Zichun Gao Dr. Kuroki English 1A 101419 Rese.docx

Zichun Gao
Dr. Kuroki
English 1A
10/14/19
Research Journal
Resource #1
Citations:
Datnow, Amanda, and Solórzano G. Fries. "Low-Income Youth,
Access to Education."
Encyclopedia of Diversity in Education, edited by James A.
Banks, vol. 3, SAGE
Reference, 2012, pp. 1420-1423. Gale eBooks,
https://link-gale-
com.ezp.pasadena.edu/apps/doc/CX4195500432/GVRL?u=pasa1
98
71&sid=GVRL&xid=60582f21. Accessed 7 Nov. 2019.
Detail notes:
● This article says that youth education has a lot to do with the
economy. The economic

situation determines the level of education. Many young people
are not affected by
education, and many methods are needed to implement
cooperation between relevant
departments and local governments.
● Lower educational attainment among low-income individuals
derives in large part
from the fact that many children from low-income families
continue to lack access to
high-quality, well-resourced schools.
● As poverty rates grow, educators and social scientists are
becoming increasingly
aware of how difficult it is for students living in poverty to
achieve success in the
American educational system.
https://link-gale-
9871&sid=GVRL&xid=60582f21.
https://link-gale-
9871&sid=GVRL&xid=60582f21.
● At the same time, three quarters of Latino students who

dropped out of high school or
did not pursue higher education report that they did so because
they needed to work to
support their families. The majority of low-income youth ages
19 to 22 are not in
school; many of those youth are working, but at least a third are
neither in work nor in
school.
● In addition, educators and policymakers need to better
understand low-income
youth’s perspectives about the opportunities and barriers
preventing them from
accessing, persisting, and completing their education.
Resource #2
citations：
Education Department Releases Guidance on Homeless Children
and Youth. , 2016.
sirsissuesre searcher,
https://login.ezp.pasadena.edu/loginhttps://explore.proquest.co
m/sirsissuesresearcher/
document/2250479026?accountid=28371.

Detail notes:
● The abstract of this article is intended to help state and local
partners understand and
implement new laws to better protect and serve homeless
students and to help schools
provide these students with much-needed stability, security and
support.
● This press release reveals how the US Department of
Education can help homeless
children and adolescents.
● Research shows that these students experience significant
academic, social, and
socio-emotional challenges, and that being homeless is
associated with lower school
achievement and increased risk of dropping out of school.
m/sirsissuesresearcher/document/2250479026?accountid=28371
m/sirsissuesresearcher/document/2250479026?accountid=28371
● In December 2015, ESSA reauthorized the McKinney-Vento
Education for Homeless
Children and Youths program, which protects and serves

homeless students. The
amended McKinney-Vento Act provides new protections for
homeless youth, and
equips local partners with an essential tool for implementing
new provisions in ESSA.
● In response to the growing number of homeless students
enrolled in public schools,
President Obama's fiscal year 2017 budget also calls for a 21
percent increase to the
Education for Homeless Children and Youths program, which
helps reduce and
eliminate educational barriers for homeless children.
Resource #3
citations：
Trani, Jean-Francois, et al. "Assessment of progress in
education for children and youth
with disabilities in Afghanistan: A multilevel analysis of
repeated cross-sectional
surveys." PLoS ONE, vol. 14, no. 6, 2019, p. e0217677. Gale In
Context: Opposing
Viewpoints,

https://link-gale-
com.ezp.pasadena.edu/apps/doc/A588418657/OVIC?u=pasa1987
1&
sid=OVIC&xid=7fc36395. Accessed 7 Nov. 2019.
Detail notes:
● 617 million children and adolescents-or six out of 10
globally- are not reaching
minimum levels in literacy and mathematics [2]. Across the
central and southern Asia
region, it is predicted that 81% of children and adolescents (241
million) will not
reach minimum proficiency in reading.
● In Afghanistan specifically, respectively 40% or 2.3 millions
of primary school age
children-primarily girls-are out of school; mean years of
schooling is 3.2 years [7].
Disadvantaged children, particularly children with disabilities,
children in remote
rural areas and from poor families, girls and ethnic minorities
have lower enrolment
rates and higher rates of repetition and drop out before

completion
● Literature has also shown that conflict is a direct source of
distress for children
through the witnessing of violent events but also through the
ongoing exposure to
various daily stressors such as domestic or community violence
and poverty
[5,11-14].
● The present study investigates the following research
questions:
1. Is investment in education associated with better school
access for children
with disabilities?
2. Is investment in education linked to better learning outcomes;
and
3. lower mental distress?
● Section three details the methods, study design and sampling
and measurement of
access to school, learning outcomes and psychological
wellbeing. Section four
provides results related to our outcomes of interest. Finally,
section five discusses
findings and concludes.

Resource #4
citations：
Louise Brown, Toronto S. "How to Stay Plugged in to Your
Teenager's Education: AM Edition]."
Toronto Star, Oct 06, 1992, pp. F3. ProQuest,
https://login.ezp.pasadena.edu/login?url=https://search-
proquest-com.ezp.pasadena.edu/
docview/436720798?accountid=28371.
proquest-
com.ezp.pasadena.edu/docview/436720798?accountid=28371
proquest-
com.ezp.pasadena.edu/docview/436720798?accountid=28371
Detail notes:
● "During early adolescence - 12, 13, 14 years old - it's very
important for kids to have a
mentor, someone in their life they can trust," Tittel says. "These
kids have left the nice
warm nest of Grade 8 to go to a school where they now have
eight different teachers,

so they need you to show an interest every day."
● This article is mainly to teach parents how to communicate
with their children,
educate them, how to help them in learning, but not let them
rely too much on
parental control, can be independent as soon as possible.
● It also shows that the child's growth is accompanied by
parents. Closely related to
educational methods.
Resource #5
citations：
Tulk, Linda, et al. “Does Parental Work Affect the
Psychological Well-Being and Educational
Success of Adolescents?” Community, Work & Family, vol. 19,
no. 1, Feb. 2016, pp.
80–102. EBSCOhost, doi:10.1080/13668803.2014.1002830.
Detail notes:
● The primary goal of this exploratory study was to observe the
presence or absence of
empirical associations between various parental working
conditions, family and,

ultimately, the psychological well-being and educational
success of young adolescents
in Canada.
● More specifically, the results confirmed that parental working
conditions have an
indirect effect on the psychological well-being and educational
success of
adolescents, through family environment, parenting and the
quality of the
parent–adolescent relationship. The practical implications of
this study are discussed.
● This chain of associations suggests that the effects of parental
work operate through
family dynamics and that the relationship between parental
work and the educational
success or psychological well-being of adolescents is indirect.
● Educational success
Educational success is a new and, as yet, imprecise concept that
has been defined in
different ways (Potvin, [71]). It is clearly broader than

academic achievement –
measured essentially by school grades – and involves the
acquisition of a variety of
competencies (Potvin, [71]).
● Psychological well-being
Many studies define psychological well-being in terms of social
and psychological
adjustment, which manifests itself mainly through strong
interpersonal skills and the
ability to regulate emotions (e.g. Crouter, Bumpus, Maguire, &
McHale, [28]; Doyle,
Moretti, Brendgen, & Bukowski, [34]).
More specifically, the general hypothesis of this study is that
parental work
contributes to adolescent outcomes through its incidence for
family-related variables
such as the quality of the family environment, the way the
parental role is carried out
and, consequently, the quality of the parent–adolescent
relationship.
Resource＃6
cities：

Farinde, Abiola A., and Richard H. Milner, IV. "Homeless
Students." People of Color in the
United States: Contemporary Issues in Education, Work,
Communities, Health, and
Immigration, edited by Kofi Lomotey, vol. 1: Education: K-12
and Higher Education,
Greenwood, 2016, pp. 184-194. Gale eBooks,
https://link.gale.com/apps/doc/CX6092400033/GVRL?u=pasa19
871&sid=GVRL&xid
=5d878cd3. Accessed 14 Nov. 2019.
Detail notes:
● Homelessness, a consequence of poverty, impacts the social
and academic
outcomes of over one million school-aged children. Although
difficult to define,
homelessness is a growing educational issue, characterized by
the varying
residential statuses of displaced students. Fundamentally,
homelessness is
the absence of a fixed, permanent residence for dwelling.

● Of a subgroup of homeless students, homeless students of
color, in
particular, face grave challenges within the PreK-12 education
system due to
their status and high mobility. Specifically, school enrollment,
attendance, and
completion as well as access to educational resources are but a
few of the
obstacles that may hinder the academic performance and
achievement of
homeless students of color. While legislative acts have been
enacted to
render support and eliminate educational barriers, continual
efforts are
needed
Resource＃7
cities：
Valentine, Rebecca. "Education." American Decades Primary
Sources, edited by
Lawrence W. Baker, vol. 11: 2000-2009, Gale, 2013, pp. 79-
142. Gale
eBooks,https://link-gale-
com.ezp.pasadena.edu/apps/doc/CX2737000014/GV

RL?u=pasa19871&sid=GVRL&xid=d459dc6b. Accessed 19
Nov. 2019.
https://go-gale-
com.ezp.pasadena.edu/ps/i.do?p=GVRL&u=pasa19871&id=GAL
E%7CCX6092400033&v=2.1&it=r&sid=GVRL&asid=5d878cd3
.+Accessed+14+Nov.+2019.#
https://go-gale-
https://go-gale-
Detail notes:
● In 1965, under Lyndon B. Johnson administration, the
Elementary and Secondary
Education Act (ESEA) was signed, marking the entrance of the
federal government
into the business of public education. It would never again not
be involved in a
regulatory manner again. The ESEA was a significant
component of Johnson's War
on Poverty, as its mission was to improve the quality of
education for children in need

in both public and parochial schools.
● According to a paper published by sociologists in 2009, a
greater proportion of
immigrant black high school graduates attend elite American
colleges and
universities than both native-born black and white students.
“How African American Is
the Net Black Advantage? Differences in College Attendance
among Immigrant
Blacks, Native Blacks, and Whites” was published by Pamela R.
Bennett of Johns
Hopkins University and Amy Lutz of Syracuse University.
● Previous studies had already shown that although a smaller
proportion of black high
school graduates than white high school graduates attended
college overall, black
high school graduates were more likely to attend college when
their socioeconomic
family background and academic performance were the same as
those of white high
school graduates. The 1988–2000 study revealed that, of those
black high school
graduates who did attend college, a greater percentage of those

who enrolled at
more elite schools tended to be immigrants rather than their
American-born
counterparts.

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