Focused on providing readers with the knowledge and skills to maximize the educational opportunities for children raised in low socio-economic conditions, Culturally Proficient Approaches to Conditions of Poverty provides a context for helping teachers and school leaders understand school equity issues that are related to social class.

The authors frame this timely subject within the lens of cultural proficiency-a perspective that emphasizes how one works with people different from one’s self in a non-judgmental, pro-social manner to help ensure effective practices. This strengths-based approach contrasts with previous deficit models that have targeted what isn’t working and what doesn’t exist for the child, rather than building on children’s strengths, regardless of their socio-economic status.