalla, A. S., and Dan Luo. "Minority Inclusion and Welfare." In Poverty and Exclusion of Minorities in China and India, 285–319. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53937-9_7.

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Bhalla, A. S., and Dan Luo. "Minority Inclusion and Welfare." In Poverty and Exclusion of Minorities in China and India, 206–33. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137283535_7.

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Wang, Yanzhong. "Diversity and Causes of Poverty in Ethnic Minority Areas." In Social and Economic Stimulating Development Strategies for China’s Ethnic Minority Areas, 45–95. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5504-4_2.

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Vu, Thi Thanh Huong. "Ethnic Minority Children’s and Adults’ Perceptions and Experiences of Schooling in Vietnam: A Case Study of the Cham H’Roi." In Growing Up in Poverty, 225–44. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137404039_11.

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Wang, Yanzhong. "Analysis of Anti-poverty Through Social Security in Ethnic Minority Areas." In Social and Economic Stimulating Development Strategies for China’s Ethnic Minority Areas, 271–312. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5504-4_9.

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Hipsher, Scott. "Mainland Southeast Asia’s Regional Integration and Ethnic Minority Communities." In Poverty Reduction, the Private Sector, and Tourism in Mainland Southeast Asia, 81–109. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5948-3_4.

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McLafferty, Sara, and Valerie Preston. "Poverty and Geographical Access to Employment: Minority Women in America’s Inner Cities." In WorldMinds: Geographical Perspectives on 100 Problems, 145–49. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-2352-1_24.

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Chu, Yujing, Songmao Wang, Yang Yang, and Tong Ding. "Minority Women’s Willingness to Participate in Tourism Poverty Alleviation—A Case Study." In Tourism, Aviation and Hospitality Development During the COVID-19 Pandemic, 119–38. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1661-8_8.

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Conference papers on the topic "Povertà minorile"

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Cheng, Zheng, and Yucheng Teng. "Multidimensional Poverty Measurement on China’s Minority Areas." In 2020 Chinese Control And Decision Conference (CCDC). IEEE, 2020. http://dx.doi.org/10.1109/ccdc49329.2020.9164812.

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Kamps, Peter. "THE EFFECTS OF PROLONGED ECONOMIC STRESSORS IN MINORITY LOW-INCOME NEIGHBORHOODS ON FAMILY FUNCTIONING AND CHILD DEVELOPMENTAL OUTCOMES." In International Conference on Poverty and Sustainable Development. The International Institute of Knowledge Management - TIIKM, 2019. http://dx.doi.org/10.17501/23621028.2018.5101.

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Sarı Gerşil, Gülşen, and Hülya Yeşilyurt. "Poverty in the Process of Globalization: Its Perspective in Turkey and in the World." In International Conference on Eurasian Economies. Eurasian Economists Association, 2014. http://dx.doi.org/10.36880/c05.01130.

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A country's wealth and poverty are opposite to each other, but they are two inseparable important elements. The more the subject how to increase the welfare of the country is important, the more the distribution of this welfare among country members, especially. Although the observed increase in global prosperity with 21st century in especial that adopted neo-liberal policies in all over the world has caused to further deepening of the phenomenon of poverty. This case has given rise that concept of the "Poverty" has been discussed intensively workers in manufacturing is important. So, issues of fair distribution of income and prevention of poverty should be handled as interdisciplinary, mainly including social policy. That socio-economic and political structure of societies are different has been complicated to have a common definition on the concept of poverty. The World Bank, based on the absolute poverty approach, has made a research to determine the poverty line in the world (by getting base the ones who reap a profit below $ 1) and has determined that the poor class has remained in “minority” compared to world population. As it appears; more than half of the world population is below of the poverty line in reality. While seen daily increases in the welfare of the world countries, given the impression that poverty decreases does not reflect the reality. In this study, why poverty cannot be prevented besides causes of increase will be examined; this dangerous situation rapidly increasing in Turkey and in the world will be analyzed.
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Curto, Georgina, Nieves Montes, Carles Sierra, Nardine Osman, and Flavio Comim. "A norm optimisation approach to SDGs: tackling poverty by acting on discrimination." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/726.

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Policies that seek to mitigate poverty by acting on equal opportunity have been found to aggravate discrimination against the poor (aporophobia), since individuals are made responsible for not progressing in the social hierarchy. Only a minority of the poor benefit from meritocracy in this era of growing inequality, generating resentment among those who seek to escape their needy situations by trying to climb up the ladder. Through the formulation and development of an agent-based social simulation, this study aims to analyse the role of norms implementing equal opportunity and social solidarity principles as enhancers or mitigators of aporophobia, as well as the threshold of aporophobia that would facilitate the success of poverty-reduction policies. The ultimate goal of the social simulation is to extract insights that could help inform and guide a new generation of policy making for poverty reduction by acting on the discrimination against the poor, in line with the UN “Leave No One Behind” principle. An “aporophobia-meter” will be developed and guidelines will be drafted based on both the simulation results and a review of poverty reduction policies at regional levels.
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Li, Wenyong, and Xueyu Zhang. "Research on the Influence of Minority Community Culture Development in Poverty-stricken Areas on Accurate Poverty Alleviation." In Proceedings of the 2019 4th International Conference on Modern Management, Education Technology and Social Science (MMETSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/mmetss-19.2019.142.

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Baugh-Stewart, Francine. "The Principals' Perspective on the Teacher Shortage Problem in High-Poverty Minority Schools." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1887080.

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Gui, Fulin, Fan Yang, Yufeng Wang, and Shuyue Lei. "Research on Mechanisms of Targeted Poverty Alleviation Through Rural Tourism in Sichuan Minority Areas." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.193.

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Yang, Tianchao, Tian Liu, and Liang Zhai. "Research on the Development Model of Sichuan Minority Sports Towns in the Background of Accurate Poverty Alleviation." In 3rd International Conference on Judicial, Administrative and Humanitarian Problems of State Structures and Economic Subjects (JAHP 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/jahp-18.2018.71.

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Chi Vu, Thi Kim, and Hongcheng Gao. "Ethnic policies to reduce poverty in Ethnic Minority and Mountainous Areas in Vietnam: Patterns and solutions toward 2020." In 2018 3rd International Conference on Humanities Science, Management and Education Technology (HSMET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/hsmet-18.2018.128.

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Yuanpeng, Yi, Chen Danhong, Meng Yu, and Sun Hewei. "Data Mining and Coupling Model of Coordinated Development Between Poverty Alleviation Effect and Residents’ Participation in Minority Areas." In 2020 5th International Conference on Modern Management and Education Technology (MMET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201023.091.

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Reports on the topic "Povertà minorile"

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Pickard, Justin, Shilpi Srivastava, Mihir R. Bhatt, and Lyla Mehta. SSHAP In-Focus: COVID-19, Uncertainty, Vulnerability and Recovery in India. Institute of Development Studies (IDS), November 2020. http://dx.doi.org/10.19088/sshap.2021.011.

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This paper addresses COVID-19 in India, looking at how the interplay of inequality, vulnerability, and the pandemic has compounded uncertainties for poor and marginalised groups, leading to insecurity, stigma and a severe loss of livelihoods. A strict government lockdown destroyed the incomes of farmers and urban informal workers and triggered an exodus of migrant workers from Indian cities, a mass movement which placed additional pressures on the country's rural communities. Elsewhere in the country, lockdown restrictions and pandemic response have coincided with heatwaves, floods and cyclones, impeding disaster response and relief. At the same time, the pandemic has been politicised to target minority groups (such as Muslims, Dalits), suppress dissent, and undermine constitutional values. The paper focuses on how COVID-19 has intersected with and multiplied existing uncertainties faced by different vulnerable groups and communities in India who have remained largely invisible in India's development story. With the biggest challenge for government now being to mitigate the further fall of millions of people into extreme poverty, the brief also reflects on pathways for recovery and transformation, including opportunities for rural revival, inclusive welfare, and community response. This brief is based on a review of existing published and grey literature, and 23 interviews with experts and practitioners from 12 states in India, including representation from domestic and international NGOs, and local civil society organisations. It was developed for the Social Science in Humanitarian Action Platform (SSHAP) by Justin Pickard, Shilpi Srivastava, Lyla Mehta (IDS), and Mihir R. Bhatt. Some of the cases draw on ongoing research of the TAPESTRY project, which explores bottom-up transformations in marginal environments across India and Bangladesh.
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