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1. Poverty and academic achievement across the urban to rural landscape: Associations with community resources and stressors

   https://doi.org/10.7758/rsf.2019.5.2.06  

   Miller, P.; Votruba-Drzal, E.; & Coley, R. L (January 2019, RSF)

   null (Ed.)

   Poor children begin school with fewer academic skills than their nonpoor peers, and these disparities translate into lower achievement, educational attainment, and economic stability in adulthood. Child poverty research traditionally focuses on urban or rural poor, but a shifting spatial orientation of poverty necessitates a richer examination of how urbanicity intersects with economic disadvantage. Combining geospatial administrative data with longitudinal survey data on poor children from kindergarten through second grade (N ≈ 2,950), this project explored how differences in community-level resources and stressors across urbanicity explain variation in achievement. Resources and stressors increased in more urbanized communities and were associated with academic achievement. Both mediated differences in poor children’s achievement. Mediation was both direct and indirect, operating through cognitive stimulation and parental warmth. 

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2. Who gets left behind by left behind places?

   https://doi.org/10.1093/cjres/rsad031  

   Connor, Dylan_S; Berg, Aleksander_K; Kemeny, Tom; Kedron, Peter_J (September 2023, Cambridge Journal of Regions, Economy and Society)

   Abstract We document that children growing up in places left behind by today’s economy experience lower levels of social mobility as adults. Using a longitudinal database that tracks over 20,000 places in the USA from 1980 to 2018, we identify two kinds of left behind places: the ‘long-term left behind’ that have struggled over long periods of history; and ‘recently left-behind’ places where conditions have deteriorated. Compared to children of similar baseline household income levels, we find that exposure to left behind places is associated with a 4-percentile reduction in adult income rank. Children fare considerably better when exposed to places where conditions are improving. These outcomes vary across prominent social and spatial categories and are compounded when nearby places are also experiencing hardship. Based on these findings, we argue that left behind places are having ‘scarring effects’ on children that could manifest long into the future, exacerbating the intergenerational challenges faced by low-income households and communities. Improvements in local economic conditions and outmigration to more prosperous places are, therefore, unlikely to be full remedies for the problems created by left behind places. 

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3. Unveiling hidden energy poverty using the energy equity gap

   https://doi.org/10.1038/s41467-022-30146-5  

   Cong, Shuchen; Nock, Destenie; Qiu, Yueming Lucy; Xing, Bo (May 2022, Nature Communications)

   Abstract Income-based energy poverty metrics ignore people’s behavior patterns, particularly reducing energy consumption to limit financial stress. We investigate energy-limiting behavior in low-income households using a residential electricity consumption dataset. We first determine the outdoor temperature at which households start using cooling systems, the inflection temperature. Our relative energy poverty metric, theenergy equity gap, is defined as the difference in the inflection temperatures between low and high-income groups. In our study region, we estimate the energy equity gap to be between 4.7–7.5 °F (2.6–4.2 °C). Within a sample of 4577 households, we found 86 energy-poor and 214 energy-insecure households. In contrast, the income-based energy poverty metric, energy burden (10% threshold), identified 141 households as energy-insecure. Only three households overlap between our energy equity gap and the income-based measure. Thus, the energy equity gap reveals a hidden but complementary aspect of energy poverty and insecurity. 

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4. Evaluating sustainable development policies in rural coastal economies

   https://doi.org/10.1073/pnas.2017835117  

   Lindsay, Amanda R.; Sanchirico, James N.; Gilliland, Ted E.; Ambo-Rappe, Rohani; Taylor, J. Edward; Krueck, Nils C.; Mumby, Peter J. (December 2020, Proceedings of the National Academy of Sciences)

   null (Ed.)

   Sustainable development (SD) policies targeting marine economic sectors, designed to alleviate poverty and conserve marine ecosystems, have proliferated in recent years. Many developing countries are providing poor fishing households with new fishing boats (fishing capital) that can be used further offshore as a means to improve incomes and relieve fishing pressure on nearshore fish stocks. These kinds of policies are a marine variant of traditional SD policies focused on agriculture. Here, we evaluate ex ante economic and environmental impacts of provisions of fishing and agricultural capital, with and without enforcement of fishing regulations that prohibit the use of larger vessels in nearshore habitats. Combining methods from development economics, natural resource economics, and marine ecology, we use a unique dataset and modeling framework to account for linkages between households, business sectors, markets, and local fish stocks. We show that the policies investing capital in local marine fisheries or agricultural sectors achieve income gains for targeted households, but knock-on effects lead to increased harvest of nearshore fish, making them unlikely to achieve conservation objectives in rural coastal economies. However, pairing an agriculture stimulus with increasing enforcement of existing fisheries’ regulations may lead to a win–win situation. While marine-based policies could be an important tool to achieve two of the United Nations Sustainable Development Goals (alleviate poverty and protect vulnerable marine resources), their success is by no means assured and requires consideration of land and marine socioeconomic linkages inherent in rural economies. 

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5. Moms Can Be Computing Leaders, Too!; Why we need computing community learning centers designed and lead by mothers

   https://doi.org/10.1145/3626253.3635353  

   Ordóñez, Patricia (March 2024, ACM)

   Women in underserved communities of computing such as women of color, women in poverty, elderly women, women with disabilities, and mothers who prioritize their families over their careers have little to no access to training or career development in a technical field due to lack of childcare, limited availability, lack of education, lack of employment history, transportation, and financial cost of training. Women from these groups often suffer from trauma or imposter syndrome lacking the confidence to believe they are capable of working with technology. Yet, in 2022, women are 91% of the households with children in public housing, which is more than 232 thousand households. Children from these households have very little possibility of social mobility from the bottom to the top quintile. There is a dearth of computer training opportunities for these women. A community computing learning center that is inclusive of and tailored to all mothers and their children would help to fill the void in the US technical workforce and break the cycle of poverty that exists in many low-income communities. Universities can play a critical role in the participatory design of these centers so that they can dually serve as an equity-enabling computer education research center for its faculty and students. Women led the computing revolution in the past and can lead the culturally responsive computing education movement of the future. 

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