Harvard Educational Review
  1. Summer 2001 Issue »

    Poverty and the (Broken) Promise of Higher Education

    Vivyan C. Adair
    In this article, Vivyan Adair argues that educators committed to fostering social and economic equity through education must challenge themselves to understand how crucial postsecondary education is to low-income single mothers, to recognize that this student population is increasingly “at risk,” and to work against legislation that at best discourages, and at worst prohibits, these students from entering into and successfully completing postsecondary degree programs. Integrated into her discussion of recent welfare reform legislation are findings from her research. She presents data from interviews, in which students describe their desire to further their education and the frustrating obstacles that make this endeavor difficult and often impossible. Adair demonstrates that low-income, single-mother students experience dramatic and enduring benefits from completing college degrees, but that the opportunity and support required to do so is increasingly limited. She concludes that we must take steps toward ensuring that education remains a truly democratic project that has the potential for enacting social change and fostering economic equity. (pp. 217–239)

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    Summer 2001 Issue

    Abstracts

    The Relative Equitability of High-Stakes Testing versus Teacher-Assigned Grades
    An Analysis of the Massachusetts Comprehensive Assessment System (MCAS)
    Robert T. Brennan, Jimmy Kim, Melodie Wenz-Gross, Gary N. Siperstein
    Poverty and the (Broken) Promise of Higher Education
    Vivyan C. Adair
    Affirmative Action and Education in Fiji
    Legitimation, Contestation, and Colonial Discourse
    Carmen M. White
    Voices Inside Schools: The Poet, the CEO, and the First-Grade Teacher
    Mary Ellen Dakin
    Voices Inside Schools: Moving Beyond Polite Correctness
    Practicing Mindfulness in the Diverse Classroom
    Barbara Vacarr

    Book Notes

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