Poverty is a severe issue that effects all countries worldwide, and burdens people not only physically but mentally as well. According to an article written on globalissues.org by Anup Shah, “Almost half of the world – over three billion people – live on less that $2.50 a day” (ANUP SHAH). Adults are not the only ones effected by poverty; children seem to be impacted the most because they lack nutrients that should be supporting their growth and development, which will effect them for the rest of their lives. “According to UNICEF, 22,000 children die each day due to poverty” (ANUP SHAH). Extreme cases of poverty can cause death due to the severe malnourishment, but more children suffer daily from the developmental consequences of malnourishment
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Children who come from families that are closer, but still under, the poverty level also did worse than their wealthier peers but not as bad as the poorer children. This study demonstrates the factor of depth when dealing with poverty. Poverty limits school achievement, in terms of longevity. Authors Jeanne Brooks-Gunn and Greg J. Duncan state on page 62 that, “poverty status has a small negative impact on high school graduation and years of schooling obtained” (EFFECTS 62). The relationship between family income and academic enrollment provided from this article is that for every 10% increase in income, the child of that family is more likely to stay in school for .2-2% longer than they would have before that increase. The authors also share on page 62, “Much of the observed relationship between income and schooling appears to be related to a number of confounding factors such as parental education, family structure, and neighborhood characteristics” (EFFECTS 62), which suggests that not only do a child’s parents have a direct influence on how much schooling the child experiences based on their own academic achievement, but also their family structure and neighborhood characteristics plays a big part in it as …show more content…
For example, a longitudinal study took place from 2001-2007 with the purpose of finding a connection between socioeconomic status and overall intelligence. This study is explained in the article Association of Child Poverty, Brain Development, and Academic Achievement by Nicole L. Hair, Jaime L. Hanson, Barbara L. Wolfe, and Seth D. Pollak. The article shares information about the correlation of low socioeconomic status and how it is linked to children’s poor academic success. The study examined 301 individuals ranging in age from 4-22 years old by using multiple neuroimaging and neurobehavioral scans/tests that would show general ideas of the person’s overall intelligence. It also showed their math and language skills, based on the amount of grey matter found in different lobes of the brain. The results from this study show that the individuals with lower family incomes had significant delays in the development of certain lobes of the brain compared to other participants of the same sex and age that were of a higher socioeconomic status. There were also structural differences between low and high SES participants in areas such as the hippocampus and the frontal and temporal lobes, which are all associated
Children who come from families that are closer, but still under, the poverty level also did worse than their wealthier peers but not as bad as the poorer children. This study demonstrates the factor of depth when dealing with poverty. Poverty limits school achievement, in terms of longevity. Authors Jeanne Brooks-Gunn and Greg J. Duncan state on page 62 that, “poverty status has a small negative impact on high school graduation and years of schooling obtained” (EFFECTS 62). The relationship between family income and academic enrollment provided from this article is that for every 10% increase in income, the child of that family is more likely to stay in school for .2-2% longer than they would have before that increase. The authors also share on page 62, “Much of the observed relationship between income and schooling appears to be related to a number of confounding factors such as parental education, family structure, and neighborhood characteristics” (EFFECTS 62), which suggests that not only do a child’s parents have a direct influence on how much schooling the child experiences based on their own academic achievement, but also their family structure and neighborhood characteristics plays a big part in it as …show more content…
For example, a longitudinal study took place from 2001-2007 with the purpose of finding a connection between socioeconomic status and overall intelligence. This study is explained in the article Association of Child Poverty, Brain Development, and Academic Achievement by Nicole L. Hair, Jaime L. Hanson, Barbara L. Wolfe, and Seth D. Pollak. The article shares information about the correlation of low socioeconomic status and how it is linked to children’s poor academic success. The study examined 301 individuals ranging in age from 4-22 years old by using multiple neuroimaging and neurobehavioral scans/tests that would show general ideas of the person’s overall intelligence. It also showed their math and language skills, based on the amount of grey matter found in different lobes of the brain. The results from this study show that the individuals with lower family incomes had significant delays in the development of certain lobes of the brain compared to other participants of the same sex and age that were of a higher socioeconomic status. There were also structural differences between low and high SES participants in areas such as the hippocampus and the frontal and temporal lobes, which are all associated