Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Child poverty is a troubling issue over the world. Many scholars and professionals have devoted themselves to alleviating and eliminating child poverty. However, hundreds of millions of children in the world are still suffering from poverty. In China, poverty is a serious social problem. Chinese government did intervene heavily in poverty alleviation in the last decades. But so far, compared to other social problems, the scholars and policy-makers in China have paid less attention to the issue of child poverty. In light of these developments, this study, based on a children's right perspective, sets out to identify the basic characteristics of urban child poverty as well as the basic needs of poor children. Further, it gauges urban poverty's social, economic and psychological impacts on the children and effects of current social policies. Qualitative methodology, including in-depth interviews and focus group methods, is adopted in this study. Some 19 poor families were interviewed in 2006-2007. / The main findings of this research are as follows: (1) There is no access to health insurance which threatens poor urban children's survival and health; (2) Educational fees, especially expensive compulsory education, compromise the right of development on the basic of equal opportunity. In addition, the existence of key schools and classes gives rise to educational stratification; (3) Basic rights of survival, development and protection of poor urban children are satisfied to a certain extent, but the right of participation is overlooked; (4) Poor families take on too much burden to realize children's rights and needs. Although the government provides some assistance, current social policies have many problems to meet the basic needs and they could not satisfy the child rights due to absence of and ineffective policies, strategies and social services; (5) Support from families, especially from grandparents, is indispensable for children's needs and rights. / This research reviews international experiences to draw attention in China to child poverty as well as to family and adult poverty, which will be helpful to future studies on this issue. We believe the Convention on the Rights of the Child is a basic policy framework to guide the implementation of children's rights and government obligations in China. Actually, the Chinese government should take a more positive attitude towards child poverty. More children's living and developmental indices should be collated and added in national statistics and more studies on child poverty should be encouraged. Universal and low-charge public social services, including education, health, social work and other basic welfare services, should be provided. Safety net and incentive employment policy should be implemented to secure poor people and stimulate them to get rid of poverty by employment. In brief, as a state party of The Convention on the Rights of the Child, Chinese government should work out more concrete policies and strategies to show respect to children's rights, and children's rights can be adopted as Chinese child policy model in the future. / 姜妙屹. / Adviser: Kwong-Leung Tang. / Source: Dissertation Abstracts International, Volume: 70-09, Section: A, page: . / Thesis (doctoral)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (p. 350-392). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Jiang Miaoyi.

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 150-168).

The achievement gap in American schools between middle class students and students from poverty is well documented. This paper outlines the findings of a study designed to explore the experience and conscientization of struggling students from poverty. The argument will be made that poverty can be viewed as a culture and that this view may shed significant light on the dynamics of the achievement gap. Further, using the construct of poverty as a culture provides real life applications that have the potential to impact the achievement gap. The study explored the lived experiences in a public school setting of intermediate students from poverty, hoping to capture their voice and insights. The research utilized a Critical Pedagogical Approach to attempt to understand why American schools struggle with these populations and what could be done to address the achievement gap.

This exploratory study examined whether temperament, home environment, and family stress impact the amount of prosocial behavior displayed by pre-school age low-income children and examined how much of an impact each factor has. Each factor was explored in depth along sub-scale dimensions including, (1) self-regulatory temperament, negative reactive temperament, and positive reactive temperament, (2) physical environment, emotional environment, and learning environment, and (3) family stress due to financial difficulties, interpersonal tension, and child problems. This study applied a combination microsystem, mesosystem, exosystem, and macrosystem person-process-context model to explore the role these factors played. Subjects were 35 low-income pre-school age children who were enrolled in the Oregon Head Start Pre-kindergarten Program at Oregon State University. The Children's Behavior Questionnaire: Short Form, the Early Childhood Home Inventory, the Family Events Checklist, and the Modified Prosocial Behavior Questionnaire were used to obtain information about the relationship between the factors and prosocial behavior. Results indicated that the physical aspects of the home environment tended to positively contribute to the production of prosocial behavior and that family stress due to financial difficulties tended to negatively contribute to the production of prosocial behavior by low-income pre-school age children. This study did not establish that temperament was significantly related to prosocial behavior. These results have implications for those who are responsible for shaping children's behavior, such as teachers, parents, and home visitors by providing specific areas of focus for impacting behavior. These findings also support programs such as the Oregon Head Start Pre-kindergarten Program because it provides a venue through which impacts can be made. / Graduation date: 2000

Thesis (M.Ed.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 165-173.

Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: R. Rogers Kobak, Dept. of Psychology. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 315-330). Available also in a digital version from Dissertation Abstracts.

Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1996. / Source: Masters Abstracts International, Volume: 45-06, page: 2961. Typescript. Includes bibliographical references (leaf 93).

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