2025: Empowering the Future through Education, Diversity, and Hope
Stereotypes, Self-Esteem, and Achievement: The Impact of Poverty on Elementary Students
Location
Hemmingson Ballroom
Start Date
15-4-2025 12:40 PM
End Date
15-4-2025 1:40 PM
Description
According to data from the US Census Bureau (2023), the official poverty rate for those under 18 years of age was 16%, however when adjusted to 150% of the poverty line, it is estimated that about 26% of children are living in poverty. Data from the Center for Disease Control indicates that among these children living in poverty, 1 in 5 experiences a mental, behavioral, or developmental disorder (CDC, 2022). In addition to this, the American Psychological Association reports that children and teens in poverty are at a greater risk for below average academic achievement and behavioral problems (APA, 2024). Research argues that historically school settings have primarily focused on responding directly to these behavioral issues and low academic achievement, rather than the underlying issues fueling these outcomes (including stereotypes, mental health, and other struggles associated with living in poverty). For instance, many children living in poverty face disproportionate levels of stress, which has been found to directly correlate with mental health difficulties and poor adjustment (Guest et al, 2001). This project investigates the ways in which poverty impacts childhood mental health and how this, in turn, influences social/behavioral adjustment and academic achievement. Additionally, using the writing of activist Paul Gorski, whose work focuses on recognizing stereotypes and inequity within schools, this project will provide approaches for creating more equitable student outcomes, connecting to the theme “recognizing social systems and their influence on people.”
Recommended Citation
Gross, Sarah, "Stereotypes, Self-Esteem, and Achievement: The Impact of Poverty on Elementary Students" (2025). Diversity & Social Justice in Education Conference. 29.
https://repository.gonzaga.edu/dsjconf/2025/general/29
Publication Date
2025
Stereotypes, Self-Esteem, and Achievement: The Impact of Poverty on Elementary Students
Hemmingson Ballroom
According to data from the US Census Bureau (2023), the official poverty rate for those under 18 years of age was 16%, however when adjusted to 150% of the poverty line, it is estimated that about 26% of children are living in poverty. Data from the Center for Disease Control indicates that among these children living in poverty, 1 in 5 experiences a mental, behavioral, or developmental disorder (CDC, 2022). In addition to this, the American Psychological Association reports that children and teens in poverty are at a greater risk for below average academic achievement and behavioral problems (APA, 2024). Research argues that historically school settings have primarily focused on responding directly to these behavioral issues and low academic achievement, rather than the underlying issues fueling these outcomes (including stereotypes, mental health, and other struggles associated with living in poverty). For instance, many children living in poverty face disproportionate levels of stress, which has been found to directly correlate with mental health difficulties and poor adjustment (Guest et al, 2001). This project investigates the ways in which poverty impacts childhood mental health and how this, in turn, influences social/behavioral adjustment and academic achievement. Additionally, using the writing of activist Paul Gorski, whose work focuses on recognizing stereotypes and inequity within schools, this project will provide approaches for creating more equitable student outcomes, connecting to the theme “recognizing social systems and their influence on people.”
Comments
Poster Session B