The Rich Get Richer and the Poor Get Poorer:
Examining Early Language and Literacy Development in an Impoverished Cincinnati CommunityThe Rich Get Richer and the Poor Get Poorer: Examining Early Language and Literacy Development in an Impoverished Cincinnati Community
In this course, I explored the interaction between early language and literacy development and generational poverty. By critically examining the work of Ruby Payne and public initiatives related to ending the cycles of poverty (i.e. the Harlem Children’s Zone, Promise Neighborhoods, and the Harvard Emerging Literacy Project), I learned strategies to foster the language and literacy development of young children living in poverty. As part of the course, I also read and reflected upon recent research in education and public policy as well as spent time executing community service in a Head Start program.
-http://www.uc.edu/honors/experiences/seminars/fall16.html
-http://www.uc.edu/honors/experiences/seminars/fall16.html
As part of this course, I was required to debate whether children living in poverty received poor education because they themselves were poor, or if they received a poor education because the school systems did not cater well enough to children living in poverty. Below is my artifact, an essay on the matter, where I discuss why I believe that the school systems are failing children living below the poverty line.