Stereotypical Obstruction

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Recommended: Socioeconomic status and academic achievement

Of all the educational resources to which a student is exposed, approximately 75 percent are accessible in school cites nces.ed.gov. These resources include Internet access, a library, and teacher assistance, but what about the other 25 percent? Students who do not have limitations to their resources tend to have a higher success rates throughout high school is a situation that is often misinterpreted. Similarly the 25 percent of pupils without accessibility to those resources outside school seem to be deterred in their quest to complete their high school education. In order to for that 25 percent to achieve their academic standards, society needs to recognize the aspects of a student’s education. Personal morals and unequal opportunity to access certain resources are prime indicators of a student’s academic success.

The academic success of a student is comprised of many different aspects. When evaluating one’s success, every component plays a key role on the journey to getting a high school diploma. Carefully examining the controversial issues of the educational system has led one to believe that if students were more empowered in accessing a better quality education, they would be more active in achieving the highest standard. Unfortunately, adolescents fall into the stereotype of everyday life. If stereotypes of under represented groups are always associated with lack of achievement, then they will eventually adopt the idea of under achievement. Around the world, stereotypes are hindering teenagers from overcoming the odds and being the person they would like to be. Parenting and schooling are the main sources of the morals one will adopt and use to progress in life.

Parental involvement in an adolescent’s life is a major a...

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... is being validated because those students and teachers at that high school believe that they cannot do better, therefore they do not; however, for two years, 2008 and 2009, CDEHS had a higher graduation rate than the expected CDHS. Although the resources at both schools are equal, the manner in which the students use them is often divergent.

Overall, in addition to the resources provided by a school, the availability must be examined when one is assessing a student’s Opportunity to Learn. Also referring back to the morals implicated by one’s parents, these factors will affect the work ethic and success of a student. One could believe if students had more input in their education, then the students would not as easily fall into a stereotype and look forward to their education. Academic success is determined by various latent factors that are often over looked.

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