ERIC Number: EJ1080782
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 47
Connecting Education, Welfare, and Health for American Families
Cooper, Bruce S.; Mulvey, Janet D.
Peabody Journal of Education, v90 n5 p659-676 2015
The relationship of education to social mobility, health, and socioeconomic stability is examined in this study. The central question is: how do educational access and attainment reduce poverty and increase social immersion in a system that affords opportunity for quality health care and economic prosperity? An historic perspective, related and compared to current conditions for those who live at or below the poverty line, highlights the extreme difficulties of overcoming the barriers that separate people from consistent quality education, access to quality health care, and the opportunity to move toward economic independence. The latest statistics showing the significance of socioeconomic status (SES) to cognitive development, educational achievement, healthy living, and social mobility are factors that have and continue to affect large portions of America's poor. The increase of early childhood programs is a beneficial first step in closing the achievement gap, but the physical and mental health problems plaguing the poor must be addressed if we are to reduce the poverty rate and improve educational opportunities for all children.
Descriptors: Correlation, Educational Quality, Academic Achievement, Poverty, Achievement Gap, Physical Health, Mental Disorders, Educational Opportunities, Barriers, Socioeconomic Status, Social Mobility, Cognitive Development, Family (Sociological Unit), Access to Education, Access to Health Care, Living Standards, Statistical Data, Institutionalized Persons, Academic Failure, Brain Hemisphere Functions
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A