Figure 9: Definitions for Inequalities [INEQ-1, INEQ-2,..., INEQ-20]
Definition: The inequalities delineated in Figure 9 are most of the poverty-driven inequalities that have persisted for decades. Each and all of these inequalities represent an impediment along the road out of poverty and, collectively, present a virtual wall to progress and a forward and upward movement for those living in poverty. These inequalities, individually, have been researched, studied, abundantly documented, discussed and widely acknowledged as derivatives of living in poverty. An August, 2015 Google search of 'poverty inequalities' yielded 15,000,000 'hits'. There has always been a great interest into poverty and its long-imbedded inequalities. However, there is relatively less attention focused upon the collective specific impact of just these inequaltites; there are a myriad efforts that have addressed a specific inequality, e.g., housing,or nutrition or health or education or lack of employment or..... et al. One can ask if is effcient or effective to address a single inequality without considering the linkage, dynamics and realtionships with other inequalities? Edelman's So Rich, So Poor [2013] .emphasizes that 'everything is connected to everything'; Daniel Patrick Moynihan in 1965 observed that these inequalities are systemic. History reminds us that a meaningful education has always been an integral part of the achievement of the American dream. History also reminds us of the mandate imposed by the Declaration of Independence, i.e., '......certain unalienable rights, that among these are Life, Liberty and the pursuit of happiness!....' The persistence of the inequalities of poverty are not consistent with history! The American dream has been a reality for most Americans but not all - especially those who live in poverty. This sad perspective is enhanced by the growing income gap between those who 'have' and those who 'do not have'.
Description: Since education has been the road out of poverty for some but, unfortunately, so many children of poverty have been left behind. The rationale for, the planning and persistent implementation.of standardized testing of the original 'no child left behind effort' apparently did not embrace these children of poverty. The result seems to be that the children of poverty are left further behind! Having said that, each of the cited inequalities are given some added definition. The substance of Figures 7, 8 and 9 are necessary prerequisites for the understanding and development of the crucial relationship between educational readiness factors [Figure 7] and their dynamics [Figure 8] and the inequalities definitions to follow.
INEQ-1: Education or, more directly, the lack of a meaningful education, is a major impediment on the road out of poverty. Conversely, meaningful education is the unique factor that offers the opportunity to mitigate the the spectrum of poverty-induced inequalities..
INEQ-2: insufficient readiness throughout the total educational process is a major risk to the achievement of a meaningful education [see Figures 7 and 8].
INEQ-3: Advocacy and support throughout the educational process typically provided by family and community for those living beyond poverty but so much unavailable for those children living in poverty.
INEQ-4: Beyond academics [art, music theater, athletic groups, team-oriented activities, field trips, travel, etc. These types of activities - both in-school and, especially, out-of school - are readily available for those living beyond poverty but mostly unavailable for those living in poverty.
INEQ-5: Housing is very much a direct function of available income enhanced by local, state and federal government support - both avaialble income and supprt are limited in the light of the demand for acceptable housing. Homelessnes is a factor within INEQ-5.
INEQ-6: Access to medical care pertains to the unavailability of medical and dental services and their unaffordability for those living in poverty.
INEQ-7: Health program and services: unaffordable and unavailable for those living in poverty.
INEQ-8: Life skills consistent with success within the educational arena, employment, upeard mobility and societal participation and contribution. These acquisition of these life skills are inherently a part of life beyond the walls of povert but unaddressed within the poverty arena. Conversely, there are skills necessary for survival for those in poverty - skills that can be mitigated within the educational process for those on the 'road out of poverty'.
INEQ-9: Employment,or, more accurately, unemployment continues to be a major inequality for those living in poverty and very much an outcome of a lack of education and 'readiness' {figure 7].
INEQ-10: Knowledge of and access to social services: there are supportive community and governemnt services available, e.g., SNAP, limited unemployment benefits, emergency housing, food closets and meal-sites, emergency room services, etc. but these - although necessary - do not include those available social programs and their services that lie beyond one's daily struggle to make it through the day.
INEQ-11: Transportation to social service organizations, employment opportunities, emergency housing and medical care is not reafily available nor,at times, affordable.
INEQ-12: Upward mobility, although a part of life for those beyond poverty, is out-of-reach for many who live in poverty without family stability, support and advocacy but with a lack of readiness for the educational process [and beyond], , and the culture of poverty that steadily compromises confidence, initiative, hope and a view of the American dream and fuels feelings of despair, hopelessness, anger and frustration.
INEQ-13: Justice and legal systems The treatment of individuals that live in poverty - especially those of color - that enter into the justice and legal systems is hardly a 'level playing field' for several reasons. Some of these reasons are lack of meaningful legal counsel and advice, racism, the uneveness of crime and punishment policies, protocols and practices, charges based upon outdated and/or irrelevant laws, etc. Simply put, those without color but with financial resources are treated in such a different manner that certainly is somewhat of an embarassment to the justice and legal systems.
INEQ-14: Income: a livable income is hardly achievable or sustainable in the light of the inequalities already defined.
; INEQ-15: 'Voice': there have been 'voices' for those in poverty throughout history, e.g., Abraham Lincoln, Daniel Patrick Moynihan, Lyndon B. Johnson [War on Poverty [which was not won], John F. Kennedy, Martin Luther King, Jr., James Patterson, Peter Edelman and so many others.However, despite these 'voices' for those 'without a voice] seem to provide an inspiration and talk of action but, inevitably, time enters the picture and these 'voices' diminish in loudnes, consistency and intensity.
INEQ-16: Compassion/humanitarian perspective: the lack of this inequality has been persistent within society for decades; more directly, the compssion and humanitarian perspective so necessary and sufficient for action for those with position, authority and responsibilty is another impediment to progress for those living bin poverty so often for reasns and circumstances beyond their control.
INEQ-17: Domestic/street vioelnce is more prevalent for those living in poverty as compared to those living beyond poverty. This domestic and street violence is often due to a simmering frustration, anger and frustration arising out of challenging circumstances with which those living in poverty are not equipped to cope.
INEQ-18: Adaptive strategies for those who fall 'through the crack in the floors' of the overall educational and life readiness factors.
INEQ-19: Consistent and accounting accountabilty for the adaptive strategies of INEQ-18: This is a factor that is, first, applicable to those with the position, authority, responsibility - and compassion and humanitarian perspective - for action to develop a lasting effort to eliminate poverty and, therefore, its inequalities. Secondly, this factor becomes applicable to those on their journey out of poverty.
INEQ-20: Overall quality of life: INEQ-1, INEQ-2,...,INEQ-19 are those imequalities that shape the lives of those living in poverty. Although unfair, undeserved, unnecessary and unacceptable, it does not have to cotinue!
Keywords: Therevare 20 keywords: poverty + each of the inequalities of Figure 9 and described above.
Selected References:
1. Poverty & Despair versus Education & Opportunity, Education, Learning and Teaching Readiness, Al Colella, Joseph H. Crowley, Stillwater Publishers, 2016.
2. Role of Parents, Michael J. Meaney, James McGill Professor of Medicine at Douglas Mental Health University Institute of McGill University.
3. National Center of Children in Poverty [NCCP], Mailman School of Public Health, Columbia University.
4. How Children Succeed, Paul Tough, Houghton Mifflin Harcourt, 2012.
5. Let's Start with the Children, Al Colella with Steven Lippincott, Westbow Press, 2013.
6. Justice & Legal Systems, Poverty & Despair versus Education & Opportunity, Al Colella, Joseph H. Crowley, Stillwater River Publications, 2016.
7. The caging of America, Adam Gopnik, New Tork Magazine, January 31, 2012.
8. Controversies of Poverty, It Takes a Nation: A new Agenda for Fighting Poverrty, Rebecca Blank, Sandra Yu, MIT.
9. Bridges Out of Poverty, Ruby K. Payne, Philip E. Devol, Terei Dreussi Smith, June 9, 2006.
10. A Framework for Understanding Poverty, Ruby K. Paine, 4th Edition, may 15, 2005.
11. The price of Inequality, Joseph Stignitz, W.W. Norton & Company, 2012.
12. The great Divide: Unequal Societies and What We can Do About Them, Joseph Stignitz, W.W. norton & Company, April 20, 2015.
13. Social Solutions to poverty: America's Struggle to Build a just Society, Scott-Myers and Charles lemert, December, 2007.
14. The\Poverty and Inequality Reports, Stanford University, Stanfod center on Poverty and Inequality, 2014, 2015.