Poverty and Our Nation’s Children
The College World Reporter
Connecting Worlds: Inside Black America
By Dr. Leoa Johnson, Ph.D.
October 2010
Leona Johnson, Ph.D.
”There can be no keener reflection of a society’s soul than the way in which it treats its children.” — Nelson Mandela, former President of South Africa
The number of people in poverty hit a record high in 2009. The national poverty rate of 14.3 percent, up from 13.2 percent in 2008, was the highest since 1994. The rise in poverty was steepest for children, with 1 in 5 children affected. The Census Bureau also found that the median income – the amount at which half of U. S. households earn more or less – had fallen 4.2 percent by 2009 since the recession began in 2007 (The Virginian-Pilot Newspaper, 9/17/10).
While we recognize that the recession and poverty takes a toll on society overall, it appears to have the most impact on children. Perhaps the most alarming, is that even though the economy is likely to recover in the next few years, a generation of disadvantaged children may not. Today’s poorer children could be impacted by the devastating effects of the recession for years to come, as they face other challenges such as engaging in violent crime and illegal drug use, and of experiencing chronic health problems such as obesity (Novotney, 2010).
Growing up poor is not just hard on children; it may also be bad for their cognitive development as well. A long-term study of cognitive development in lower and middle class students found strong links between childhood poverty, physiological stress, and adult memory (Keim, 2009). Children in poverty do not end up behind, research confirms that they start behind. A study released in the April issue of the journal Pediatrics showed that children who face more hardship were less likely to have normal developmental progress. As poverty rises among families with young children, more and more children are at risk. Once these children enter school, these deprivations may already be hard wired in their brain (Cottrell, 2010).
The good news is that psychologists and others are endeavoring to address the issues of children who are in poverty. Young children tend to be very flexible. Psychologists confirm that a brain that is vulnerable to the adverse effects of poverty is equally susceptible to the positive effects of rich, balanced learning environments and caring relationships. Evidence based interventions developed by psychologists can help poor children achieve cognitive and academic success (Novotney, 2010).
We also know that the remedies are in reach if our society chooses to prescribe them (Cottrell, 2010). President Barack Obama said the grim news made it clear that much work remains to bring the nation back from the recession, but, he added that the groundwork to do so has been laid (Virginian-Pilot Newspaper, 9/17/10). In the meantime, we must all do our part by doing whatever we can to unleash the potential in our children.
Cottrell, M. (April 13, 2010). Poverty gets hard wired into a Baby’s Brain. Retrieved September 18, 2010 from
http://uspoverty.change.org/blog/view
Keim, B. (March 30, 2009). Poverty goes straight to the brain. Retrieved September 18, 2010 from
http://www.wired.com/wiredscience/2009/03/poordevelopment/
Novotney, A. (2010). The recession’s toll on children. The Monitor (Published by the American Psychological Association), 41(8).
Staff and Wire Reports. (September 17, 2010). Number of people in poverty hit record high in 2009. The Virginian-Pilot Newspaper, pp. 1 and 6.
About Leona Johnson, Ph.D.: Leona M. Johnson, PhD, is an Assistant Professor of Psychology at Hampton University. Dr. Johnson received her Ph.D. in Educational Psychology from Howard University, with a subspecialty in Industrial/Organi- zational Psychology. Since fall 2004, Dr. Johnson has been an Assistant Professor of Psychology at Hampton University, where she teaches Methods of Behavioral Research, Senior Seminar in Psychology, Industrial/Organizational Psychology, Black Psychology, Black Child Development, and Learning and Cognition. Previously Dr. Johnson worked in various positions in Corporate America at the IBM Corporation, L’Oreal Corporation, and Lockheed Martin Corporation. In addition to teaching, Dr. Johnson is actively involved in research on learning preferences and the classroom climate, culture and learning, teaching and learning styles, group dynamics, and issues pertaining to the Black family.
Contact Information:
Email: Leona@CWRMagOnline.com
Blog: CWRAfricanAmerica.WordPress.com
