Conflicting Constructions of Childhood and Children in Education History

2019 ◽  
pp. 427-444
Author(s):  
Barbara Beatty
Keyword(s):  
Public Schools ◽  
Child Labor ◽  
Low Income ◽  
Compulsory Education ◽  
Education History ◽  
Economic Competition ◽  
Income Disparities ◽  
Nineteenth Century United States ◽  
Low Income Families ◽  
Constructions Of Childhood

Child labor and compulsory education were entwined in the context of conflicting social constructions of childhood. As public schools spread in the nineteenth-century United States, a modern construction of childhood as a time to go to school evolved for protected middle-class children. At the same time, with industrialization, migration, emancipation, and population growth, increasing numbers of poor and working-class children were constructed as child laborers. Anti–child labor campaigns proceeded piecemeal, not always in concert with compulsory education laws. With the transition from agricultural to industrial societies, constructions of childhood varied internationally, by culture, region, race, gender, class, caste, and politics. Worldwide, children from low-income families were less protected and less able to attend school. Driven in part by global economic competition, income disparities, testing, and other variables, a postmodern reconstruction of childhood has been emerging, in which pressured children work hard at school and emotionally at home. Yet with persistent child labor in many parts of the world, other children experience different kinds of pressure and difficulties becoming and performing as students.

scholarly journals PROMOTING EDUCATIONAL STAKEHOLDER VOLUNTEERISM IN THE DIVISION OF BATANGAS CITY, PHILIPPINES

2019 ◽  
Vol 7 (5) ◽  
pp. 10-20
Author(s):  
Ted Ian D. Jungay ◽  
Romeo M. Guillo
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Student Services ◽  
Data Gathering ◽  
The Public ◽  
Educational Stakeholders ◽  
Public Secondary School ◽  
Documentary Analysis ◽  
Low Income Families ◽  
Set Up

This study aimed to promote volunteerism among educational stakeholders to support public secondary school programs in the Division of Batangas City. It determined the projects, activities and programs (PAP’s) undertaken by the public schools that need the assistance of the stakeholders, and the extent of the stakeholders’ support along school affairs- its organizational set and policies, projects and activities, student services and facilities. It also delved about the problems met by the public schools in promoting volunteerism among their stakeholders. The study made use of descriptive method with the survey questionnaire, interview and documentary analysis as data gathering instruments. The respondents were 18 school heads, 258 teachers and 74 parents of the 18 public secondary schools. The study revealed that the respondents often supported school projects, activities and programs undertaken by the school. Extra-curricular activities for music and arts were seldom supported. Educational stakeholders also supported school organization set up, policies, school projects, student services and school facilities to a great extent. The main problem encountered in the promotion of volunteerism among stakeholders was that many of the community people come from low-income families thus they hardly provide financial assistance to school which was rated moderately serious.

The Use of a Nonrefundable Tax Credit to Increase Children’s Participation in Physical Activity in Alberta, Canada

2021 ◽  
pp. 1-7
Author(s):  
Jodie A. Stearns ◽  
Paul J. Veugelers ◽  
Tara-Leigh McHugh ◽  
Chris Sprysak ◽  
John C. Spence
Keyword(s):  
Physical Activity ◽  
Low Income ◽  
Odds Ratio ◽  
Data Sets ◽  
Tax Credit ◽  
Healthy Living ◽  
Cross Sectional ◽  
Income Disparities ◽  
Grade 5 ◽  
Low Income Families

Background: Potential income disparities were examined in the (1) awareness and uptake of the Children’s Fitness Tax Credit (CFTC), and (2) physical activity (PA) of children from families who did and did not claim the credit in Alberta, Canada in 2012 and 2014. Methods: Secondary analyses of 3 cross-sectional data sets of grade 5 students (10–11 y) were performed, including Alberta Project Promoting healthy Living for Everyone Schools 2012 (N = 1037), and Raising healthy Eating and Active Living Kids Alberta 2012 (N = 2676), and 2014 (N = 3125). Parents reported whether they claimed the CFTC in the previous year, their education and household income, and their child’s gender and PA. Children self-reported their PA from the previous 7 days. In Alberta Project Promoting healthy Living for Everyone Schools, children also wore pedometers. Analyses adjusted for clustering within schools and demographic factors. Results: Higher income families (≥$50,000/y) were more likely to be aware of and to have claimed the CFTC compared with low-income families (<$50,000/y). The CFTC was associated with organized PA with larger associations for higher-income families (odds ratio = 9.03–9.32, Ps < .001) compared with lower-income families (odds ratio = 3.27–4.05, Ps < .01). No associations existed for overall PA or pedometer steps with the CFTC. Conclusions: Income disparities exist in the awareness, uptake, and potential impact of the CFTC. Tax credits are not effective in promoting overall PA.

“A Great School Benefits Us All”: Advantaged Parents and the Gentrification of an Urban Public School

2016 ◽  
Vol 54 (8) ◽  
pp. 1121-1148 ◽  
Author(s):  
Alexandra Freidus
Keyword(s):  
Public Schools ◽  
Public School ◽  
Public Education ◽  
Low Income ◽  
Educational Equity ◽  
District Leaders ◽  
White Families ◽  
Low Income Families ◽  
Urban Public School

Middle-class, professional, and White families in gentrifying cities are increasingly choosing neighborhood public schools. As critical consumers of public education, these families frequently bring not only new resources to schools but also new demands. This article examines the process of “school gentrification” by analyzing the discourse of a neighborhood parents’ listserv. I find that as they worked to make their local public school “great,” advantaged parents performed the role of careful investors, defined themselves as the source of the school’s potential value, and marginalized low-income families and families of color. These findings raise important questions about educational equity for both educational researchers and urban school and district leaders.

scholarly journals DOMESTIC VIOLENCE AGAINST WOMEN AND ITS IMPACT ON CHILDREN'S SCHOOL PERFORMANCE

2021 ◽  
Author(s):  
Ediane Alves ◽  
◽  
Paulo Prado
Keyword(s):  
Domestic Violence ◽  
Public Schools ◽  
School Performance ◽  
Family Environment ◽  
Low Income ◽  
Repeated Measures ◽  
School Attendance ◽  
Personal Characteristics ◽  
Repeated Measures Design ◽  
Low Income Families

"This research addressed the issue of domestic violence investigating whether and how it affects the school performance of the child who witnesses episodes of violence against the mother in the home. Personal characteristics and other environments in which these children and adolescents are inserted in, such as family, school and community interact with each other and can influence their school performance. Because the school is the second most common space for children, it is in it where family environment is expressed. The main objective of this study was to analyze whether and how domestic violence experienced by children affects their school performance. The data were collected throughout documentary research, one analyzing the information recorded in the files of the Reference and Service Center for Women (CRAM in Portuguese) and the Municipal Education Secretariat (SME). Records were selected from 20 children regularly enrolled in elementary public schools, whose mothers sought the services of CRAM. The dependent variable was school grades, which were analyzed according to a repeated measures design: during the occurrence of domestic violence episodes and after these episodes have ceased. Analyzes were also conducted with the aim of verifying possible effects of other variables, such as school attendance, family socioeconomic status and mothers education level. The results showed that the students had lower school performance after the end of the episodes of violence. No effects of other variables were observed. Factors related to the phenomenon are discussed as possible causes: separation from the father, change of address, custody’s change and others. Considering that the casuistry of this study was composed of students from low-income families, the results point to a kind of ""Matthew effect"", that is, a relationship between violence, poverty and ignorance in which everyone feeds each other forming a cycle quite hard to break. Therefore, it is necessary that public policies be formulated in the scope of education so that students who experience domestic violence receive specialized attention aiming at realizing their learning potential."

scholarly journals Reimagining Schools' Role Outside the Family Regulation System

2021 ◽  
Vol 11 (3) ◽  
Author(s):  
Brianna Harvey ◽  
Josh Gupta-Kagan ◽  
Christopher Church
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Child Protection ◽  
The United States ◽  
Mandatory Reporting ◽  
Regulation System ◽  
Mandated Reporting ◽  
The Family ◽  
Family Regulation ◽  
Low Income Families

The United States’ family regulation system often begins with well-intentioned professionals making child protection hotline calls, jeopardizing their own ability to work with families and subjecting the families to surveillance. By the system’s own standards, most of this surveillance leads to no meaningful action. Nowhere is this reality more present than in schools. Educational personnel serve as the leading driver of child maltreatment allegations, yet decades worth of data reveal educator reports of maltreatment are the least likely to be screenedin and the least likely to be substantiated or confirmed. In other words, education personnel— whether motivated by genuine concern, which may nevertheless be informed by implicit biases towards low-income families and families of color; fear of liability; or the desire to access services they believe families cannot acquire elsewhere— overwhelm our child welfare system with unnecessary allegations of maltreatment. This reality has fundamentally transformed the relationship between families and schools. Carrying the heavy burden of mandated reporting laws, public schools disproportionately refer Black and low-income families to the family regulation system, abdicating schools’ opportunity to serve these same families in the communities in which they reside. Rather than serving as the great equalizer, public schools increasingly contribute to the carceral state’s regulation of families. This Article argues that schools must shift their role away from the reporting and surveillance of these families, and instead directly provide and arrange for services for families. This change begins with sharply limiting or repealing mandatory reporting obligations (permitting voluntary reports in severe cases)—but that is only the start. Schools are well-positioned to create new pathways to the supports and services from which most families reported to the family regulation system might actually benefit. Schools are already a primary source of food for impoverished children, and can help ensure low-income families access all the public benefits to which they are entitled. Schools can largely refer children and families to the same services that the family regulation system can—such as mental health services and substance abuse treatment—but without that system’s coercive authority and its associated problems. Where some services are tied to the family regulation system’s involvement, then law should permit schools to refer families directly. Schools know which families need legal services to defend their housing, access benefits, obtain orders of protection—or any of the myriad of other supports that poverty lawyers can provide. This shift would tie schools to the families and communities that they serve and benefit those families and communities far more than the surveillance and policing they experience under the current family regulation system.

scholarly journals The Segregation of American Teachers.

2009 ◽  
Vol 17 ◽  
pp. 1 ◽  
Author(s):  
Erica Frankenberg
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Low Income ◽  
English Language ◽  
White Teachers ◽  
Racial Diversity ◽  
Highly Qualified ◽  
Low Income Families ◽  
K 12 ◽  
Teaching Force

Data from a unique new survey of over 1,000 teachers in K-12 public schools across the country show that our teaching force is largely segregated. Using this new dataset, I find that teachers of different races are teaching students of very different racial composition, adding an extra dimension to growing student racial segregation. White teachers comprise an overwhelming majority of the nation's teachers. Yet at the same time, they were the least likely to have had much experience with racial diversity and remain remarkably isolated. The typical African American teacher teaches in a school were nearly three-fifths of students are from low-income families while the average white teacher has only 35% of low-income students. Latino and Asian teachers are in schools that educate more than twice the proportion of English language learners as schools of white teachers. Nonwhite teachers and teachers who teach in schools with high percentages of minority or poor students are more likely to report that they are contemplating switching schools or careers. The article concludes with recommendations for diversifying the teaching force and ensuring that schools serving students of all backgrounds have a racially integrated, highly qualified faculty.

scholarly journals Disparities in Children's Use of Oral Health Services

2005 ◽  
Vol 120 (4) ◽  
pp. 455-462 ◽  
Author(s):  
Dana C. Hughes ◽  
Karen G. Duderstadt ◽  
Mah-J Soobader ◽  
Paul W. Newacheck
Keyword(s):  
Low Income ◽  
Dental Care ◽  
First Year ◽  
Income Disparities ◽  
Intermediate Time ◽  
Interview Survey ◽  
Low Income Families ◽  
Dental Needs ◽  
Poor Children ◽  
Unadjusted Analysis

Objectives. We sought to determine if the recent expansions in Medicaid and the State Children's Health Insurance Program (SCHIP) have resulted in a narrowing of income disparities over time with the use of dental care in children 2 to 17 years of age. Methods. Six years of data from the National Health Interview Survey were utilized. A trend analysis was conducted using 1983 as a baseline, which predates the expansions, and 2001–2002, the endpoint, which postdates implementation of the expansions. In addition, we examined two intermediate time points (1989 and 1997–1998). We conducted unadjusted and adjusted analyses using logistic regression. Results. Overall, use of ambulatory dental care has increased dramatically for children over the past two decades. In 1983, more than one in three children (38.5%) had no dental care within the previous 12 months. By 2001–2002, about one-quarter of children (26.3%) were reported to have no dental care within the year, a reduction of 12.2% from 1983 ( p<0.001). Frequency of unmet dental care remained unchanged between 1997–1998 (the first year this measure was available) and 2001–2002. A reduction in income disparities for use of dental care was found in our unadjusted analysis but this difference became statistically insignificant in the adjusted analysis. No changes in income disparities occurred for unmet dental needs in either the unadjusted or adjusted analyses. Conclusions. A substantial overall improvement in dental care use has occurred among all income groups, including poor and near poor children. This “keeping up” with their higher-income counterparts represents an important public health accomplishment for children in low-income families. Nevertheless, additional efforts are needed to close remaining disparities in access to dental care.

Young Readers Transpetro Program: The Sustainable Development of Community Close to a Pipeline in Goia´s, Brazil

2008 ◽  
Author(s):  
Walderes Lima de Brito ◽  
Newton Camelo de Castro ◽  
Carlos Roberto Bortolon
Keyword(s):  
Art Education ◽  
Child Labor ◽  
Low Income ◽  
Fund Raising ◽  
First Year ◽  
Socially Responsible ◽  
The Sustainable Development ◽  
Functional Illiteracy ◽  
Low Income Families ◽  
Striving Readers

A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.

scholarly journals Milwaukee Makes a Difference: Recognizing Gifted Students from Culturally and Linguistically Diverse Families

2021 ◽  
Vol 11 (10) ◽  
pp. 578
Author(s):  
Susan O’Brien ◽  
Mary Ruth Coleman ◽  
Dorothy L. Schuller ◽  
Martha A. López ◽  
German Díaz
Keyword(s):  
Public Schools ◽  
Low Income ◽  
Gifted Education ◽  
Gifted Students ◽  
Linguistically Diverse ◽  
The United States ◽  
External Support ◽  
Strength Based ◽  
Education Today ◽  
Low Income Families

Gifted education today faces a significant challenge in reaching equity as well as excellence. This is reflected in the disproportionate underrepresentation of children from Black, Hispanic, Native, and low-income families. This pattern of underrepresentation within programs for students with gifts and talents is pervasive and pernicious and impacts gifted education programming across all 50 states in the United States of America. This article describes the efforts of Milwaukee Public Schools, a large urban school district in Wisconsin, to address the need for both equity and excellence within their gifted education programming. The U~STRARS~PLUS model formed the foundation for changing the culture of the schools from “at risk” to “at potential”. Dedicated leadership and the combination of securing external support, developing internal trust, and building capacity across the district were critical to creating a strength-based focus within the schools. While the journey is not over, the authors hope that others can learn from Milwaukee’s experiences.

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