Childhood Poverty, Policy, and Practice

McLoyd, Vonnie C.; Aikens, Nikki; Burton, Linda M.

doi:10.1002/9780470147658.chpsy0418

Cited by 44 publications

(48 citation statements)

References 213 publications

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“…First, the Family Stress Model is helpful when considering the challenges associated with growing up in any type of poverty, as it focuses the relationships and interactions between parents and children, how those relationships may be adversely afected by family inancial diiculties, and may, in turn, hinder the development of children [18,19]. Second, the Family Investment Model proposes that economic resources determine the extent to which families can provide learning materials at home, such as books and computers, as well as provide access to resources outside the home as children get older, such as sports activities and afterschool activities.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Growing up in Rural vs. Urban Poverty: Contextual, Academic, and Cognitive Differences

Tine¹

2017

Poverty, Inequality and Policy

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This chapter aims synthesize current literature and research from a variety of ields to highlight what we know about the (1) contextual, (2) academic, and (3) cognitive diferences between children growing up in urban versus rural poverty. The goal is to understand the unique needs of children growing up in urban and rural poverty to, in turn, place us in a beter position to efectively remediate through targeted interventions and policy change.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Growing up in Rural vs. Urban Poverty: Contextual, Academic, and Cognitive Differences

Tine¹

2017

Poverty, Inequality and Policy

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“…'This is hardly surprising considering that Americans in general lack such a vocabulary ' [p. 172]. McLoyd [1998] concurs, arguing that an ideology that minimizes class differences and proclaims equal opportunity blinds Americans to low rates of intergenerational mobility. In fact, the rates are roughly comparable to those in European countries where class distinctions are exaggerated.…”

mentioning

confidence: 92%

“…Thus, problems of ethnocentric bias, of invidious comparisons, of dichotomizing differences, of minimizing variation within groups are especially likely to plague discussions when children from working-class, poor, or minority backgrounds are compared with their 'mainstream' counterparts. Both McLoyd's [1998] chapter on poverty and Fisher, Jackson, and Villarruel's [1998] chapter on African American and Latin American children and youth in the 5th edition of The Handbook of Child Psychology show how powerfully these problems have shaped developmental research and policy, to the detriment not only of these particular groups but to our understanding of child development more generally.…”

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confidence: 99%

Working-Class Children’s Experience through the Prism of Personal Storytelling

Miller

Cho

Bracey³

2005

Human Development

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Framed within recent developments in genre theory, this paper examines personal storytelling as practiced by working-class children and their families. Although both working-class and middle-class children encounter versions of oral storytelling that embody a personal perspective, these versions privilege different slants on experience. Drawing on a program of research that spans several decades and two European American working-class communities, we attempt to characterize the working-class slant on its own terms, not simply as a departure from a middle-class standard. We conclude that the working-class slant encourages children to see that they have the right and resources to narrate their own experiences in self-dramatizing ways, but that the right to be heard and to have one’s point of view accepted cannot be taken for granted.

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“…For example, teen parenthood (Morley et al 2011) and parent mental health (Atkinson et al 1999;Tarabulsy et al 2008) have been linked with adverse parenting behaviors. Contextual stressors, such as economic hardship and stressful life experiences (e.g., domestic violence) may also add to the burden of parenting (Lee et al 2011;McConnell et al 2011;McLoyd 1998). There is also empirical evidence to suggest that a child's early behavioral characteristics predict parental behaviors and perceptions (e.g., Caspi et al 2004;Jaffee et al 2004a;Kiff et al 2011;Putnam et al 2002), although there is disagreement about the importance and meaning of these potential "child effects" (Collins et al 2000;Dodge 1990).…”

mentioning

confidence: 99%