Affiliation:
1. University of Rajshahi, Bangladesh
Abstract
Little is known about how poverty and hardship affect children's school achievement. Drawing from parental investment, parental stress, and parenting practice model, this chapter reviews relevant literature to explain underlying mechanisms or pathways by which duration of family poverty (DFP) and economic hardship (EH) link to primary school achievement (PSA). A systematic literature review shows that compared to affluent parents, parents experiencing more DFP and EH have fewer investments, suffer more psychosocial stress/distress, and likely have more negative parenting practices that, in turn, significantly link to their lower PSA. Evidence in the existing literature suggests that parental stress/distress and negative parenting practices than parental investments are critical mechanisms by which DFP and EH impart negative effects on children's PSA. Future directions for social policy and research are discussed.
Reference91 articles.
1. The Relations Between Persistent Poverty and Contextual Risk and Children's Behavior in Elementary School.
2. AdamsonP. (2012). Measuring child poverty: New league tables of child poverty in the world’s rich countries. UNICEF Innocenti Research Centre.
3. Parenting practices around learning within Latino communities: Diversity and associations with children’s outcomes;N.Aikens;Styles, stresses, and strategies,2009
4. Occupational choices of working children in Bangladesh
5. Poverty & other determinants of child labor in Bangladesh.;S.Amin;Southern Economic Journal,2004