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Running head: ANNOTATED BIBLIOGRAPHY
1
Amber Martin
Annotated Bibliography
#3Liberty University
EDUC 701
Dr . Spaulding
September 19, 2021
Annotated Bibliography
2
Annotated Bibliography
Research Question:
“What impact does poverty have on American school children?” Reference 11:
Morrissey, T. W., & Vinopal, K. (2018). Center-based early care and education and children’s school readiness: Do impacts vary by neighborhood poverty? Developmental Psychology,
54(4), 757–771. https://doi.org/10.1037/dev0000470.supp (Supplemental)
The authors of this article, T. W. Morrissey and K. Vinopal, published their article in 2018 with The purpose of educating the general public about the benefits of utilizing center-based care for their impoverished children’s education. The authors are extremely credible and have great authority since they both have an extensive background from credible universities and have been sources for many other respectable articles. The authors’ use a randomized sample method to enforce and provide evidence for their claims that
improvements that these children may not receive to better their education, if they come from a lower income area. Furthermore, the authors then source studies for the effects of a cultural and social damage of
living in poverty. The authors’ claim that these school-aged children who do have access to early care centers end up with better academic success overall than the children who did not have this type of access. Reference 12:
Annotated Bibliography
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Duncan, G. J., Magnuson, K., & Votruba-Drzal, E. (2017). Moving Beyond Correlations in Assessing the Consequences of Poverty. Annual review of psychology
, 68, 413–434. https://doi.org/10.1146/annurev-psych-010416-044224
A study done by Duncan et al. (2017) that’s goal was to identify the similarity
between economically underprivileged children and child development data revealed that lower education related outcomes were far more likely linked to childhood poverty (Duncan et al., 2017). The authors assess three different methodologies in their study to calculate these effects of poverty on these children. The first part, Duncan et al. (2017) examines their family structures and what environmental stressors that can be found within these economic difficulties among these poor families. They are widely known to cause psychological damage that can be passed onto these children causing them to feel detached, isolated, less nurtured, and receive
less parental guidance (Duncan et al., 2017). Next, the authors observed the resources available to these children and what educational investments are made and concluded that family income is significant to a child’s learning because it allows families to give their children the educational tools and resources. Reference 13:
Suitts, S. (2015). A new majority research bulletin: Low-income students now a majority in the nation's public schools. New Majority Report Series
. Southern Education Foundation. https://www.southerneducation.org/what-we do/research/newmajorityreportseries
In a 2015 research study conducted by the National Center for Education Statistics that measured
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Annotated Bibliography
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Impoverished students all throughout the United States, data determined that poverty continues
as a concerning trend that has drastically risen and has rapidly progressed over the past 10 years (Suitts, 2015). Suitts (2015), determined that less than 32 percent of public school
students across the country were suspected of being poverty-stricken and had little to no money in 1989. Since then, in 2000, the National Center for Education Statistics had released new numbers indicating it is now around 38 percent (Suitts, 2015). 2006, that number changed to 42 percent, and
in , 2011 the number was then 48 percent (Suitts, 2015). In 2013, these impoverished students had increased and became common within public schools around the globe and the percentage of these students had risen to one half (Suitts, 2015). The National Center for Education Statistics (NCES) discovered in 2015 that a big majority of children attending public schools around the United States
were low income. Reference 14:
Lacour, M., & Tissington, L. D. (2011). The effects of poverty on academic achievement. Educational Research and Reviews
, 6(7), 522-527.
Lacour and Tissington (2011), surmised that the data they collected and found that resources and the ability to obtain them were drastically reduced by the effects of poverty. As a result, the lack of these supplies among these impoverished learners created a huge obstacle for everyone living in poverty. Furthermore, these students that come from lower income households have a more difficult time thriving and being successful in their education as opposed to those who are not living in poverty. This research also uncovered that employment, education and, income, were serious obstacles that proved to impede their ability to achieve in the school setting (Lacour & Tissington, 2011). The authors also referenced that these impoverished at-risk school-aged children encountered difficulty
Annotated Bibliography
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succeeding academically since low-income families and communities do not have the insight that proper education is the primary tool to fight poverty. (Lacour & Tissington, 2011). These data results concede that educators should motivate their students, ensure adequate instruction, and work directly with the parents of their low-income at-risk students to achieve long-term goals of education excellency to possibly break the cycle of poverty.
Reference 15:
Burney, V. H., & Beilke, J. R. (2008). The constraints of poverty on high achievement. Journal for the Education of the Gifted
, 31(3), 295-321.
In an extensive study organized by Burney and Beilke (2008) data was determined that research studies on student accomplishments and meeting educational goals can be wrongly focused on the students’ socioeconomic characteristics such as race, ethnicity, language gender and
school demographics that feature high academic achievements. Researchers ascertained that poverty can be studied; the circumstance of students living in poverty are not as easily able to identify (Burney & Beilke, 2008). Burney and Beilke (2008), found that the amount of poverty someone is living in cannot simply be decided based on income or neighborhood (Burney & Beilke, 2008). The researchers discovered that these lower-income students who grow up in a poor home did not have adequate access to afterschool programs or tutoring that could make significant differences to encourage them further to establish and promote social coping skills and boost confidence to make great academic strides, goals and accomplishments(Burney & Beilke, 2008).