ted by poverty (e.g., crime, inadequate health and nutritional care, poor parenting provided by young, single mothers, insufficient educational resources, unemployment) and that these factors lead such children to devalue education. Indeed, this precise point is made by Annette Lareau (2003) who believes that the very civilization and culture found in poor communities does not support aspirations for educational excellence and that society itself has done little to change this particular feature of life in the ghetto.
Beringer and Englemann (1966) hypothesized that disadvantaged children are inherently at-risk because the standards established for educational excellence are not standards necessarily found in poor communities. Cultural deprivation is seen by these researchers and Lareau (2003) as instrumental in rendering children more vulnerable to academic failure because their homes and their communities are deficient in the knowledge and resources that are typically found in middle class and more affluent communities. C
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