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The article presents the results of the study, part of the research program under the project “Nowadays culture of poverty - dimensions and spread among young people”, within the SUMMIT project of Sofia University. The text discusses the main features of the culture of poverty presented in the scholarly tradition and in the current interpretation that examines the culture through cultural frameworks, repertoires and narratives. An analysis of the results of semistructured interviews conducted with young people aged 20-34 and of focus groups with teachers is presented. The results show that most of the interviewees have a vague vision and vague goals for the future, show the absence of autonomy and initiative, reject the importance of effort in education and work, show low levels of responsibility. The analysis of the results of the focus reveals early characteristics reflecting beliefs, attitudes, characteristic of the culture of poverty, which in the period of youth acquire stability. [ABSTRACT FROM AUTHOR]

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Copyright of Social Pedagogy / Pedagogika Społeczna is the property of PEDAGOGIUM Wyzsza Szkola Nauk Spolecznych w Warszawie and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Female-headed households’s lives face challenges due to the absence or weakness of male supervision. Factors such as human biological and social changes have broadened the upward trend of this particular type of female guardianship, and from another perspective, cognition based on the Emic method means cognition from within and awareness of the biological experience and quality of life of these social groups, which will be an effective step in their planning and management. The purpose of this study is to analyze the narrative and identify their dimensions of women heads of households about the concept of poverty in Tehran's 19th district. Method: The method of this research is qualitative. In-depth interviews were conducted with 15 women heads of households in the area. The sample size was determined based on the theoretical saturation criterion as 15. Thematic analysis of narration based on Brown and Clark method in Nvivo 10 software was used to analyze the interview data. Finding: Analysis eventually led to the emergence of the following four main categories: biotic erosion, social reconstruction of motherhood, rejection, and reproduction of poverty. These findings show that despite the difficult situation and the poor quality of life of this group of women, financial assistance and support from official institutions, even at low levels along with public assistance, play an important role in their lives. Discussion: The important point is that in many cases, these formal and informal protections have only helped to maintain their status quo and have rarely empowered them. That is, it only ensures the survival of their current status with the mentioned characteristics, therefore, directing support is very effective, especially in the field of their employment.

This paper focuses on the perceptions of technical high school tutors in Mexico about students from lower socioeconomic backgrounds in the context of global curriculum reforms and institutional hierarchies. Through two novel concepts in education, culture of poverty and cultural deficiency, the paper explores: (a) how structural constraints shape tutors' perceptions and practices with students, and (b) how tutors' perceptions contribute to reconceptualise discourses of deficit and the culture of poverty in a more comprehensive way. Through in-depth semi-structured interviews with nine tutors working in Tijuana, Mexico City and Tuxtla Gutierrez, the main themes of analysis are: tutors' working conditions, their perceptions of and relationships with students, the quality of education on offer, curricular reforms, and behaviour management. Even if systemic factors contribute to tutors' perceptions of deficit amongst students, we found valuable experiences of empathy, trust, and encouragement amongst tutors that show both their agency and resilience. [ABSTRACT FROM AUTHOR]

Using interpretative analysis methods, the paper looks at policy and analyzes the meaning, values and judgements implicit in the devices that gave footing to the program's creation and of the analysis of six interviews with public officials in a position to make decisions and that participated in part in the creation or modification of the program. The results show that the prejudices of the culture of poverty are present in the documents that gave rise to the program, in the founding documents of the program and within the narratives of said public officials. [ABSTRACT FROM AUTHOR]

Across the world, optimistic educational policy discourses promote early childhood education as a key strategy for combating poverty and for building bright futures for the most vulnerable members of society. Viewed from the ground up, this picture of early childhood education as a path to bright futures for all children is often belied by political and economic entrenchments. This article draws on a four-year ethnographic study of multiple classrooms in one Lebanese public kindergarten school that serves the most vulnerable children in Lebanon – Lebanese, Syrian, and Palestinian children who face daily the insecurities of poverty, displacement, and political violence. Drawing on anthropological theory that illustrates how social identities forged at the level of historical timescales are constructed and contested at the microlevel of everyday life, we pay particular attention to spatio-temporal liminal contexts within which children renounce productions of their own, their peers', and their families' marginality. [ABSTRACT FROM AUTHOR]

Lawrence M. Mead presented an interesting argument as to why poverty exists in the United States. He problematizes the culture of the poor of which ethnic minorities over-represent. By referring to the geographic regions from which these ethnic minorities came from, he globalised the question of poverty in the US. This invites a global policy debate rather than a US-centric policy debate. Indeed, Mead so freely made references to Africa and the African culture severally throughout his commentary. It is against this backdrop that I show that Mead was right to a large extent on the question of inner-driven individualised orientation. However, he overestimates its influence and misreads what culture is. He presented the culture of poverty as the antecedent of poverty. It was concluded that manipulating both internal drive (internal locus of control) and the structure of society is a more effective way to tackle poverty.

Copyright of Pacha: Revista de Estudios Contemporáneos del Sur Global is the property of PACHA REVISTA DE ESTUDIOS CONTEMPORANEOS DEL SUR GLOBAL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ethos (0860-8024) is the property of John Paul II Institute, Faculty of Philosophy, John Paul II Catholic University of Lublin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Living in a culture of poverty challenges people when they seek healthcare. Attitudes of healthcare workers caring for the poor can affect both return to care and subsequent health outcomes. This quality improvement project at a U.S. Midwestern hospital employed a quasi-experimental design to examine the effect of a voluntary educational intervention on nurses' attitudes toward the culture of poverty. Findings indicated a significant positive change in attitude dealing with stigmatizing statements about people living in the culture of poverty. [ABSTRACT FROM AUTHOR]

Lawrence M. Mead presented an interesting argument as to why poverty exists in the United States. He problematizes the culture of the poor of which ethnic minorities over-represent. By referring to the geographic regions from which these ethnic minorities came from, he globalised the question of poverty in the US. This invites a global policy debate rather than a US-centric policy debate. Indeed, Mead so freely made references to Africa and the African culture severally throughout his commentary. It is against this backdrop that I show that Mead was right to a large extent on the question of inner-driven individualised orientation. However, he overestimates its influence and misreads what culture is. He presented the culture of poverty as the antecedent of poverty. It was concluded that manipulating both internal drive (internal locus of control) and the structure of society is a more effective way to tackle poverty. [ABSTRACT FROM AUTHOR]

Reducing social inequality and poverty in a sustainable way remains a challenge for governments the world over. COVID-19 has exposed the vulnerabilities of poor rural communities and the persisting disparities they endure within their social networks and in education. Hence, advancing the interests of the least powerful communities in society remains a challenge for rural school principals in their quest to overcome educational disadvantage. This case study sought to elicit the voices of five rural school principals, their understanding of the prevailing barriers to learning in their schools and their perceptions of the influence of poverty as a product of systemic inequalities on the cultural assumptions of the poor. Framed within critical emancipatory research (CER), the aim of this research is to propose emancipatory strategies to improve learning in rural schools amid COVID-19 through the application of phenomenon-based learning (PhenoBL). The findings show that diverse responses to the autonomy to understand how to relate to the world. We argue that, although principals are in a position to know more about the realities of life, their task is to advance learning by moving learners in rural areas from a situation of ignorance to a position similar to the knowledge and understanding of that of themselves. addressing poverty exist and that school principals are instrumental in fostering phenomenon-based learning (PhenoBL) as a tool to advance learning in rural schools. We recommend that principals as leaders ensure that teachers empower learners to be in charge of the learning process in order to perform productively in actual situations in and beyond the classroom. We propose PhenoBL activities as emancipatory strategies where learners are afforded the liberty to learn and the autonomy to understand how to relate to the world. We argue that, although principals are in a position to know more about the realities of life, their task is to advance learning by moving learners in rural areas from a situation of ignorance to a position similar to the knowledge and understanding of that of themselves. [ABSTRACT FROM AUTHOR]

Research on economic behaviour of individuals in different financial statuses such as being in a good financial standing or in a threatening financial situation are inconclusive. Some evidence suggest that the culture of poverty may shape and dominate the economic preferences of those who are poor and even make them being prone to trembling and making mistakes thereby making decisions that do not maximize their utility. Other evidence suggest that the poor exercise extra caution and fail to maximize utility. This study investigates the association between selfreported financial status and economic preferences in a developing country setting using data from an incentivized experiment and a survey. Extended random effects panel probit regression models are employed as an analytical strategy. The study established a positive association between being financially broke or very broke and being risk averse. In addition, a positive association is found between being financially 'very broke' and impatient. Such findings illustrate the importance of psychology of poverty in economic preferences and in decision-making in general, even as poverty is temporary as represented by self-reported financial status [ABSTRACT FROM AUTHOR]

Sociologists widely agree that poverty is the effect of structural factors; however, understanding the ways in which poverty is experienced and constructed with reference to culture remains a compelling area of scholarship. In a society where culture of poverty ideas retain popularity, attributing meanings and behavior to people in poverty is complicated and contentious. Many scholars adroitly navigate these waters, but we lack clear guidelines on how to examine the behavior and perceptions of people in poverty without misrepresenting and potentially stigmatizing research subjects. I argue that to avoid problems of overgeneralization and what I call "unacknowledged comparison," we must engage with multiple points of observation and empirical comparisons. In addition, it makes sense to center sets of circumstances that affect behavior rather than generalizing the behavior or the culture that influences that behavior. Finally, I argue that the unit of analysis should be at the relational level rather than the individual level. The implications of failing to attend to these issues include continued misunderstanding of and unwarranted stigmatization of people in poverty. [ABSTRACT FROM AUTHOR]

In this research I examine the integration strategies submitted to the European Commission (EC) starting in 2011 by the five countries with the largest Romani populations: Bulgaria, Czech Republic, Hungary, Romania, and Slovakia. Using a mixed methodology that draws primarily on content analysis, I show that all integration strategies employ a discriminatory approach known as “blaming the victim.” I refer to qualitative data gathered from the strategies as evidence for this approach. I conclude by recommending that a change be made in policy evaluations, and analyze the extent to which NGOs and social science researchers also frequently, even if unconsciously, blame the Romani people for a large part of the problems they face.

Strategies aimed towards poverty alleviation need to identify factors that are strongly associated with poverty. The objective of the study was to analyse the determinants of rural absolute and relative poverty in Shouning County, Fujian Province, Southeast China. Two binary logistic regressions were estimated based on household survey data in which the dependent variables were whether the residents were living in poverty, and the explanatory variables included a set of socioeconomic and demographic variables. The results showed that the age of the household head, dependency ratio, number of chronic patients, pressure of educational expenses, and culture of poverty were significantly and positively associated with the likelihood of being in absolute poverty. However, a greater household size and better accessibility to information decreased the probability of being in this state. The strongest four predictors of absolute poverty in descending order were information accessibility, number of chronic patients, pressure of educational expenses, and culture of poverty. In terms of relative poverty, our results demonstrated that elevation, cropland per capita, age of household head, number of chronic patients, pressure of educational expenses, and distance to the county seat had significant positive relationships with the probability of being trapped in relative poverty, whereas information accessibility was negatively associated with being in relative poverty. The strongest four predictors of relative poverty in descending order were information accessibility, pressure of educational expenses, cropland per capita, and number of chronic patients. Generally, the results confirmed three important determinants of rural poverty hypothesised in previous studies: chronic illness-induced poverty, educational expenses-induced poverty, and culture of poverty. We expect that the results of this study will provide useful insight for future research of rural poverty. [ABSTRACT FROM AUTHOR]

The assumption that "welfare dependency" is passed from generation to generation is persistent in public attitudes. We explore intergenerational transmission of social assistance through perceptions of those in receipt of social assistance for more than one generation through data drawn from interviews with 31 participants from Hamilton, London and Toronto, Ontario, Canada. We explore qualitatively the meanings participants assign to receipt of social assistance and their views of intergenerational transmission. Recipients were found to resist notions of intergenerational transmission for themselves, even as they use a deserving/undeserving standard to distinguish between responsible and irresponsible use of income support for others. [ABSTRACT FROM AUTHOR]

American sociology has largely neglected enslavement as a topic of study, despite slavery's being one of the most foundational, pervasive, and far-reaching social institutions in the West. In this paper I explain this scholarly neglect as stemming from three factors. First, disciplinary parochialism has blinded US sociologists to the complex interweaving of enslavement with the systems of oppression that sociology has decided to care about. Second, presentism, an ahistorical "account" of the past that culminates in a preference for present-day events and institutions, has relegated slavery to history. Finally, theoretical frameworks that revise enslavement as "ennobling" erase the long-term effects of psychological and physical violence on the descendants of enslaved peoples. [ABSTRACT FROM AUTHOR]

The article reports on the tendency for government and international organizations to address poverty, however businesses are joining in to assist with this global issue. The article refers to C. K. Prahalad's book "Fortune at the Bottom of the Pyramid: Eradicating Poverty through Profits," which proposes a model for enabling the poor to achieve prosperity and for private companies to earn profits. This model is discussed as flawed and another strategy is offered where the poor are viewed as producers instead of consumers.

In state and central governments, there is a widespread perception that it is the rural areas that are in the greatest need of government assistance. By the same token, it is assumed that the educational problems are more urgent in rural areas. In this understanding, the taluka town is willy-nilly classified as urban, and little attention is given to the fact that as far as government-run primary education goes, the town is worse off than the village (and undoubtedly than the large city). In order to discuss this further, I will narrate a couple of stories. These go back to the very beginning of our work, before we had started Kamala Nimbkar Balbhavan or developed our approach to teaching early literacy. [ABSTRACT FROM AUTHOR]

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The study deals with the possibilities of the use of certain methods, which have their origins in social work and are also useful in the work of social educator working in socially exluded localites. The study is based on the concept of social educator as a separate profession and highlights one of the ways in which social workers should act. Deliberately focuses on the methods of work as a fundamental instrument profession. Socially excluded localities, unfortunately, become an integral part of Czech society. When working with the residents to create multidisciplinary teams that include social educator who acts as a bridge between educational establishments, family and welfare authorities. In the paper, we introduce a few selected methods, which are suitable for the job and that could broaden the skills and hence the competence of social educator, including the definition of social exclusion and its associated culture of poverty as a specific phenomenon.

The article presents a theoretical introduction to the discussion of the subjective quality of life for carriers of psychology of poverty. We revealed the socio-cultural determinants of subjective quality of life, systematize its psychological components and factors of its high level. We describe a set of characteristics of psychology of poverty, including the sense of displacement from normal life, hopelessness, fatalism, deprivation, social envy, metapathology of personality, lack of subjectivity, responsibility, an outsider position, survivor guilt complex, and so on. On the criterion of the relationship to own life we revealed types of carriers of psychology of poverty: a passive-contemplative, passive-aggressive, pseudocompensatory-devalued, infantile, anomic. We analyzed the specificity of reflection and benchmarking of carriers of psychology of poverty as a cognitive and affective strategies to assess the quality of own lives, focused on the maintenance of self-esteem

Copyright of Sociologia & Antropologia is the property of Sociologia & Antropologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Poverty has been a recurring issue in America since time immemorial and become the target of a panoply of corrective measures from the federal government. One of these measures is, of course, the Temporary Assistance to Needy Families (TANF), the key welfare policy under the Personal Responsibility and Work Opportunity Reconciliation Act of 1996. Since its inception, TANF has constantly been the subject of vehement controversies among politicians, lawmakers, community advocates, social researchers, and government officials. Indeed, there has been a growing concern about the effectiveness of the program in galvanizing economically disadvantaged families toward economic self-sufficiency. This paper presents a historical overview of the political context that led to the passage of the TANF policy, identifies barriers associated with TANF implementation, explains the concept of self-sufficiency, and critically analyzes the gap between welfare receipt and economic self-sufficiency through the lenses of four theoretical benchmarks: policy design and social construction, culture of poverty, racial classification, and social control. Implications for research are discussed. [ABSTRACT FROM AUTHOR]

A common explanation of why urban students fail to succeed in the classroom is that they are coming from a "culture of poverty." This article argues that urban students, particularly those who are African American, face a series of structural and institutional barriers that impede their pathways to success. Lack of access to quality healthcare, affordable housing, and quality schools means that the nation's most disadvantaged children remain disadvantaged. Yet classrooms with highly qualified teachers who believe in the efficacy of their practice and the ability of all students to learn can make a difference in these children's lives. [ABSTRACT FROM AUTHOR]

The housing and economic crises of the late 2000s present scholars with a critical moment to interrogate the stories and subjectivities used to explain people's standing in a neoliberal system. Examining the case study of Ted Williams, a panhandler who gained fame on the internet and in traditional media as “The Man with the Golden Voice” in 2011, this article investigates how dominant narratives about upward mobility and neoliberal subjectivities may shift when economic crisis threatens to expose their weaknesses. It illustrates how neoliberal ideologies mobilize particular subjects as tokens—at the intersections of race, class, and gender—to reaffirm faith in the market and its cultures. It argues that we may productively view tokenization as inherently intercultural, a process of cultural (mis)recognition that facilitates the reification of dominant ideologies. [ABSTRACT FROM PUBLISHER]

The term 'urban crisis' emerged in the USA in the 1950s. Ever since the term came into popular use, it has been mobilised to advance a range of political and economic interests. Utilising a genealogical approach, this article traces the evolution, uses and abuses of the concept. It suggests that the various meanings attached to the term are rooted in two overarching frameworks. While one finds the origins of urban crisis in structural, primarily material, forces, the other sees the crisis as grounded in culture and immorality. The article argues that the concept was deployed in the 1950s and 1960s to justify government intervention of various sorts to stimulate economic growth. However, it finds the fiscal crises of the 1970s gave rise to a dominant understanding of urban crisis that promoted the spread of urban neoliberalism. [ABSTRACT FROM AUTHOR]

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