Poverty is an educational issue because it affects children's physical, emotional, and cognitive development. Especially in current times, taken-for-granted ideas about poverty and poor children must be scrutinized and reconsidered. That is the goal of this book.
Poverty and Schooling in the U.S.: Contexts and Consequences is in part a plea for educators and future educators to undertake the intellectual and emotional work of learning more about the social causes, as well as the sometimes life-altering consequences of poverty. Although such efforts will not eradicate poverty, they can help form more insightful educators, administrators, policymakers, and researchers. The book is also an effort to bring to the table a larger conversation about the educational significance of the social and legal policy contexts of poverty and about typical school experiences of poor children.
Poverty and Schooling in the U.S.: Contexts and Consequences:
*describes what teachers need to know or to understand about the contexts and consequences of poverty;
*provides information and analysis of the social context of poverty;
*examines the experience of many children and families living in poverty;
*documents the demographics of poverty and offers a critique of the official U.S. poverty metric;
*reports on continuing and significant disparities in school funding;
*presents historical context through a broad-brush review of some of the landmark legal decisions in the struggle for educational opportunity;
*looks at some typical school experiences of poor children;
*considers the consequences of the federal No Child Left Behind Act; and
*offers suggestions about the kind of educational reform that could make a difference in the lives of poor children.
This book is fundamental for faculty, researchers, school practitioners, and students across the field of education. It is accessible to all readers. An extensive background in social theory, educational theory, or statistics is not required.
"This is a timely book as the economic gap between rich and poor continues to widen. Recommended."
"Poverty and Schooling in the U.S. provides pre-service teachers, teachers, and teacher educators with foundational information needed to address the educational needs of children living in poverty, as it presents many perspectives that place poverty within a framework that helps educators move from explanations of poverty as a deficit in character and/or desire on the part of adults, to a clearer and more holistic understanding of its complexity."
—Sandra Winn Tutwiler
Contents: Preface. Introduction. What Teachers Need to Know About Poverty. Social Context of Poverty. Living in Poverty. Demographics of Poverty. "Savage Inequalities" in School Funding. No Guarantees: The Struggle for Educational Opportunity. The Schooling of Poor Children. Educational Reform. How Poverty Could Matter Less in Schooling. Appendix: Suggestions for Further Reading and Research.
This series focuses on studies of public and private institutions, the media, and academic disciplines that contribute to educating--in the broadest sense--students and the general public. The series welcomes volumes with multicultural perspectives, diverse interpretations, and a range of political points of view from conservative to critical. Books accepted for publication in this series will be written for an academic audience and, in some cases, also for use as supplementary readings in graduate and undergraduate courses.
Topics to be addressed in this series include, but are not limited to, sociocultural, political, and historical studies of
Local, state, national, and international educational systems
Elementary and secondary schools, colleges and universities
Public institutions of education such as museums, libraries, and foundations
Computer systems and software as instruments of public education
The popular media as forms of public education
Content areas within the academic study of education, such as curriculum and instruction, psychology, and educational technology