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educational attainment and social class
Poverty in the developing countries
Poverty in the developing countries
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This essay will focus on the comparison of child poverty in the UK and Bangladesh in relation to the effects on a child’s education. I have chosen to compare the UK and Bangladesh as when reading literature on child poverty in Bangladesh it was astounding to me the difference of ‘childhood’ in these two separate worlds. Poverty is divided into two categories, ‘Absolute’ and ‘Relative’ poverty. Bell (2013) considers absolute poverty to be a term used to indicate a poverty level in relation to living standards that stays the same even if society becomes wealthier. Access to safe drinking water, sanitation facilities, and basic needs are all examples of absolute poverty. No one in the UK should be in absolute poverty due to the benefits system in place. Relative poverty is usually related to income, a person may have the ability to maintain basic needs, but not enough financially to take part in various other activities. Childhood poverty is a circumstance that is characterised by an inadequately low standard of living due to insufficient resources in the households in which they live. UNICEF (2007) state the long-term impact of poverty have an impact on children’s, developmental, education and employability progress.
The Department for Work and Pensions (2013) The government labour party stresses that children living in households with less than 60 % of thee average UK income could be in poverty. The UK is described as one of the worlds richer nations, but still has a high level of child poverty. Fisher (2013) has shown research that those children described as living in poverty are much less likely to do well at school and by the age of 14 can be 2 years behind others. The research suggests that these children from a poorer backgr...
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...inclusive to both gender classes throughout the syllabus. The government put this into practice to improve children’s aspirations of going onto further education to achieve better paid jobs with qualifications. Whilst poverty is a major factor in educational quality and fairness, other factors such as ‘cultural poverty’ are issues. As there are no state benefits in Bangladesh, boys are expected to provide their parents with financial support, whilst girls labour is aimed at household chores. Bangladeshi society is strongly controlled by the men. Hossain, (2006) states in some cases less privileged families prioritise their sons education over their daughters as their will have better job prospects and bring more income into the family. Besides finantial factors, some parents refrain from sending their daughters to school by way of socio- cultural norms and practices
Poverty has many influences on children under the age of 16. The research fined out that in recent year, an increasing number of children become poor, live under the poverty condition- childhood poverty lasted 10 years or more. So, what does the poverty exactly mean to children? According to Brook-Gunn and Duncan, The kids who live in the poverty condition have the low quality of schools; more likely to have domestic violence and become homeless; less access to friends, services, etc. (Brooks-Gunn et all, 1997) That points out the disadvantage and how the family income influence youngsters overall childhood, since under the poverty condition, they children do not have enough money to support for their necessary needs, they will more likely to have low self-confidence and hard to blend in with their peers. Poverty has impact on children’s achievement in several different ways. Payne (2003) maintained that the poverty could affect children achievement though emotional, mental, financial, and role models (Payne, 2003). Thus, the children from low-income family are more likely to have self-destructive behavior, lack of control emotional response and lack of necessary intellectual, that is really important for the students under the age of 16. Nevertheless, the children who suffer from poverty are usually have low birth weight and low cognitive ability
In addition to providing alarming statistics about the rate of childhood poverty, Jenson & Fraser highlight how much poverty can adversely affect the outcomes of children both directly and indirectly by impacting them at a familial and community levels (31-34).
Child poverty is and has been a big problem in America, and children below the poverty line do not do well in school. David H. Arnold, a scholar and studier on the subject, said in an article, "Child poverty has reached epidemic proportions within the United States. Of the 35.6 million people living in poverty in 1997, 14.1 million were children … One third of American children spend at least one year below the poverty line, and 18% experience extreme poverty … Younger children are more likely to face poverty… and its impact may be strongest during children's earliest years ... Among poverty's effects is a devastating negative influence on academic achievement; the relation between socioeconomic status … and underachievement is most dramatic near and below the poverty line” (Arnold). Child poverty is a very real problem in America and most children with money problems are likely to fall behind in school. In addition, Parents having a bad education will most likely lead to poverty, and it is hard for their children to improve their way of life after they have based under the poverty line. In Arnold’s article, he stated; "Numerous factors contribute to the relation between [economic stance] and educational outcomes … Such factors may, for example, have repercussions on child cognitive functioning or parenting, and in turn, educational
This essay will discuss whether poverty exists in the UK in today’s current climate. To gain a greater understanding of this subject, terms such as relative poverty and absolute poverty will be acknowledged and defined appropriately. Additionally, major theories of poverty linked to the individualistic and the dependency culture will be discussed and evaluated, before giving insight into how poverty is measured by using evidence gathered from statistical information. Furthermore, the viability of these measurements in regards to patterns of poverty will be scrutinised and discussed. Once all avenues have been explored and understood, this essay will conclude whether poverty actually exists in the UK.
Of course, there are differences between being poor in the developing country and being poor in the developed country, but there are some key factors about poverty that are common despite the location and the quality of the country’s development. Therefore, I will start by discussing general effects of poverty on child development.
Even the mere inequality of wealth in a child’s social, cultural, or educational setting can have effects on a child’s peer to peer interactions, hierarchical structure and their ability to achieve. Gorard 2010 as discussed in Victoria Cooper, 2014 (p160), links poverty and or social deprivation with lower academic results. In the Xiao Bo case study by Child poverty research and policy centre, 2013 (Heather Montgomery, 2014) it demonstrates the multifaceted effects of poverty on a child, such as the stresses it places on the family to educate children, pressure on the children themselves to succeed in education to enable them to assist with family finances and lifestyle, the compromises and sacrifices made as a family unit in lifestyle and financial planning in order to pursue education of the child, as well as demonstrating the wide range of instigators that create inequalities of wealth, such as political/policy decisions, loopholes in aid assistance, cost of education and unequal access to resources. In 2001 the Millennium development goals were set out in response to the millennium summit of the united nations to reduce poverty and its associated issues, of the eight goals, the first goal was to eradicate extreme poverty and hunger, demonstrating the comprehension of the wide ranging affect of poverty on children and society as a whole, and an understanding that poverty ‘Damages children in every way’ as stated by Unicef
in the UK over the past few years but many of the new jobs have been
Many Middle Eastern countries do not value women's education as highly as mens. Women's education is viewed below mens because they want the women to either marry early or have a job both giving them a way to provide for their family. Both parents and students in the Middle East are forced to make these decisions on whether or not to send their child to school. Many children are not in school for several reasons, such as, schools may not advance far enough or they are too expensive, also, their parents may want to send the male in the family to school first, or even the parent may not understand the benefits for their child to have an advanced education.
Childhood development is both a biological and psychological period that occurs to every human from birth to adolescence. The transition from dependency to autonomy characterizes this period. The crucial factors that affect this period include parental life, prenatal development and genetics among others. Childhood period is immensely significant for the child’s future health and development. Efforts in ensuring proper child development are normally seen through parents, health professional and educators who work collectively. Such efforts are essential in making sure that children grow to reach their full potential. However, it is not extremely easy to raise a child in modern times because certain factors emerge to ruin this pivotal stage in life. Poverty is a serious problem that can immensely affect childhood development (Horgan, 2007). Children are susceptible developmentally to problems in their earliest period of their life. Poverty is not a selective issue and it can affect all ages in any place, but its
Poverty is “the inability to acquire enough money to meet basic needs including food, clothing and shelter” (Gosselin,2009). This social disadvantage limits one’s ability to receive a quality education and it is a constant problem throughout the world accompanied with“deleterious impacts on almost all aspects of family life and outcomes for children”(Ravallion,1992). Poverty is a main factor that affects normal human growth and development in a variety of ways, primarily impacting children’s early development, social behaviour, health, and self worth.
The dangerous cycle of poverty means that struggles and lifelong barriers are passed on from one generation to the next. Low incomes and unemployment create an environment where children do not have the privilege of going to school.Often times, children must work to provide an
Poverty can have damaging effects on children. Poverty rates amongst children are higher than another other age group according to Dalaker, 2001. Though there have been many improvements made, there are still approximately 1.2 million children still living in poverty. In terms of race and ethnicity, the poverty rate for children under 18 years of age are as followed; 30% African American, 29% Latino and 13% White. This extenuates the statistics ...
The successful teacher of all ages and doctor in human development Eric Jensen, writer of many articles and Teaching with Poverty in Mind introduces many different types of child poverty and a deeper understanding on poverty. Generational poverty generally occurs in families where at least two generations have been born into poverty. Families living in this type of poverty are not equipped with the everyday tools to overcome their situations. Generational poverty also connects with relative poverty, which refers to the economic status of a family whose income is insufficient to meet its society 's average standard of living. This has strong ties to urban poverty that occurs in metropolitan areas with populations of at least 50,000 people. The urban poor deal with a complex aggregate of chronic and acute stressors (including crowding, violence, and noise) and are dependent on often-inadequate large-city services. Finally yet importantly, one of the most dreadful poverty situations is rural poverty and this occurs in nonmetropolitan areas with populations below 50,000. In rural areas, there are more single-guardian households, and families often have less access to services, support for disabilities, and quality education opportunities. Identifying what poverty is, can help the understanding on why and what are the effects of and on child poverty
In many countries with high levels of poverty, universal healthcare is a myth and quality healthcare is often a reserve for the financially endowed. Because of this, the poor are forced to contend with below par healthcare services, which are still comparatively expensive. The inability to access regular and balanced meals often results in poor health among individuals in this populace, with chronic illnesses being very common (Hickey & du Toit, 2013). Unfortunately, the same can be said of education. Many children in poverty stricken areas often drop out of school at early ages to seek employment. This is often driven by the need for every member of the household to contribute towards family expenses (Hatcher, 2016; Yoshikawa, Aber, & Beardslee, 2012). As a result, these children do not enjoy the benefits of proper education, which often results in many of these children still living within the same poverty brackets as their
Poverty is a very difficult concept to have an agreed definition or how it should be measured. As a result of lack of common purpose or goals, it is challenging to establish focused solutions that resolve this issue. The Children's Commissioner's Expert Advisory Group define child poverty as to children who "experience deprivation of the material resources and income" that is necessary for them to achieve their full potential and are excluded from the normal patterns of modern life (Children's Commissioner, 2012, p1). These children miss out on opportunities that most members of New Zealand society take for granted. A universal understanding is that there are two types of poverty - absolute or relative. Absolute poverty refers to lack of one or more basic needs (e.g. food and shelter) that is essential for the individual to remain alive, or it can threaten or cause harm to t...