Eron, L.D., Guerra, N.G., Huesmann, L.R., Tolan, 
P.H. & Van Acker, R. (1995).  Stressful events and 
individual beliefs as correlates of economic disadvantage
 and aggression among urban children.  Journal of Consulting 
and Clinical Psychology, 63(4), 518-528.
	Studied were three factors that were hypothesized 
to increase aggression in urban children.  These factors were 
economically disadvantage, stressful events, and individual 
beliefs.  The children studied were both male and female 
elementary-school age.  The hypothesis was only significant 
for white children.  They found that African American and 
Hispanic children did not have aggression later in life that 
was caused by stressful events, individual beliefs or their 
economic status.
	
	Kerry, E.B., Patterson, J.P & Thompson, W.W  
(1995). Psychosocial adjustment among children experiencing 
persistent and intermittent family economic hardship.  Child 
Development, 66, 1107-1129.
	This study unlike others examined the effects of economic 
hardship on different groups of children and not just one particular race.
  The results showed that children who had intermittent economic 
hardship fell between groups of children who shoed and did not show  
problems.  However, children who had persistent economic hardship 
showed more problems.  These problems were difficulty in peer 
relations, conduct problems in school, and low self-esteem and 
were more pronounced for boys then girls.  Children consisted of 
subjects under the age of eighteen. 

	Holden, E.W., & Wall, J.E. (1994) Aggressive, assertive, 
and submissive behaviors in disadvantaged, inner-city preschool children.  
Journal of Clinical Child Psychology, 23, 382-390.
	Unlike most studies which exam school-age children this study 
examined preschool-age children who were predominantly from a low SES.
The study discussed if maternal perceptions, maternal anger, maternal depression, 
SES, family life stress, sex of child, and family size are associated with 
different patterns of aggressive, assertive, and submissive behavior in these 
preschool-age children from lower SES families.  Only children's sex was 
significant in directly predicting behavioral class.  Boys demonstrated lower 
levels of both aggressive and assertive behaviors for higher levels of 
maternal depression.
	
	McLeod, J.D., & Shanahan, M.J.  (1993).  Poverty,  
parenting, and children's mental health.  American  
Sociological Review, 58(3), 351-366. 
	This study showed that relationships among poverty,  
parenting behaviors and children's mental health don't vary  
by race/ethnicity.  These researchers felt that there is a  
greater need to emphasis family processes in studies of  
children's poverty.  Claims that studies need to measure  
poverty at many points in time, difference in poverty by  
race and the relationship between poverty and children's  
mental health.   Study focused on parental behavior and  
poverty related to children's mental health.

	Masten, A.S., Miliotis, D., & Graham Bermann, S.A. (1993). 
Children in homeless families: Risks to mental health and 
development. Journal of Consulting and Clinical Psychology, 61, 
335-343.
	This study discussed the mental health of homeless and low-
income children.  Homeless children had somewhat higher scores on 
reported behavior problems then did housed poor children.  
Homeless children are expected to experience high level of recent 
stressful events.  Homeless children are in constant stress of 
where they will sleep or eat tomorrow.  Both groups however were 
exposed equally to parental problems such as family violence and 
low parent education.  These children all have more problems than 
the general population and therefore seem to have more behavioral 
problems.  

	Dubow, E.F., & Ippolito, M.F (1994).  Effects of 
poverty and quality of the home environment on changes in the 
academic and behavioral adjustment of elementary school-age 
children.  Journal of Clinical Child Psychology, 23(4), 401-
422.
	This study focuses on the relationship of the poverty 
status of the family and the effect of this on elementary school-
age children's academic achievements and behavior problems.  
Variables such as maternal ages at time of child's birth , number 
of children in same household, presence of parental partner, 
level of maternal education and any deficits in academic 
achievements were all considered.  Specifically examined were 
math and reading achievement scores, the socio-economic status of 
the parents and ratings of children's behavior given by the 
mother.  Results showed that poverty status in children did not 
significantly show a decrease in reading and math scores or 
increase in anti-social behavior.
	Broad Topic: Children with low socio-economic status and one or  more sibling have a greater 
tendency for aggression.
	
	Garmezy, N. (1991). Resiliency and Vulnerability to 
Adverse Developmental Outcomes Associated with Poverty. 
American Behavioral Scientist, 34(4), 416-430.
	This study seeked to identify the protective factors 
that enable children to deal with life stressors, especially 
poverty.  Some of these protective factors included 
attributes of the individual, family ties, external support 
systems, frequent school contact, and supportive teachers.	
It focused on one of the studies conducted by the Children's 
Defense Fund in 1986.  It found that schools had a large 
role in enabling children stricken by poverty to find things 
to help them get through life stressors. 	
	
	Santrock, J.W., (1995).  Children(3rd ed.).  Dubuque, IA: 
Wm. C. Brown Communication, Inc.