Relocation Programs, Opportunities to Learn, and the Complications of Conversion
Relocation Programs, Opportunities to Learn, and the Complications of Conversion
复制标题
搬迁计划、学习机会以及转换的并发症
DOI：
--
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
Odis Johnson
中科院分区：
文献类型：
--
作者：
Odis Johnson
自1976年以来，美国住房和城市发展部(HUD)将低收入有色人种儿童从公共住房社区重新安置到种族和经济隔离程度较低的社区，以努力改善他们的发展机会。这篇文章首次对七个搬迁项目进行了全面评估总结，并解释了其中六个项目未能复制首届Gautreaux项目教育成功的原因。作者认为，儿童在重新安置后无法将潜在的更多学习机会转化为教育成功，原因有四个，包括目的地社区没有门槛效应，文化不连续的存在，住房和城市发展与教育政策之间以及教育机构之间的不兼容，以及社区和学校作为教育生产场所的不确定相关性。
Since 1976, the U.S. Department of Housing and Urban Development (HUD) has relocated low-income children of color from public housing communities to less racially and economically isolated neighborhoods in an effort to improve their developmental opportunities. This article provides the first comprehensive evaluation summary of seven relocation programs and the reasons why six of them failed to replicate the educational successes of the inaugural Gautreaux program. The author argues that children were not able to convert potentially greater opportunities to learn into educational success after they resettled due to four complications, including an absence of threshold effects in destination neighborhoods, the existence of cultural discontinuities, incompatibilities between HUD and educational policy and between educational institutions, and the uncertain relevance of neighborhoods and schools as sites of educational production.
社区贫困与公共政策：对纽约市儿童教育成果转向机会示范的五年跟踪。
DOI：
10.1037/0012-1649.41.6.933
发表时间：
2005
期刊：
Developmental psychology.
影响因子：
--
作者：
Leventhal,Tama;Fauth,RebeccaC;Brooks-Gunn,Jeanne
通讯作者：
Brooks-Gunn,Jeanne