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Peer reviewed
Direct linkVichie, Krystle – Australian and International Journal of Rural Education, 2017
Equitable access and participation in higher education from regional youth is a major concern in Australia (National Centre for Student Equity in Higher Education (NCSEHE), 2015). Currently 0.9% of all university students in Australia come from a regional or remote area (NCSEHE, 2015). This statistic is alarming in the context of the ever-rising…
Descriptors: Foreign Countries, Higher Education, Access to Education, Enrollment Trends
Parris, Leandra; Proctor, Sherrie L.; Panebianco, Andrea; Crossing, Adrianna E. – Communique, 2019
Children and youth who experience low-income and economic marginalization (LIEM) suffer inequities in education, healthcare, housing, and postsecondary outcomes. LIEM is a broad conceptualization of poverty that incorporates many aspects of what it means to be economically oppressed, including access to limited financial resources and…
Descriptors: Social Justice, Low Income Students, Equal Education, Disadvantaged Youth
Karlovitz, János Tibor; Gyukits, György – Practice and Theory in Systems of Education, 2016
It appears--and this is apparent from school documentation--that every school considers its duty to support career orientation. At the same time, it is obvious that guiding the process of making career choices exists only on the level of references. As we did not question teachers, we have only tiny fragments what is done for the sake of career…
Descriptors: Foreign Countries, Disadvantaged Youth, Career Choice, Experience
Norodien-Fataar, Najwa – Education as Change, 2016
This article focuses on the pre-university access pathways of disadvantaged first-generation students studying at a South African university. Based on data collected via qualitative methods, it draws on findings from a study of purposively selected students at a university in the Western Cape Province. It explores the ways they access and gain…
Descriptors: Foreign Countries, Access to Education, Disadvantaged Youth, Qualitative Research
Adejumo, Mojisola – ProQuest LLC, 2017
The quest to transform failing urban and high-poverty schools in America has been a slippery uphill battle since the banner of war was raised against the many schools serving impoverished children. As battle rages, a few are schools leading their students, teachers, parents, and community to victory by turning their once-failing schools into…
Descriptors: Socioeconomic Status, Principals, Urban Schools, Poverty
Dreise, Tony; Milgate, Gina; Perrett, Bill; Meston, Troy – Australian Council for Educational Research, 2016
Issue 4 of the Australian Council for Educational Research's (ACER's) "Policy Insights" series commences with a synthesis of publicly available data on school attendance by Indigenous Australians, highlighting areas of major risk. It explores Australian and international literature to develop an understanding of the risk factors and…
Descriptors: Foreign Countries, Indigenous Populations, Attendance, At Risk Students
Mullen, Carol A. – Kappa Delta Pi Record, 2014
Child wellness needs to be understood holistically so that children and youth from high-poverty environments can succeed in schooling and life. Teachers who foster advocacy in themselves are well equipped to teach students to take ownership of their own well-being. Such advocacy can enrich the classroom curriculum and mitigate the negative effects…
Descriptors: Wellness, Child Health, Poverty, At Risk Persons
Download full textTyler, Dawn E. – Creighton Journal of Interdisciplinary Leadership, 2016
Principals of modern Title I elementary schools, where at least half of the student population lives in poverty, must possess a broader set of leadership skills than has been historically necessary. The ability to motivate teachers utilizing effective communication is one such skill set. This qualitative research proposes a division-level training…
Descriptors: Principals, Elementary Schools, Disadvantaged Youth, Poverty
Kennedy, Sheela; Fitch, Catherine A.; Warren, John Robert; Rivera Drew, Julia A. – University of Kentucky Center for Poverty Research, 2013
Our paper examines the prevalence and determinants of children's transitions into and out of food insecurity since 2001. We use longitudinally linked data from the Food Security Supplements to the Current Population Surveys to estimate one-year transition probabilities of entry and exit from food insecurity. Our results indicate that child hunger…
Descriptors: Food, Security (Psychology), Hunger, Incidence
Gilpin, Ansley; Mennen, Ferol; Pakulak, Eric; Sommer, Teresa Eckrich; Dwyer, Kathleen M.; Cannon, Erin; Bell, Theodore; Boxmeyer, Caroline; Chase-Lansdale, P. Lindsay; Chor, Elise; DeCaro, Jason; Dela Cruz, Kenn Lacsamana; Giuliano, Ryan; Gomsrud, Melissa; Karns, Christina; Klein, Scott; Lochman, John; Longoria, Zayra; Molina, Abigail Palmer; Monro, William; Neville, Helen; O'Neil, Lauren; Reynolds, Mary Margaret; Sabol, Terri J.; Sclafani, Marisa; Tighe, Lauren A. – Administration for Children & Families, 2020
This brief introduces four research projects testing promising interventions funded under the Head Start University Partnerships (HSUP): Dual-Generation Approaches1 grant program. Two-generation approaches are typically designed to address problems associated with poverty by combining child-focused services with adult-focused services. Head Start…
Descriptors: Disadvantaged Youth, Preschool Education, Early Intervention, Childhood Needs
Little, Catherine A.; Adelson, Jill L.; Kearney, Kelly L.; Cash, Kathleen; O'Brien, Rebecca – Gifted Child Quarterly, 2018
Students who come from low-income backgrounds tend to be underidentified and underserved in gifted education. Early interventions with learners of high potential from underserved groups, including exposure to challenging curriculum and summer opportunities, are important for nurturing these students' talents and preparing them for advanced…
Descriptors: Readiness, Summer Programs, Mathematics Achievement, Low Income Students
Sharkins, Kimberly A.; Leger, Sarah E.; Ernest, James M. – Early Childhood Education Journal, 2017
Early childhood poverty is a prevalent social issue, both in the United States and in the wider international community. It has been well established that factors associated with poverty, including familial income and parental education level, can negatively affect children's language and cognitive development, which can result in academic…
Descriptors: Mothers, Depression (Psychology), Poverty, Language Acquisition
Chung, Ji Eun – OECD Publishing, 2017
Equitable educational opportunities can help to promote long-lasting, inclusive economic growth and social cohesion. Successful education and skills policies can empower individuals reach their full potential and enjoy the fruits of their labour, regardless of their circumstances at birth. However, as this report shows, far too many children,…
Descriptors: Equal Education, Access to Education, Educational Opportunities, Disadvantaged Youth
Roble, Jacob – Institute for Research on Poverty, 2017
This fact sheet focuses on differential rates of college completion by socioeconomic status, the factors researchers think are behind them, and key aspects of promising efforts to help level the playing field and increase college completion among disadvantaged students.
Descriptors: College Graduates, Graduation Rate, Socioeconomic Status, Disadvantaged Youth
McKinney, Stephen – Improving Schools, 2014
Child poverty is a global issue that affects around half the children in the world; it is inextricably bound to the poverty experienced by their parents and families and has been identified by the United Nations as a human rights issue. Child poverty can be a barrier to children and young people accessing school education or achieving any form of…
Descriptors: Foreign Countries, Poverty, Access to Education, Correlation
