Research studies on school success often focus on the impact of discrete elements such as race, culture, ethnicity, gender, language, or school location on high achievement. The condition of poverty, however, may be the most important of all student differences in relation to high achievement; although not all schools have racial diversity, nearly all schools have at least some students living in poverty. In this paper, the authors review the literature on poverty, including its relationship with ethnicity and locale; search for commonalities that illuminate the relationship between poverty and high achievement; identify problems in data gathering that mitigate against the identification of high-ability poor children; and underscore the need to provide individual support and the development of resilience to low-income, high-ability students. Recommendations for improving the identification, services, and success of high-ability learners who are affected by poverty are included.

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PurposeThis article aims to provide a case study example of the uses of podcasting in a multicultural educational setting.Design/methodology/approachPre‐service undergraduate teaching majors collaborated with graduate students enrolled in an educational technology course and clients of a community agency service minority, low‐income youth to produce a “radio” show podcast.FindingsThe project demonstrated the potential and limitations of using a podcast to improve the literacy skills of inner city youth and technical proficiency of pre‐service teaching majors.Research limitations/implicationsThe study was limited to its one‐semester implementation phase.Practical implicationsThis is an example of the use of technology among low‐income minority youth and its ability to close the digital divide as well as the social divide between inner city youth of color and white pre‐service teachers and technology majors.Originality/valueBecause of the digital divide, podcasting has not been introduced into under‐resourced environments such as inner‐city community agencies. Additionally, pre‐service teaching majors are not generally taught the pedagogical uses of MP3 players.

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