Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

Executive Summary

Individual and Structural Attributions for Poverty and Persistence in Family Literacy Programs: The Resurgence of the Culture of Poverty


by Esther Prins & Kai A. Schafft - 2009


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase Individual and Structural Attributions for Poverty and Persistence in Family Literacy Programs: The Resurgence of the Culture of Poverty
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 111 Number 9, 2009, p. 2280-2310
https://www.tcrecord.org ID Number: 15396, Date Accessed: 9/18/2019 10:41:33 PM
 
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Esther Prins
    Pennsylvania State University
    E-mail Author
    ESTHER PRINS is an Assistant Professor of Education in the Adult Education Program at Pennsylvania State University, as well as the Co-Director of the Goodling Institute for Research in Family Literacy. Her research examines the social and cultural dimensions of adult and family literacy, with particular attention to the ways that adult education reproduces and/or mitigates gender, racial, class, and cultural inequalities. Her recent publications include "Defining and measuring parenting for educational success: A Critical Discourse Analysis of the Parent Education Profile" (American Educational Research Journal, 2008) and "Adult literacy education, gender equity, and empowerment: Insights from a Freirean-inspired literacy programme" (Studies in the Education of Adults, 2008).
  • Kai Schafft
    Pennsylvania State University
    E-mail Author
    KAI A. SCHAFFT is an Assistant Professor of Education in the Department of Education Theory and Policy at Penn State, where he directs the Center on Rural Education and Communities and serves as editor for the Journal of Research in Rural Education. His research interests focus on the relationship between spatial and social inequality, rural poverty and residential mobility of low income families. His recent publications include "Poverty, residential mobility and student transiency within a rural New York school district" (Rural Sociology, 2006) and "The organizational and fiscal implications of transient student populations in urban and rural areas" (with K. Killeen, in the Handbook of research in education finance and policy, Routledge, 2008).
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS