Poverty and Education
Economically disadvantaged children and adolescents are more likely to attend low quality, resource poor schools [1] and less likely to perceive a sense of school belonging and a positive school environment [2] than are their more economically advantaged peers.
School characteristics likely play a role in gender differences in achievement such that male adolescents may be more vulnerable than female adolescents to physical threats confronted in school contexts. Schools in low-poverty neighborhoods are likely to have higher academic standards than schools in low-income neighborhoods [3].
Ontario’s forgotten children: Making the grade
The gap between native and non-native schools is growing. Students don’t get the support they need to learn.
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1. National Research Council, Commission on Behavioral and Social Sciences and Education (1993). Losing Generations: Adolescents in High-Risk Settings. National Academy Press, Washington, DC.
2. Fetner, R. D., Brand. S., DuBois, D. L., Adan, A. M., Mulhall, P. F., and Evans, E. G. (1995). Socioeconomic disadvantage, proximal environmental experiences, and socioemotional and academic adjustment in early adolescence: Investigation of a mediated effects model. Child Dev. 66: 774-792.
3. Leventhal, T., Brooks-Gunn, J. (2004) A randomized study of neighborhood effects on low income children’s educational outcomes. Developmental Psychology, 40, 4, 488-507.
