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作者

Susan B. Neuman Naomi Moland

来源

URBAN EDUCATION,Vol.54,Issue1,P.126–147

语言

英文

关键字

reading, identity, achievement gap, social, poverty, urban, academic achievement, Urban Education, literacy

作者单位

1New York University, New York City, NY, USA

摘要

We examine the influence of income segregation on a resource vital to young children’s development: a family’s access to books in early childhood. Income segregation reflects the growing economic segregation of neighborhoods for people living in privilege (1%) compared with those in poverty or near-poverty (20%). After describing recent demographic shifts, we examine access to print for children in six urban neighborhoods. Results indicate stark disparities in access to print for those living in concentrated poverty. We argue that such neighborhoods constitute “book deserts,” which may seriously constrain young children’s opportunities to come to school “ready to learn.”