Research paper

Zichun Gao

Dr. Kuroki

English 1A

10/14/19

Research Journal

Resource #1

Citations:

Datnow, Amanda, and Solórzano G. Fries. "Low-Income Youth, Access to Education."

Encyclopedia of Diversity in Education​, edited by James A. Banks, vol. 3, SAGE

Reference, 2012, pp. 1420-1423. ​Gale eBooks​,

https://link-gale-com.ezp.pasadena.edu/apps/doc/CX4195500432/GVRL?u=pasa198

71&sid=GVRL&xid=60582f21. Accessed 7 Nov. 2019​.

Detail notes:

● This article says that youth education has a lot to do with the economy. The economic

situation determines the level of education. Many young people are not affected by

education, and many methods are needed to implement cooperation between relevant

departments and local governments.

● Lower educational attainment among low-income individuals derives in large part

from the fact that many children from low-income families continue to lack access to

high-quality, well-resourced schools.

● As poverty rates grow, educators and social scientists are becoming increasingly

aware of how difficult it is for students living in poverty to achieve success in the

American educational system.

● At the same time, three quarters of Latino students who dropped out of high school or

did not pursue higher education report that they did so because they needed to work to

support their families. The majority of low-income youth ages 19 to 22 are not in

school; many of those youth are working, but at least a third are neither in work nor in

school.

● In addition, educators and policymakers need to better understand low-income

youth’s perspectives about the opportunities and barriers preventing them from

accessing, persisting, and completing their education.

Resource #2

citations：

Education Department Releases Guidance on Homeless Children and Youth. , 2016.

sirsissuesre searcher,

https://login.ezp.pasadena.edu/loginhttps://explore.proquest.com/sirsissuesresearcher/

document/2250479026?accountid=28371​.

Detail notes:

● The abstract of this article is intended to help state and local partners understand and

implement new laws to better protect and serve homeless students and to help schools

provide these students with much-needed stability, security and support.

● This press release reveals how the US Department of Education can help homeless

children and adolescents.

● Research shows that these students experience significant academic, social, and

socio-emotional challenges, and that being homeless is associated with lower school

achievement and increased risk of dropping out of school.

● In December 2015, ESSA reauthorized the McKinney-Vento Education for Homeless

Children and Youths program, which protects and serves homeless students. The

amended McKinney-Vento Act provides new protections for homeless youth, and

equips local partners with an essential tool for implementing new provisions in ESSA.

● In response to the growing number of homeless students enrolled in public schools,

President Obama's fiscal year 2017 budget also calls for a 21 percent increase to the

Education for Homeless Children and Youths program, which helps reduce and

eliminate educational barriers for homeless children.

Resource #3

citations：

Trani, Jean-Francois, et al. "Assessment of progress in education for children and youth

with disabilities in Afghanistan: A multilevel analysis of repeated cross-sectional

surveys." ​PLoS ONE​, vol. 14, no. 6, 2019, p. e0217677. ​Gale In Context: Opposing

Viewpoints​,

https://link-gale-com.ezp.pasadena.edu/apps/doc/A588418657/OVIC?u=pasa19871&

sid=OVIC&xid=7fc36395. Accessed 7 Nov. 2019.

Detail notes:

● 617 million children and adolescents-or six out of 10 globally- are not reaching

minimum levels in literacy and mathematics [2]. Across the central and southern Asia

region, it is predicted that 81% of children and adolescents (241 million) will not

reach minimum proficiency in reading.

● In Afghanistan specifically, respectively 40% or 2.3 millions of primary school age

children-primarily girls-are out of school; mean years of schooling is 3.2 years [7].

Disadvantaged children, particularly children with disabilities, children in remote

rural areas and from poor families, girls and ethnic minorities have lower enrolment

rates and higher rates of repetition and drop out before completion

● Literature has also shown that conflict is a direct source of distress for children

through the witnessing of violent events but also through the ongoing exposure to

various daily stressors such as domestic or community violence and poverty

[5,11-14].

● The present study investigates the following research questions:

1. Is investment in education associated with better school access for children

with disabilities?

2. Is investment in education linked to better learning outcomes; and

3. lower mental distress?

● Section three details the methods, study design and sampling and measurement of

access to school, learning outcomes and psychological wellbeing. Section four

provides results related to our outcomes of interest. Finally, section five discusses

findings and concludes.

Resource #4

citations：

Louise Brown, Toronto S. "How to Stay Plugged in to Your Teenager's Education: AM Edition]."

Toronto Star​, Oct 06, 1992, pp. F3​. ProQuest​,

https://login.ezp.pasadena.edu/login?url=https://search-proquest-com.ezp.pasadena.edu/

docview/436720798?accountid=28371​.

Detail notes:

● "During early adolescence - 12, 13, 14 years old - it's very important for kids to have a

mentor, someone in their life they can trust," Tittel says. "These kids have left the nice

warm nest of Grade 8 to go to a school where they now have eight different teachers,

so they need you to show an interest every day."

● This article is mainly to teach parents how to communicate with their children,

educate them, how to help them in learning, but not let them rely too much on

parental control, can be independent as soon as possible.

● It also shows that the child's growth is accompanied by parents. Closely related to

educational methods.

Resource #5

citations：

Tulk, Linda, et al. “Does Parental Work Affect the Psychological Well-Being and Educational

Success of Adolescents?” ​Community, Work & Family​, vol. 19, no. 1, Feb. 2016, pp.

80–102. ​EBSCOhost​, doi:10.1080/13668803.2014.1002830.

Detail notes:

● The primary goal of this exploratory study was to observe the presence or absence of

empirical associations between various parental working conditions, family and,

ultimately, the psychological well-being and educational success of young adolescents

in Canada.

● More specifically, the results confirmed that parental working conditions have an

indirect effect on the psychological well-being and educational success of

adolescents, through family environment, parenting and the quality of the

parent–adolescent relationship. The practical implications of this study are discussed.

● This chain of associations suggests that the effects of parental work operate through

family dynamics and that the relationship between parental work and the educational

success or psychological well-being of adolescents is indirect.

● Educational success

Educational success is a new and, as yet, imprecise concept that has been defined in

different ways (Potvin, [71]). It is clearly broader than academic achievement –

measured essentially by school grades – and involves the acquisition of a variety of

competencies (Potvin, [71]).

● Psychological well-being

Many studies define psychological well-being in terms of social and psychological

adjustment, which manifests itself mainly through strong interpersonal skills and the

ability to regulate emotions (e.g. Crouter, Bumpus, Maguire, & McHale, [28]; Doyle,

Moretti, Brendgen, & Bukowski, [34]).

More specifically, the general hypothesis of this study is that parental work

contributes to adolescent outcomes through its incidence for family-related variables

such as the quality of the family environment, the way the parental role is carried out

and, consequently, the quality of the parent–adolescent relationship.

Resource＃6

cities：

Farinde, Abiola A., and Richard H. Milner, IV. "Homeless Students." ​People of Color in the

United States​: ​Contemporary Issues in Education, Work, Communities, Health, and

Immigration​, edited by Kofi Lomotey, vol. 1: Education: K-12 and Higher Education,

Greenwood, 2016, pp. 184-194. ​Gale eBooks​,

https://link.gale.com/apps/doc/CX6092400033/GVRL?u=pasa19871&sid=GVRL&xid

=5d878cd3. Accessed 14 Nov. 2019.

Detail notes:

● Homelessness, a consequence of ​poverty​, impacts the social and academic

outcomes of over one million school-aged children. Although difficult to define,

homelessness is a growing educational issue, characterized by the varying

residential statuses of displaced students. Fundamentally, homelessness is

the absence of a fixed, permanent residence for dwelling.

● Of a subgroup of homeless students, homeless students of color, in

particular, face grave challenges within the PreK-12 ​education​ system due to

their status and high mobility. Specifically, ​school enrollment​, attendance, and

completion as well as access to educational resources are but a few of the

obstacles that may hinder the academic performance and achievement of

homeless students of color. While legislative acts have been enacted to

render support and eliminate educational barriers, continual efforts are

needed

Resource＃7

cities：

Valentine, Rebecca. "Education." ​American Decades Primary Sources​, edited by

Lawrence W. Baker, vol. 11: 2000-2009, Gale, 2013, pp. 79-142. ​Gale

eBooks​,https://link-gale-com.ezp.pasadena.edu/apps/doc/CX2737000014/GV

RL?u=pasa19871&sid=GVRL&xid=d459dc6b. Accessed 19 Nov. 2019.

Detail notes:

● In 1965, under Lyndon B. Johnson administration, the Elementary and Secondary

Education Act (ESEA) was signed, marking the entrance of the federal government

into the business of public education. It would never again not be involved in a

regulatory manner again. The ESEA was a significant component of Johnson's War

on Poverty, as its mission was to improve the quality of education for children in need

in both public and parochial schools.

● According to a paper published by sociologists in 2009, a greater proportion of

immigrant black high school graduates attend elite American colleges and

universities than both native-born black and white students. “How African American Is

the Net Black Advantage? Differences in College Attendance among Immigrant

Blacks, Native Blacks, and Whites” was published by Pamela R. Bennett of Johns

Hopkins University and Amy Lutz of Syracuse University.

● Previous studies had already shown that although a smaller proportion of black high

school graduates than white high school graduates attended college overall, black

high school graduates were more likely to attend college when their socioeconomic

family background and academic performance were the same as those of white high

school graduates. The 1988–2000 study revealed that, of those black high school

graduates who did attend college, a greater percentage of those who enrolled at

more elite schools tended to be immigrants rather than their American-born

counterparts.