Pub Date : 2018-04-30DOI: 10.1080/10796126.2018.1470438
Alexia Polillo, J. Sylvestre, N. Kerman, Catherine M. Lee, T. Aubry, Konrad Czechowski
ABSTRACT Emergency homeless shelters can be stressful environments for families. They can be associated with emotional distress and feelings of restriction for parents, and with behavioural, social, and developmental challenges for children. However, little is known about the experiences of accompanied youth residing in shelter with their families, as the literature about this age group's experiences of homelessness has mainly focused on unaccompanied youth. Findings from the current study are drawn from qualitative interviews with 16 adolescents and young adults (aged 16–21) who were homeless and living with their families in family homeless shelters in Ottawa, Ontario, Canada. Youth described family homeless shelters as stressful environments but also found that the shelters provided support to them and their families. Youth discussed the various strategies they used to cope in facing the challenges of shelter life. These findings add to our understanding of youth who are homeless and highlight the ways in which they adapt to the challenges of living in a family homeless shelter with their families. Recommendations are included for ways that shelter staff and policymakers can enact operational and systemic changes that could potentially improve the experiences of such youth and their families.
{"title":"The experiences of adolescents and young adults residing with their families in emergency shelters in Canada","authors":"Alexia Polillo, J. Sylvestre, N. Kerman, Catherine M. Lee, T. Aubry, Konrad Czechowski","doi":"10.1080/10796126.2018.1470438","DOIUrl":"https://doi.org/10.1080/10796126.2018.1470438","url":null,"abstract":"ABSTRACT Emergency homeless shelters can be stressful environments for families. They can be associated with emotional distress and feelings of restriction for parents, and with behavioural, social, and developmental challenges for children. However, little is known about the experiences of accompanied youth residing in shelter with their families, as the literature about this age group's experiences of homelessness has mainly focused on unaccompanied youth. Findings from the current study are drawn from qualitative interviews with 16 adolescents and young adults (aged 16–21) who were homeless and living with their families in family homeless shelters in Ottawa, Ontario, Canada. Youth described family homeless shelters as stressful environments but also found that the shelters provided support to them and their families. Youth discussed the various strategies they used to cope in facing the challenges of shelter life. These findings add to our understanding of youth who are homeless and highlight the ways in which they adapt to the challenges of living in a family homeless shelter with their families. Recommendations are included for ways that shelter staff and policymakers can enact operational and systemic changes that could potentially improve the experiences of such youth and their families.","PeriodicalId":35244,"journal":{"name":"Journal of Children and Poverty","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10796126.2018.1470438","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43226488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-10DOI: 10.1080/10796126.2018.1501153
L. Martin, K. Loomis, Jemimah L. Young
{"title":"You can’t be what you can’t see: the power of opportunity to change young lives","authors":"L. Martin, K. Loomis, Jemimah L. Young","doi":"10.1080/10796126.2018.1501153","DOIUrl":"https://doi.org/10.1080/10796126.2018.1501153","url":null,"abstract":"","PeriodicalId":35244,"journal":{"name":"Journal of Children and Poverty","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10796126.2018.1501153","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46125077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/10796126.2018.1428180
D. Horton
{"title":"Breakaway learners: strategies for post-secondary success with at-risk students","authors":"D. Horton","doi":"10.1080/10796126.2018.1428180","DOIUrl":"https://doi.org/10.1080/10796126.2018.1428180","url":null,"abstract":"","PeriodicalId":35244,"journal":{"name":"Journal of Children and Poverty","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10796126.2018.1428180","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41494896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/10796126.2018.1436528
M. McLemore
The exponential growth of mass incarceration and the impact that it has had in the lives of poor and Black people in the United States has begun to attract greater public awareness. However, women ...
大规模监禁的指数级增长及其对美国穷人和黑人生活的影响已开始引起更多公众的注意。然而，女人……
{"title":"Jailcare: finding the safety net for women behind bars","authors":"M. McLemore","doi":"10.1080/10796126.2018.1436528","DOIUrl":"https://doi.org/10.1080/10796126.2018.1436528","url":null,"abstract":"The exponential growth of mass incarceration and the impact that it has had in the lives of poor and Black people in the United States has begun to attract greater public awareness. However, women ...","PeriodicalId":35244,"journal":{"name":"Journal of Children and Poverty","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10796126.2018.1436528","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48326602","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/10796126.2017.1401900
K. Kainz, Melissa A. Lippold, Elaina Sabatine, Rebecca Datus
ABSTRACT Persistent education inequality is a complex problem in the United States, and, despite efforts to promote equity, education performance and attainment remain highly related to characteristics of students’ families, schools, and neighborhoods. Systemic interventions are designed to address complex problems through the identification and purposeful incorporation of knowledge from the multiple systems implicated in a problem. Although systemic intervention approaches are not widely reported in education, they have yielded positive effects in health and human services and are worth investigating in the education context. In this paper we review policy and research evidence related to education inequality and provide an agenda for designing and evaluating systemic interventions to reduce education inequality.
{"title":"A systemic intervention research agenda for reducing inequality in school outcomes","authors":"K. Kainz, Melissa A. Lippold, Elaina Sabatine, Rebecca Datus","doi":"10.1080/10796126.2017.1401900","DOIUrl":"https://doi.org/10.1080/10796126.2017.1401900","url":null,"abstract":"ABSTRACT Persistent education inequality is a complex problem in the United States, and, despite efforts to promote equity, education performance and attainment remain highly related to characteristics of students’ families, schools, and neighborhoods. Systemic interventions are designed to address complex problems through the identification and purposeful incorporation of knowledge from the multiple systems implicated in a problem. Although systemic intervention approaches are not widely reported in education, they have yielded positive effects in health and human services and are worth investigating in the education context. In this paper we review policy and research evidence related to education inequality and provide an agenda for designing and evaluating systemic interventions to reduce education inequality.","PeriodicalId":35244,"journal":{"name":"Journal of Children and Poverty","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10796126.2017.1401900","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48387908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/10796126.2018.1428179
Elizabeth Chase
{"title":"‘Why we drop out’: understanding and disrupting student pathways to leaving school","authors":"Elizabeth Chase","doi":"10.1080/10796126.2018.1428179","DOIUrl":"https://doi.org/10.1080/10796126.2018.1428179","url":null,"abstract":"","PeriodicalId":35244,"journal":{"name":"Journal of Children and Poverty","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10796126.2018.1428179","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42417459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/10796126.2018.1424123
A. Treat
{"title":"The future of us: what the dreams of children mean for twenty-first-century America","authors":"A. Treat","doi":"10.1080/10796126.2018.1424123","DOIUrl":"https://doi.org/10.1080/10796126.2018.1424123","url":null,"abstract":"","PeriodicalId":35244,"journal":{"name":"Journal of Children and Poverty","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10796126.2018.1424123","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48878638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/10796126.2017.1401899
Dominic F. Gullo
ABSTRACT Factors that affect children’s school readiness potential are evident even from birth. Structural equation modeling was used to test the hypotheses that certain factors related to gender, approaches to learning, age at school entry, family income, and the health status of the child at birth have an effect on low-socioeconomic status (SES) children’s readiness for school. Data from the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B) was used to test the hypotheses. Included in the sample were 1700 children of diverse racial/ethnic backgrounds. All the children were in the lowest SES quintile of the children making up the ECLS-B cohort. The hypothesized model suggested that there were both direct and indirect influences on children’s school readiness performance. Potential risk factors and implications for ameliorating negative influences were identified.
{"title":"A structural model of early indicators of school readiness among children of poverty","authors":"Dominic F. Gullo","doi":"10.1080/10796126.2017.1401899","DOIUrl":"https://doi.org/10.1080/10796126.2017.1401899","url":null,"abstract":"ABSTRACT Factors that affect children’s school readiness potential are evident even from birth. Structural equation modeling was used to test the hypotheses that certain factors related to gender, approaches to learning, age at school entry, family income, and the health status of the child at birth have an effect on low-socioeconomic status (SES) children’s readiness for school. Data from the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B) was used to test the hypotheses. Included in the sample were 1700 children of diverse racial/ethnic backgrounds. All the children were in the lowest SES quintile of the children making up the ECLS-B cohort. The hypothesized model suggested that there were both direct and indirect influences on children’s school readiness performance. Potential risk factors and implications for ameliorating negative influences were identified.","PeriodicalId":35244,"journal":{"name":"Journal of Children and Poverty","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10796126.2017.1401899","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46255391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/10796126.2018.1425289
Karen M. Kolivoski
{"title":"Raising government children: a history of foster care and the American welfare state","authors":"Karen M. Kolivoski","doi":"10.1080/10796126.2018.1425289","DOIUrl":"https://doi.org/10.1080/10796126.2018.1425289","url":null,"abstract":"","PeriodicalId":35244,"journal":{"name":"Journal of Children and Poverty","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10796126.2018.1425289","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43957323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-02DOI: 10.1080/10796126.2018.1436529
Ralph da Costa Nunez
While we did not deliberately set out to devote the Journal of Children and Poverty’s first issue of 2018 to the theme of education, a varied collection of work at the intersection of poverty and school success came to fruition at the same time. Therefore, we are pleased to be publishing three original manuscripts, a policy brief, and two book reviews from various perspectives that all examine educational challenges facing low-income children, beginning with kindergarten readiness and looking all the way through the academic rigors of high school and beyond. The first article, ‘A Structural Model of Early Indicators of School Readiness among Children of Poverty’ by Dominic F. Gullo, uses structural equation modeling to test the effects of certain direct and indirect factors – gender, approaches to learning, age at school entry, family income, and the health status of the child at birth – on low-socioeconomic status children’s readiness for school. In the second article, Rachel McKinnon, Allison Friedman-Krauss, Amanda Roy, and C. Cybele Raver start from the premise that little is known about how changing schools – something that children living in poverty tend to do often – impacts the crucial bonds between teachers and students. In ‘Teacher–Child Relationships in the Context of Poverty: The Role of Frequent School Mobility’, they use growth curve models to explore the association between frequent school moves and the quality of low-income students’ relationships with their teachers over the five years between preschool and third grade. Finally, David Rutkowski, Leslie Rutkowski, Justin Wild, and Nathan Burroughs turn the focus to older students and in ‘Poverty and Educational Achievement in the US: A LessBiased Estimate using PISA 2012 Data’ employ propensity score matching to compare educational attainment between 15-year-old American students living in poverty and their otherwise similar – yet not poor – peers. Notable deficiencies were found for the children living in poverty, who scored well below the Organization for Economic Co-operation and Development (OECD) average on math achievement while their higher income matches were on par with their global peers. ‘A Systemic Intervention Research Agenda for Reducing Inequality in School Outcomes’, this issue’s policy brief by Kirsten Kainz, Melissa Lippold, Elaina Sabatine, and Rebecca Datus, provides an agenda for designing and evaluating systemic interventions – those designed to address complex problems through the identification and purposeful incorporation of knowledge from the multiple systems implicated in a problem – to reduce education inequality. Systemic intervention approaches have yielded positive effects in health and human services, and the authors make the case for their expansion in the education context. We also highlight two books focused on students at-risk for educational failure – ‘Why We Drop Out’: Understanding and Disrupting Student Pathways to Leaving School, by Deborah
{"title":"Letter","authors":"Ralph da Costa Nunez","doi":"10.1080/10796126.2018.1436529","DOIUrl":"https://doi.org/10.1080/10796126.2018.1436529","url":null,"abstract":"While we did not deliberately set out to devote the Journal of Children and Poverty’s first issue of 2018 to the theme of education, a varied collection of work at the intersection of poverty and school success came to fruition at the same time. Therefore, we are pleased to be publishing three original manuscripts, a policy brief, and two book reviews from various perspectives that all examine educational challenges facing low-income children, beginning with kindergarten readiness and looking all the way through the academic rigors of high school and beyond. The first article, ‘A Structural Model of Early Indicators of School Readiness among Children of Poverty’ by Dominic F. Gullo, uses structural equation modeling to test the effects of certain direct and indirect factors – gender, approaches to learning, age at school entry, family income, and the health status of the child at birth – on low-socioeconomic status children’s readiness for school. In the second article, Rachel McKinnon, Allison Friedman-Krauss, Amanda Roy, and C. Cybele Raver start from the premise that little is known about how changing schools – something that children living in poverty tend to do often – impacts the crucial bonds between teachers and students. In ‘Teacher–Child Relationships in the Context of Poverty: The Role of Frequent School Mobility’, they use growth curve models to explore the association between frequent school moves and the quality of low-income students’ relationships with their teachers over the five years between preschool and third grade. Finally, David Rutkowski, Leslie Rutkowski, Justin Wild, and Nathan Burroughs turn the focus to older students and in ‘Poverty and Educational Achievement in the US: A LessBiased Estimate using PISA 2012 Data’ employ propensity score matching to compare educational attainment between 15-year-old American students living in poverty and their otherwise similar – yet not poor – peers. Notable deficiencies were found for the children living in poverty, who scored well below the Organization for Economic Co-operation and Development (OECD) average on math achievement while their higher income matches were on par with their global peers. ‘A Systemic Intervention Research Agenda for Reducing Inequality in School Outcomes’, this issue’s policy brief by Kirsten Kainz, Melissa Lippold, Elaina Sabatine, and Rebecca Datus, provides an agenda for designing and evaluating systemic interventions – those designed to address complex problems through the identification and purposeful incorporation of knowledge from the multiple systems implicated in a problem – to reduce education inequality. Systemic intervention approaches have yielded positive effects in health and human services, and the authors make the case for their expansion in the education context. We also highlight two books focused on students at-risk for educational failure – ‘Why We Drop Out’: Understanding and Disrupting Student Pathways to Leaving School, by Deborah","PeriodicalId":35244,"journal":{"name":"Journal of Children and Poverty","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10796126.2018.1436529","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42730750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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