A rich history of scholarship has demonstrated the ways in which popular stereotypes of disenfranchised communities, including people living in poverty, affect individual biases and preconceptions. Less attention has been paid to the ways in which such stereotypes help frame policy and practice responses regarding social problems, such as the…

This article argues that, although No Child Left Behind (NCLB) is not presented as a jobs policy, the Act does function as a substitute for the creation of decently paying jobs for those who need them. Aimed particularly at the minority poor like its 1965 predecessor, the Elementary and Secondary Education Act, NCLB acts as an anti-poverty program…

This article presents a reply to "Edison Is the Symptom, NCLB Is the Disease" by Peter Campbell--a critique that portrayed the school as an exploitative environment, a veritable plantation subjugating poor minority children through mind-numbing, compliance-inducing drills. The author refutes the specific charges leveled against…

The duplex society, in which the poor live in close proximity to others but in a separate compartment, is already with us. Unless something deeply changes about family income, more than one-third of future generations will come to adulthood having spent a portion of their childhood in official poverty. (RM)

Asserts that Blacks must do more to solve their own problems through the creation of employment bases, through an emphasis on factors that have contributed to successes within the Black community, and through a greater effort to channel more of society's resources to the problems of low-income people. (MW)

Uses J Bowbly's (1969) theory of attachment as a framework for considering the implications of a lack of outdoor access for parental strategies and for the interaction of parents and children in low-income families. It argues that having access to outdoor play opportunities is supportive of healthy child development and responsive parenting and…

It is argued that intergenerational poverty has devastating effects on families and children; and intensive targeted interventions in the first five years of life are effective in preventing intellectual dysfunction resulting from poverty. Issues related to developing and implementing national efforts to prevent environmentally induced handicaps…

Serious concerns are being raised by the poor and uneducated underclass in the United States. Four main points are given which expand upon these concerns. (1) The affluent and middle class white U.S. population does not have enough interest and commitment to the poor and undereducated population to pay the price it will take to educate the U.S.…

According to the authors, the real conditions of poverty and homelessness in America remain obscure. The homeless, contrary to popular belief, are not homeless by choice. 25% of the homeless are employed full-time in low-wage jobs, 25% are war veterans of one kind or another, and 25% are emotionally disturbed. According to the Rand Corporation,…

This keynote address argues that some efforts of early educational programs have, themselves, led to new risks for children. Issues discussed include the confusion between culture and development, services to poor children and families, and segregating young children with special needs. (JDD)

Discourse about high poverty schooling generally revolves around three points of view. In the first, equity of school resources is considered to be the key ingredient in school improvement. In the second, no matter the school resources, there are successful high poverty schools, so therefore policy should focus on their example and not use poverty…

Argues that, as a matter of social ethics, the government should undertake policies to mitigate the economic marginality of those languishing in the ghettos of America and that affirmative-action policies are necessary and justified. Presents a new model for affirmative action and explores various moral and political considerations. (GR)

The extent to which colleges and universities provide opportunities for students from the most economically disadvantaged families is an important indicator of the potential for U.S. higher education to promote intergenerational mobility. Yet the measurement of "opportunity" for low-income students at the level of individual colleges and…

Engaging students requires giving them a say in what they learn and how they will learn it. However, in strictly disciplined, rule-bound schools with test-driven curricula, this cannot happen. Edison Schools, Inc., a for-profit Education Management Organization (EMO), and Confluence Academy, an Edison-run school located in one of the most…

Summarizes strategies for helping low income Black families to cope in society and improve their quality of life in the 1980s. Emphasizes the role of Black colleges in this effort. (MJL)