Supporting Students Living below the Poverty Line

Autor/inn/en	Milner, H. Richard, IV; Cunningham, Heather B.; Murray, Ira E.; Alvarez, Adam
Titel	Supporting Students Living below the Poverty Line
Quelle	In: National Youth-At-Risk Journal, 2 (2017) 2, S.51-68, Artikel 4 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2470-6426
Schlagwörter	Poverty; Low Income Students; Student Needs; Educational Practices; Reflection; Teacher Attitudes; Partnerships in Education; School Community Relationship; Skill Development; Student Experience; At Risk Students; Geographic Location; Social Influences; Context Effect; Family Involvement; Parent Participation + Suchen Sie Ihr Suchwort? Armut; Bildungspraxis; Lehrerverhalten; Hochschulpartnerschaft; Kompetenzentwicklung; Qualifikationsentwicklung; Studienerfahrung; Sozialer Einfluss; Elternmitwirkung
Abstract	In this article, we focus on interrelated mechanisms and practices that support students living below the poverty line. Addressing the needs of students living below the poverty line requires that educators consider both the inside- and outside-of-school realities of students and their families. Before discussing the recommendations, we define poverty and describe the complex ways it may shape student realities. We then discuss why we believe recommendations to support students must account for student realities outside of school. Finally, we outline recommendations for educators interested in becoming "poverty-responsive," meaning that they discontinue practices that do not support students in poverty and replace them with practices responsive to student needs. We offer three recommendations: (a) promote reflection among educators as a means to identify and discard any deeply held beliefs that are not in support of students living in poverty, (b) develop partnerships between educators and communities that address key outside-of-school factors shaping the learning experience of students living in poverty, and (c) ensure that educators teach students skills in targeted areas that are likely to improve their academic success. (As Provided).
Anmerkungen	College of Education at Georgia Southern University. Digital Commons Office, Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: nyarjournal@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/nyar/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01