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Peer reviewedSchoon, Ingrid; Bynner, John; Joshi, Heather; Parsons, Samantha; Wiggins, Richard D.; Sacker, Amanda – Child Development, 2002
Investigated the long-term effects of social disadvantage on academic achievement and subsequent attainments in adulthood. Found that the influence of risk factors for socioeconomic disadvantage depended on developmental stage, the experience of long-term or continuous disadvantage, and sociohistorical context. Greatest risk was associated with…
Descriptors: Academic Achievement, Economically Disadvantaged, Longitudinal Studies, Socioeconomic Influences
Peer reviewedBuck, Mildren R.; Austrin, Harvey R. – Child Development, 1971
Findings are discussed in the light of social-learning theory. (Authors)
Descriptors: Academic Achievement, Behavior Patterns, Black Youth, Economically Disadvantaged
Direct linkMorales, Julie R.; Guerra, Nancy G. – Child Development, 2006
Using longitudinal data collected over 2 years on a sample of 2,745 urban elementary school children (1st-6th graders, ages 6-11 years) from economically disadvantaged communities, effects of stressful experiences within 3 contexts (school, family, neighborhood), cumulative stress, and multiple context stress on 3 indices of children's adjustment…
Descriptors: Elementary School Students, Student Adjustment, Urban Schools, Economically Disadvantaged
Peer reviewedSeitz, Victoria; And Others – Child Development, 1985
The delivery to impoverished mothers of medical and social services, including day care for their children, had effects that were evident 10 years later. These effects included higher socioeconomic status and educational attainment and smaller families for the mothers, and better school attendance and fewer academic problems for their children.…
Descriptors: Academic Achievement, Attendance, Children, Day Care
