Poverty and Educational Access from a Social Studies Education Perspective in Pontianak City

Abstract

Poverty Poverty is a structural social condition that significantly influences access to education. From a Social Studies Education perspective, poverty should be understood not merely as an economic constraint but as a social phenomenon closely linked to inequality, social justice, and civic development. This article examines the relationship between poverty and educational access in Pontianak City using the conceptual framework of Social Studies Education. Employing a qualitative literature-based design, the study analyzes secondary data drawn from official statistical reports, peer-reviewed journal articles, and relevant policy documents published over the past decade. The data were examined through thematic content analysis to identify social patterns shaping educational participation among economically disadvantaged groups. The findings indicate that poverty acts as a structural barrier through educational costs, household economic pressures, and unequal distribution of educational resources, resulting in differentiated educational trajectories. The study concludes that addressing educational inequality requires not only economic interventions but also socially responsive educational strategies that recognize poverty as a central issue in achieving inclusive and equitable education.