In this preface to his book Engaging Students With Poverty in Mind, Eric Jensen gives a personal narrative of challenges met and struggles overcome, providing a first-person perspective on poverty that he uses to lend credibility to his claims.
Eric Jensen highlights seven issues that disproportionately affect students from lower socioeconomic backgrounds in the classroom. Jensen outlines each of these issues and provides ways for students to address them.
Pedro A. Noguera argues that education policy must address the outside-of-school challenges that students in poverty face if the system is to be just and effective. He identifies some of the ways in which concentrated poverty affects schools and discusses how to mitigate those effects.
Karin Chenoweth tackles issues surrounding disadvantaged students and elevates them from the classroom level to the school level. Based on research in nearly two dozen high performance, high poverty schools, Chenoweth constructs a model of how schools can reach disadvantaged students.
Paul Gorski debunks many of the various myths associated with the concept of the “culture of poverty” and addresses what he believes is the real reason an achievement gap exists between low and high income students: a culture of classism.
This chapter explores the common characteristics of schools that have high poverty rates, high ethnic/racial minority populations, and high academic achievement.