Books about Disadvantaged from Amazon.com

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At no time in history, and certainly in no other democratic society, have prisons been filled so quickly and to such capacity than in the United States. And nowhere has this growth been more concentrated than in the disadvantaged--and primarily minority--neighborhoods of America's largest urban cities. In the most impoverished places, as much as 20% of the adult men are locked up on any given day, and there is hardly a family without a father, son, brother, or uncle who has not been behind bars.
While the effects of going to and returning home from prison are well-documented, little attention has been paid to the impact of removal on neighborhoods where large numbers of individuals have been imprisoned. In the first detailed, empirical exploration of the effects of mass incarceration on poor places, Imprisoning Communities demonstrates that in high doses incarceration contributes to the very social problems it is intended to solve: it breaks up family and social networks; deprives siblings, spouses, and parents of emotional and financial support; and threatens the economic and political infrastructure of already struggling neighborhoods. Especially at risk are children who, research shows, are more likely to commit a crime if a father or brother has been to prison. Clear makes the counterintuitive point that when incarceration concentrates at high levels, crime rates will go up. Removal, in other words, has exactly the opposite of its intended effect: it destabilizes the community, thus further reducing public safety.
Demonstrating that the current incarceration policy in urban America does more harm than good, from increasing crime to widening racial disparities and diminished life chances for youths, Todd Clear argues that we cannot overcome the problem of mass incarceration concentrated in poor places without incorporating an idea of community justice into our failing correctional and criminal justice systems..
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Many prominent critics regard the international financial system as the dark side of globalization, threatening disadvantaged nations near and far. But in The Next Great Globalization, eminent economist Frederic Mishkin argues the opposite: that financial globalization today is essential for poor nations to become rich. Mishkin argues that an effectively managed financial globalization promises benefits on the scale of the hugely successful trade and information globalizations of the nineteenth and twentieth centuries. This financial revolution can lift developing nations out of squalor and increase the wealth and stability of emerging and industrialized nations alike. By presenting an unprecedented picture of the potential benefits of financial globalization, and by showing in clear and hard-headed terms how these gains can be realized, Mishkin provides a hopeful vision of the next phase of globalization.

Mishkin draws on historical examples to caution that mismanagement of financial globalization, often aided and abetted by rich elites, can wreak havoc in developing countries, but he uses these examples to demonstrate how better policies can help poor nations to open up their economies to the benefits of global investment. According to Mishkin, the international community must provide incentives for developing countries to establish effective property rights, banking regulations, accounting practices, and corporate governance--the institutions necessary to attract and manage global investment. And the West must be a partner in integrating the financial systems of rich and poor countries--to the benefit of both.

The Next Great Globalization makes the case that finance will be a driving force in the twenty-first-century economy, and demonstrates how this force can and should be shaped to the benefit of all, especially the disadvantaged nations most in need of growth and prosperity.

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A powerful instructional method for "hooking" students on academic learning

Drawing from a teaching model designed to banish boredom and student apathy, this book explains how dramatic practices can serve as powerful tools for enlivening lessons and captivating students, even the most resistant learners. Filled with intriguing classroom examples, Pogrow shows how any teacher can make use of dramatic techniques, such as surprise, humor, fantasy, role plays, games, and simulations to create standards-based content lessons that are riveting, effective, and meaningful. The author explains how to design such lessons into any content area.

Stanley Pogrow (San Francisco, CA), a noted authority on teaching practices for disadvantaged students, is professor of educational leadership at San Francisco State University, where he coordinates the Educational Leadership for Equity Program..
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Teen childbearing has risen to frighteningly high levels over the last four decades, jeopardizing the life chances of young parents and their offspring alike, particularly among minority communities. Or at least, that's what politicians on the right and left often tell us, and what the American public largely believes. But sociologist Frank Furstenberg argues that the conventional wisdom distorts reality. In Destinies of the Disadvantaged, Furstenberg traces the history of public concern over teen pregnancy, exploring why this topic has become so politically powerful, and so misunderstood.

Based on over forty years of Furstenberg's research on teen childbearing, Destinies of the Disadvantaged relates how the issue emerged from obscurity to become one of the most heated social controversies in America. Both slipshod research by social scientists and opportunistic grandstanding by politicians have contributed to public misunderstanding of the issue. Although out-of-wedlock teen pregnancy rose notably between 1960 and 1990--a cause for concern given the burdens of single motherhood at a young age--this trend did not reflect a rise in the rate of overall teen pregnancies. In fact, teen pregnancy actually declined dramatically in the 1960s and 1970s. The number of unmarried teenage mothers rose after 1960, not because more young women became pregnant, but because those who did increasingly chose not to rush into marriage. Furstenberg shows how early social science research on this topic exaggerated the adverse consequences of early parenthood both for young parents and for their children. Researchers also inaccurately portrayed single teenage motherhood as a phenomenon concentrated among minorities. Both of these misapprehensions skewed subsequent political debates. The issue became a public obsession and remained so during the 1990s, even as rates of out-of-wedlock teen childbearing plummeted. Addressing teen pregnancy was originally a liberal cause, led by advocates of family planning services, legalized abortion, and social welfare programs for single mothers. The issue was later adopted by conservatives, who argued that those liberal remedies were encouraging teen parenthood. According to Furstenberg, the flexible political usefulness of the issue explains its hold on political discourse.

The politics of teen parenthood is a fascinating case study in the abuse of social science for political ends. In Destinies of the Disadvantaged, Furstenberg brings that tale to life with the perspective of a historian and the insight of an insider, and provides the straight facts needed to craft effective policies to address teen pregnancy..
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The schools have an obligation and a duty to provide learning experiences for children that will develop in them, to the limit of their potential, those skills, attitudes, and values that will insure their continued education and happiness. The students of today must be prepared to accept their responsibilities as citizens of a problem-ridden, shrinking world of tomorrow. lt is vital that the curriculum be constructed in such a way that the student will be able to deal imaginatively with the problems he will face as an adult. Successful teaching recognizes that each student is an individual and must be respective as such. Discipline, which is necessary for character development, should be provided from without until a student has matured enough to internalize values and become self-disciplined. This is an evolving process. Talented teachers are keenly perceptive, sensitive, and enjoy being with children.They know that child-study is essential if they are to understand children.They have learned that a multitude of factors affect a child's success as a person.These valuable educators are only one influence in a student's total development and that they must understand the many other influences.They are thoroughly familiar with the community, its institutions and mores, and the child's home-life. It is the purpose of this study to ascertain whether the teaching techniques of the "Montessori Method" can be applied to the mentally retarded and whether the application of these techniques is the answer to the need for self-activity shown by children who belong in this category. The term "Self-Activity" will refer not only to the active use of the voluntary muscles, but to the spontaneous activities of the child, as a personalty. The question raised is a very important problem indeed, since its solution may affect the lives of innumerable children all over the world; therefore the writer believes that it deserves careful analysis and research. Furthermore, it would appear that the question is a very timely one, as the discussion about teaching methods in general has reached a state of great animation, and the problem of hour to deal with exceptional children("exceptional" taken in a positive as well as in a negative sense) is one of the most hotly debated issues of this controversy. The growing interest shown by educators as well as laymen in the Montessori method appears to indicate that this system does offer a set of valuable suggestions, and it was in the light of these circumstances that the present study was undertaken..
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The steady expansion of college enrollment rates over the last generation has been heralded as a major step toward reducing chronic economic disparities. But many of the policies that broadened access to higher education--including affirmative action, open admissions, and need-based financial aid--have come under attack in recent years by critics alleging that schools are admitting unqualified students who are unlikely to benefit from a college education. In Passing the Torch, Paul Attewell, David Lavin, Thurston Domina, and Tania Levey follow students admitted under the City University of New York's "open admissions" policy, tracking its effects on them and their children, to find out whether widening college access can accelerate social mobility across generations. Unlike previous research into the benefits of higher education, Passing the Torch follows the educational achievements of three generations over 30 years. The book focuses on a cohort of women who entered CUNY between 1970 and 1972, when the university began accepting all graduates of New York City high schools and increasing its representation of poor and minority students. The authors survey these women in order to identify how the opportunity to pursue higher education affected not only their long-term educational attainments and family well-being, but also how it affected their children's educational achievements. Comparing the record of the CUNY alumnae to peers nationwide, the authors find that when women from underprivileged backgrounds go to college, their children are more likely to succeed in school and earn college degrees themselves. Mothers with a college degree are more likely to expect their children to go to college, to have extensive discussions with their children, and to be involved in their children's schools. All of these parenting behaviors appear to foster higher test scores and college enrollment rates among their children. In addition, college-educated women are more likely to raise their children in stable two-parent households and to earn higher incomes; both factors have been demonstrated to increase children's educational success.

The evidence marshaled in this important book reaffirms the American ideal of upward mobility through education. As the first study to indicate that increasing access to college among today's disadvantaged students can reduce educational gaps in the next generation, Passing the Torch makes a powerful argument in favor of college for all..
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Improving retention and completion in higher education are important objectives throughout the world. This book draws upon research and practice from Australia, England, New Zealand, and the U.S. The accounts presented here all have proved successful in attracting, and, crucially, retaining students from traditionally disadvantaged groups..
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Students from poor and working-class families struggle to succeed and graduate from an elite university .
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