ERIC Number: EJ1431660
Record Type: Journal
Publication Date: 2023
Pages: 6
Abstractor: As Provided
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EISSN: EISSN-2056-7936
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Disrupting Links between Poverty, Chronic Stress, and Educational Inequality
Madeline B. Harms; Sherona D. Garrett-Ruffin
npj Science of Learning, v8 Article 50 2023
The income-achievement gap is a significant and stubborn problem in the United States, which has been exacerbated by the COVID-19 pandemic. In this article, we link two emerging literatures that have historically been disparate: the neurobiology of poverty as a form of early life stress, and research on educational policies with the potential to reduce SES-based disparities in academic achievement. In doing so, we (1) integrate the literature on poverty-related mechanisms that contribute to early life stress, alter neurobiology, and lead to educational inequities, and (2) based on this research, highlight policies and practices at the school/classroom level and broader structural level that have the potential to address the problem of inequity in our educational systems. We emphasize that educational inequity is a systemic issue, and its resolution will require coordination of local, state, and national policies.
Descriptors: Poverty, Stress Variables, Neurology, Biology, Equal Education, Achievement Gap, Child Development, Educational Policy, Socioeconomic Status, Academic Achievement
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
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