ABSTRACT
Poverty is part of the urban context, and urban teachers must understand, not lower their standards, that poverty has an impact on learning, health, well-being, and hopefulness. Whereas economics play a central role in providing resources to run an effective school, perhaps a larger concern lies in the opportunity gap among children from low-income areas as compared to children from middle- or high-income brackets. Family opportunities, such as vacations, trips to museums, community concerts, or simply having a large supply of books to read at home, may have more to do with school achievement than any other factor. The chapter examines poverty, classism, and the opportunity gap as related to how children learn both in and out of the school. While socio-economic forces loom particularly large in urban areas, education remains the key to providing alternatives that lead to a fulfilling life. Teachers, therefore, can become critical advocates for the life skills and experiences that better the human condition.
