Beliefs about poverty related to social categorization in childhood

“É cada um para o que nasce?”: Desenvolvimento das atribuições causais da pobreza infantil na infância e soluções percebidas para a pobreza

“…Em linha com a literatura (Leahy, 1981;Rholes & Ruble, 1984) e as nossas hipóteses, as atribuições externas (estruturalistas e fatalistas) são as mais prevalentes nas explicações das crianças. Contudo, ao contrário de outros estudos neste domínio, onde as causas sociais foram as mais mencionadas (Amar et al, 2015;Chafel & Neitzel, 2005;Hakorvita & Kallio, 2016), no presente estudo as atribuições mais prevalentes foram as fatalistas. Nestas, as crianças pobres são vistas como vítimas do destino, seja porque sofreram acidentes que as privaram de condições económicas mais favoráveis, seja porque nasceram numa família economicamente desfavorecida, ou ainda porque foram abandonadas pelos pais.…”

“…As atribuições externas estruturalistas (e.g., ao desemprego, crise económica, governo vigente) são as segundas mais prevalentes no nosso estudo, o que está em linha com estudos anteriores que analisaram as perceções de crianças e adolescentes sobre as razões da pobreza em geral (Hakorvita & Kallio, 2015, Amar et al, 2015. Tal como admitimos nas hipóteses, verifica-se que a prevalência destas atribuições aumenta com a idade, e é aquela com maior expressão aos 11-12 anos.…”

Children's developing understanding of economic inequality and their place within it

“…Below, we review children's explanations for inequality at different ages, drawing examples of explanations from multiple studies conducted in a range of countries including the United States and United Kingdom, but also Spain and Mexico (Enesco & Navarro, 2003), Germany (Burgard et al, 1989) and Colombia (Amar Amar et al, 2015).…”

“…‘Do not know’ and definitional answers are common throughout childhood (Chafel & Neitzel, 2005) but explanations that link differences in wealth to basic concepts of work (e.g., ‘he does not have a job’. or ‘working hard’) start to appear at 6 years (e.g., Amar Amar et al, 2015; Leahy, 1983; Sigelman, 2012) as well as other reasons for being rich or poor such as being given more money or wasting money (Mistry et al, 2016). Children at this age tend to see the relationship between work and money as linear and quantitative; that is to say, they think that working a lot leads to having a lot of money (Enesco & Navarro, 2003).…”

Differences in the levels of adaptation, social support and family functionality according to the sex, age and school grade of children and adolescents affected by winter in Sucre, Colombia

“…Vulnerability is not equitable because children whose families have financial capital, cover their basic needs, restore their safety and resume their daily activities more quickly compared to those children in a marginalized situation who remain in the problem situation for a longer period of time (6). This situation of socio-economic differences is caused by conditions external to individuals (15), such as income level, quality of housing, social networks, and access to basic services (16). "More than 270 million children currently live in areas extremely prone to flooding in countries where less than half of the population has access to improved sanitation facilities" (17).…”