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The William T. Grant Foundation is an American non-profit foundation that funds research in the social sciences, with a particular focus on reducing inequality in youth outcomes and improving the use of research evidence in public policy and practice settings.
Finally, Reardon has also studied educational inequality in the United States. For example, he finds (with Galindo) that Hispanic children in general and Mexican and Central American children in particular enter kindergarten with an - on average - much lower reading and math aptitude than their non-Hispanic white children, though the gaps in ...
Theories on the causes of poverty are the foundation upon which poverty reduction strategies are based.. While in developed nations poverty is often seen as either a personal or a structural defect, in developing nations the issue of poverty is more profound due to the lack of governmental funds.
A particular focus of his research has been school structure, educational inequality, and school reform. [ 3 ] In 2013 he became the president of the William T. Grant Foundation, which funds social science research meant to improve the lives of young people.
This refers to the change in income for a population (for example, a change in GDP). [2] The arrows pointing out of "absolute poverty," "growth," and "inequality" in the Poverty-Growth-Inequality Triangle represent cause and effect. In the model, inequality and growth affect each other and both of them affect absolute poverty. [2]
The ideas of this theory were developed by Kenneth Ferraro and colleagues as an integrative or middle-range theory. Originally specified in five axioms and nineteen propositions, cumulative inequality theory incorporates elements from the following theories and perspectives, several of which are related to the study of society:
Inequity aversion research on humans mostly occurs in the discipline of economics though it is also studied in sociology.. Research on inequity aversion began in 1978 when studies suggested that humans are sensitive to inequities in favor of as well as those against them, and that some people attempt overcompensation when they feel "guilty" or unhappy to have received an undeserved reward.
Education debt is a theory developed by Ladson-Billings to attempt to explain the racial achievement gap. As defined by Professor Emeritus Robert Haveman, a colleague of hers, education debt is the "foregone schooling resources that we could have (should have) been investing in (primarily) low income kids, which deficit leads to a variety of social problems (e.g. crime, low productivity, low ...