BJEP and BJDP Virtual Issue: Research from Educational and Developmental Psychology on Poverty and Class

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Edited by Harriet Tenenbaum

This collection was compiled to dovetail with AERA’s theme of poverty and education. The first half of the selected articles in this virtual issue focus on relations between income and education and the second set on children’s views of economic inequality. The first set of selected articles address why children from low-income families may do less well in education, but also address interventions designed to improve the education of children from low-income families. The studies reported in these articles were conducted in many different countries confirming that the influence of poverty on education is important in countries as egalitarian as Sweden. Continue reading the introduction

thumbnail image: BJEP and BJDP Virtual Issue: Research from Educational and Developmental Psychology on Poverty and Class

Published: 20 Mar 2013

Children's representation of economic inequalities: The effects of social class Journal Article

Edited by: Nicholas Emler, Julie Dickinson

  • DOI: 10.1111/j.2044-835X.1985.tb00971.x
  • Published Date: July 12, 2011

Children aged 7 to 12 and drawn from contrasting social backgrounds made estimates of the incomes of people in different occupations and made judgements about the fairness of income differences. Middle‐class children, as compared to working‐class children, not only made higher overall estimates of income for all the occupations considered but also perceived a greater spread in incomes and a clearer division between manual and non‐manual...

Published in: British Journal of Developmental Psychology - Volume 3 Issue 2 (June 1985)

Children's representations of economic inequality: A replication Journal Article

Edited by: P. Burgard, W. M. Cheyne, G. Jahoda

  • DOI: 10.1111/j.2044-835X.1989.tb00805.x
  • Published Date: July 12, 2011

In a study of children's estimates of occupational incomes Emler & Dickinson (1985) found substantial social class but no age differences in a Scottish sample, a result they interpreted as supporting Moscovici's theory of social representation. The main part of that study was replicated with West German children of the age range 8–12, whose parents were also interviewed. In addition to income children were also asked to make price...

Published in: British Journal of Developmental Psychology - Volume 7 Issue 3 (September 1989)

Adolescent representations of socio‐economic status Journal Article

Edited by: Julie Dickinson

  • DOI: 10.1111/j.2044-835X.1990.tb00850.x
  • Published Date: July 12, 2011

The development of beliefs about the nature, causes and fairness of occupational prestige and income differentials, in subjects aged 10 to 16 years, was studied in relation to age and social class. Slight but stable age and class differences were found in perceptions of socio‐economic inequality and the kind of explanations postulated for inequality. Open‐ended questions produced a wide variety of explanations for prestige and income...

Published in: British Journal of Developmental Psychology - Volume 8 Issue 4 (November 1990)

ACHIEVEMENT MOTIVATION, EDUCATIONAL ATTAINMENT, CYCLES OF DISADVANTAGE AND SOCIAL COMPETENCE: SOME LONGITUDINAL DATA Journal Article

Edited by: TONY CASSIDY, RICHARD LYNN

  • DOI: 10.1111/j.2044-8279.1991.tb00956.x
  • Published Date: May 13, 2011

Summary. The social and familial background, intelligence and personality of children and adolescents have been shown to contribute to their status in society, their educational attainment and to social competence in general as adults (Rutter and Madge, 1976; Garmezy, 1987). This study considers how these factors are translated into behaviour through the mediation of achievement motivation. Using a multidimensional approach to...

Published in: British Journal of Educational Psychology - Volume 61 Issue 1 (February 1991)

Paired reading: effects of a parent involvement programme in a disadvantaged community in South Africa Journal Article

Edited by: Jennifer Overett, David Donald

  • DOI: 10.1111/j.2044-8279.1998.tb01296.x
  • Published Date: May 13, 2011

Background. The study was conducted in an educationally disadvantaged South African community where the effectiveness of a paired reading parent involvement programme, which stressed interaction around reading as a means of mediating meaning, was evaluated. Aims. The research aimed to evaluate whether reading accuracy, comprehension and attitude were promoted through involving parents and other family members as...

Published in: British Journal of Educational Psychology - Volume 68 Issue 3 (September 1998)

Supporting early oral language skills for English language learners in inner city preschool provision Journal Article

Edited by: Julie E. Dockrell, Morag Stuart, Diane King

  • DOI: 10.1348/000709910X493080
  • Published Date: January 7, 2011

Background. A significant number of children now enter formal education in England with reduced levels of proficiency in oral language. Children who come from disadvantaged backgrounds and who are English language learners (ELL) are at risk of limited oral language skills in English which impacts on later educational achievement. Aims. This paper reports the development of a theoretically motivated oral language...

Published in: British Journal of Educational Psychology - Volume 80 Issue 4 (December 2010)

Training parents to help their children read: A randomized control trial Journal Article

Edited by: Kathy Sylva, Stephen Scott, Vasiliki Totsika, Katharina Ereky‐Stevens, Carolyn Crook

  • DOI: 10.1348/000709907X255718
  • Published Date: December 24, 2010

Background. Low levels of literacy and high levels of behaviour problems in middle childhood often co‐occur. These persistent difficulties pose a risk to academic and social development, leading to social exclusion in adulthood. Although parent‐training programmes have been shown to be effective in enabling parents to support their children's development, very few parent interventions offer a combination of behavioural and literacy...

Published in: British Journal of Educational Psychology - Volume 78 Issue 3 (September 2008)

Direct and indirect effects of parents' education on reading achievement among third graders in Sweden Journal Article

Edited by: Eva Myrberg, Monica Rosén

  • DOI: 10.1348/000709909X453031
  • Published Date: December 24, 2010

Background Cultural capital in families and especially, the educational level of parents, has during the last decades been found to be the most important dimension of socio‐economic influence on school performance. How the transmission of cultural capital over generations is concretized is however not yet fully investigated. Aims The aim is to unfold the influence of home background and more specifically, to reveal...

Published in: British Journal of Educational Psychology - Volume 79 Issue 4 (December 2009)

Improving reading and writing learning in underprivileged pluri‐ethnic settings Journal Article

Edited by: Françoise Armand, Pascale Lefrançois, Agnès Baron, Maria‐Cécilia Gomez, Sylvie Nuckle

  • DOI: 10.1348/0007099041552350
  • Published Date: December 16, 2010

Background: Many studies carried out in first language contexts tend to demonstrate the positive effects of activity programmes aimed at (1) developing metaphonological abilities and (2) developing language skills through active story listening on learning to read and to spell by first‐grade students. Aims: This study seeks to extend previous findings by (a) including children, the majority of whom have French as a...

Published in: British Journal of Educational Psychology - Volume 74 Issue 3 (September 2004)

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