scholarly journals Correction to: The Role of Family Support in Facilitating Academic Success of Low-Income Students

2018 ◽  
Vol 60 (4) ◽  
pp. 437-437 ◽  
Author(s):  
Josipa Roksa ◽  
Peter Kinsley
Keyword(s):  
Academic Success ◽  
Family Support ◽  
Low Income ◽  
Low Income Students

The House of Love and the Mental Hospital

2021 ◽  
Author(s):  
Murphy Halliburton
Keyword(s):  
Family Support ◽  
Family Involvement ◽  
Low Income ◽  
Global Mental Health ◽  
Developed Countries ◽  
Epidemiological Studies ◽  
Low Income Countries ◽  
Rehabilitation Centre

The Movement for Global Mental Health has defined the person suffering psychopathology in low-income countries as an abused and suffering subject in need of saving by biomedical psychiatry. Based on fieldwork in Kerala, South India, carried out at psychiatric clinics and a psychosocial rehabilitation centre, this paper examines patients’ experiences of illness, the degree and quality of family support, and attributions made to the role of ‘sneham’, or love, in recovery. The role of love and family involvement may help explain the provocative finding by WHO epidemiological studies that ‘developing’ countries – and India in particular – showed better rates of recovery from severe mental illness when compared to developed countries.

Principals for Social Justice: Leaders of School Success for Children from Low-Income Homes

2002 ◽  
Vol 12 (3) ◽  
pp. 281-304 ◽  
Author(s):  
Antoinette F. Riester ◽  
Victoria Pursch ◽  
Linda Skrla
Keyword(s):  
Special Education ◽  
Social Justice ◽  
Elementary Schools ◽  
Academic Success ◽  
Early Literacy ◽  
Low Income ◽  
School Success ◽  
Democratic Culture ◽  
Two Factors

This study examines the role of principals in highly successful elementary schools serving primarily students from low-income homes in influencing two factors viewed as foundational for a school in which social justice is more than simply an abstract ideal: (1) development of early literacy for every child, and (2) avoidance of overidentification and inappropriate placement in special education. Findings discussed include three areas of common beliefs and concomitant practices among the principals of schools in the study: (1) promoting a democratic culture; (2) adopting a prescriptive approach to literacy and academic success; and (3) demonstrating a stubborn persistence in “getting there.”

Financial Aid: A Broken Bridge to College Access?

2007 ◽  
Vol 77 (1) ◽  
pp. 39-63 ◽  
Author(s):  
BRIDGET TERRY LONG ◽  
ERIN RILEY
Keyword(s):  
Financial Aid ◽  
College Access ◽  
Low Income ◽  
Students Of Color ◽  
Unmet Need ◽  
Low Income Students ◽  
Financial Aid Policy ◽  
The Past ◽  
Aid Policy

In this article, Bridget Terry Long and Erin Riley argue that in recent years, U.S. financial aid policy has shifted its emphasis from expanding college access for lowincome students toward defraying the costs for middle- and upper-income families. They explain how loans, merit-based aid, and education tax breaks are increasingly replacing need-based aid and discuss how the declining role of grants may disproportionately disadvantage students already underrepresented in higher education. They document the rise in students' unmet financial needs over the past decade, showing that low-income students and students of color are especially likely to face substantial unmet need even after taking into account all available grants and loans, as well as family contributions. In response to these trends, the authors call for a greater emphasis on need-based aid, especially grants, to reduce the role of cost as a barrier to college access.

scholarly journals Testing Basic Assumptions Reveals When (Not) to Expect Mindset and Belonging Interventions to Succeed

AERA Open ◽  
2020 ◽  
Vol 6 (4) ◽  
pp. 233285842096699
Author(s):  
Peter McPartlan ◽  
Sabrina Solanki ◽  
Di Xu ◽  
Brian Sato
Keyword(s):  
Academic Success ◽  
Low Income ◽  
First Generation ◽  
Growth Mindset ◽  
Underrepresented Minority ◽  
Low Income Students ◽  
Basic Assumptions ◽  
Large Numbers ◽  
Social Belonging ◽  
College Setting

In this case study, we investigated the effectiveness of growth mindset and social belonging interventions in a college setting with large numbers of traditionally underrepresented groups (n = 1,091). In doing so, we highlight the characteristics of the students in our study that are important for determining whether we should expect such interventions to be effective for diverse higher education populations. Correlational analyses revealed no evidence that growth mindset or social belonging were barriers to academic success among targeted subgroups in our sample. Additionally, we found no evidence that underrepresented minority, first-generation, or low-income students substantially endorsed fixed mindset or belonging uncertainty measures at baseline. We discuss benefits of testing basic assumptions for interpreting null results, including choosing the most appropriate interventions, accurately identifying subgroups who face psychological barriers to academic success, and establishing “redundancy thresholds” at which messages do not need to be reinforced by interventions.

When Data Use Devolves Into Deficit Talk: Creating the Conditions for Productive Teacher Collaboration Using Data

2018 ◽  
Vol 21 (4) ◽  
pp. 3-11
Author(s):  
Chandler P. Miranda ◽  
Reva Jaffe-Walter
Keyword(s):  
Low Income ◽  
Teacher Collaboration ◽  
Student Outcomes ◽  
Data Use ◽  
Low Income Students ◽  
Contextual Elements ◽  
Using Data ◽  
Role Of The Principal ◽  
Silver Bullet

Drawing on ethnographic research from a small urban high school serving predominantly low-income students in a large northeastern city, this case explores how a school leader seeks to improve the school’s graduation rates by analyzing student data. It asks readers to consider the overall organization of the meeting, the role of the principal, the positioning of teachers, and the resulting conversations about students that the meeting generates. The case suggests that data analysis is not a silver bullet for improvement and considers that organizational, cultural, and contextual elements need to be in place for teachers to effectively improve their practice and student outcomes.

scholarly journals The moderating role of brands for low income luxury consumers

2017 ◽  
Vol 8 (3) ◽  
pp. 936
Author(s):  
Flavio Santino Bizarrias ◽  
Suzanne Strehlau ◽  
Marcelo Moll Brandão
Keyword(s):  
Low Income ◽  
Structural Equation ◽  
Self Esteem ◽  
Equation Modeling ◽  
Low Income Students ◽  
Consumption Decisions ◽  
The Social ◽  
Relationship Of ◽  
The Relationship

The value of luxury is a multidimensional construct that assesses how consumers consider the various dimensions of luxury in their consumption relations. The consumption of luxury is not a trivial activity for most people, but brings a certain fascination and is part of the imaginary of the lower classes in emerging markets. The social identity of these consumers is changing because they aspire a new social position. But luxury consumption hurts the standards of this consumer profile. At the same time the self esteem is observed as an important element of people self-confirmation. For consumers, specifically, self-esteem is an important antecedent of consumption decisions. A sample of low income students was analyzed in this study to describe their relationship with luxury, and its influence on self-esteem when moderated by brand expressiveness. Through structural equation modeling this study found that the expression of the brand moderates the relationship of the value of luxury with self-esteem, allowing consumers of lower classes to observe a significant role of luxury in their lives.

Sign in / Sign up

Export Citation Format

Share Document