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Economic status and academic achievement
Socio economic status and education
Socio economic status and education
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Socioeconomic status can be defined in terms of family wealth and assets as well as educational background. For this reason, many comparisons can be made between socioeconomic status and education. Furthermore, academic achievement and the level of education reached by an individual, is determined by socioeconomic status. Research has shown that environmental circumstances and family issues greatly influence a child's future because the impact of the socioeconomic status depends on the level to which an individual becomes successful in life. Research also shows that family conditions can impact a child’s education and their quality of life. For example, being raised in a high-economic culture increases the chances that a child will attend …show more content…
It can be argued that the academic performance of children has nothing to do with their socioeconomic status, because there have been many cases of children from very poor families who have excelled greatly in academics (APA, 2017). Furthermore, many predominantly high-end schools have posted poor results when compared to school with poorer backgrounds. This is despite the fact children from lower socioeconomic classes do not have access to the best forms of learning materials. The high performance of children from poor backgrounds is often attributed to the fact that they are not preoccupied with many activities which would otherwise hinder them from concentrating on their studies (Sacerdote, 2002). Therefore, some believe it is false to say that poor performance is associated with children who come from low socioeconomic classes. Rather, they believe academic achievement is genetic (Sacerdote, 2002). Finally, it is a general opinion among many that academic performance is a manner of will and determination of an individual rather than their socioeconomic status. For instance, in schools of higher learning, there are a lot of students from richer backgrounds who do not perform well as compared to those perceived to be from poor backgrounds (Sacerdote, 2002). Research has shown that while socioeconomic status may influence the availability or access to learning materials, it is the student’s personal determination to excel that determines the kind of lifestyle they
The inequality in Australian education can be attributed to a history of low expectations and discrimination placed on Indigenous people by the government and society. Aboriginal children were denied the right to education until the 1970s due to the discrimitory views of the government and society. The Indigenous population were the sub-standard race of humanity with little to no chance of succeeding in life and these attitudes affected the educational choices offered to them (Ray & Poonwassie, 1992). As the superior race, the Anglo-Celtic Australians, considered themselves both intellectually and socio-culturally more advanced than their inferior Aboriginal neighbours (Foley, 2013). As a consequence of these racially and culturally motivated preconceptions, children of Aboriginal descent were considered unskilled outside of their own and were deemed incapable of excelling in ‘civilised’ white society (Foley, 2013). As a result, the Australian Government, in an effort to civilise and nurture politeness within the Aboriginal people, constructed “structured” (p 139) education training institutions in 1814. However, these problems only provided sufficient schooling for menial work: Aboriginal male children were prepared for agricultural employment, while girls were trained for domesticated services (Foley, 2013). Thus, as a direct consequence of low expectation for life success, Aboriginal children were offered minimal schooling ‘consistent with the perception about the limitations inherent in their race and their expected station in life at the lowest rung of white society’ (Beresford & Partington, 2003, p43). According to Foley (2013) this combination of low expectations and poor academic grounding meant that Indigenous children we...
Hatt, Beth. (2007). Street smarts vs. book smarts: The figured world of smartness in the lives
To examine the socioeconomic status of my study mother, Susan and assess whether she exhibits similar characteristics to other mothers in the same social class at a local, regional and national level. The effect of socioeconomic status on different aspects of pregnancy and childcare will be discussed.
A minority student is generally classified as belonging to a lower-income family than the average white American, who is classified by earning a higher income. A student belonging to a low-income family will not have the same opportunities as a student from a high-income background. A student from a high-income family will be able to afford more study aids and supplies. A student from a low-income family, generally a minority, does not have access to these resources. Because they frequently cannot afford the same materials as their white counterparts, they generally do not perform as strongly on standardized tests. Wealthy families are generally very well educated. They have greater knowledge of how to guide their children in the right direction for academic success. Some can afford a private school with better teachers and a more comfortable learning environment. Paying for college is easier, and academics often take greater priority in these well-to-do households. Usually, poorer families have a harder time paying for college and supporting their children. Schools in low-income areas tend to lack funding for good teachers and supplies because of their financial situation. More often than not, the main goal of these families is to have their children get through high school so that they can begin ea...
(Brooks-Gunn et all, 1997) That points out the disadvantage and how the family income influence youngsters overall childhood, since under the poverty condition, they children do not have enough money to support for their necessary needs, they will more likely to have low self-confidence and hard to blend in with their peers. Poverty has impact on children’s achievement in several different ways. Payne (2003) maintained that the poverty could affect children achievement though emotional, mental, financial, and role models (Payne, 2003). Thus, the children from low-income family are more likely to have self-destructive behavior, lack of control emotional response and lack of necessary intellectual, that is really important for the students under the age of 16.
In order to understand the educational gap, it is first important to understand the effects of poverty on students of lower socio-economic backgrounds. A significant part of the education function is socioeconomic background of a student. Studies show that 30-50% of behavior is genetic and 50-70% is explained by one’s environment (ASCD). If behaviors are a predominant result of environmental factors then it is important to see the difference between the environment of low SES students and that of affluent students. Many factors must be accounted for when looking at behavior. Lower SES students face daily overwhelming challenges that are different from affluent students. There are four risk factors in particular that affect children in poverty and those are: emotional and social challenges; acute and chronic stressors; cognitive lags; and health and safety issues.
Success. Society tends to correlate “success” with the obtainment of a higher education. But what leads to a higher education? What many are reluctant to admit is that the American dream has fallen. Class division has become nearly impossible to repair. From educations such as Stanford, Harvard, and UCLA to vocational, adult programs, and community, pertaining to one education solely relies on one’s social class. Social class surreptitiously defines your “success”, the hidden curriculum of what your socioeconomic education teaches you to stay with in that social class.
Tests measuring students’ achievement demonstrate that particular groups of students score far below students of other groups. Records indicate that the discrepancy in the academic dominance of certain groups over other groups is strongly associated with socio-economic status, with lower achieving students typically hailing from increased poverty-stricken backgrounds. While poverty is exclusive to no one particular ethnicity, it exists in disproportionately high rates among Hispanic and Black communities and their students. The root of this gap in educational achievement has been shown to be multi-faceted, with origins undoubtedly dating back centuries (EdSource, 2003).
Socioeconomic status (SES) is often interpreted as the social class of an individual or group. It is often measured and determined as a combination of education, income, and occupation. These three categories often determine a person’s social position in regards to others. Globally, Inequality in wealth and other areas of life are increasing. Research over the years has indicated that individuals that identify as a member of the LGBT community are extremely vulnerable to being placed at a socioeconomic disadvantage. From a citizen’s standpoint control, privilege, and authority highlight socioeconomics. Molly’s journey to discover her gender and sexuality present a direct opposition for her to alter her socioeconomic status. The oppositions that hinder her are her defiance towards heteronormative roles, social discrimination, and discrimination in the workplace.
For decades, the United States educational system has provided opportunity for millions of Americans to attend school. However, the gap between the lower income and middle-class students continue to narrow in terms of who will drop out and who would succeed. The articles I chose speak both of issues regarding education and inequality and the growing gap of educational success between the haves and the have nots. In addition, how race and lower class play a large factor on those who succeed and those who do not.The articles also bring to life possible factors such as funding towards a child’s education, in particular the early years, parent involvement and race.
Stull, Judith C. (2013). Family socioeconomic status, parent expectations, and a child's achievement, Research in Education. Volume 90, pages 53-67.
Education is a concept that is synonymous with anyone one that is living a good life. It is believed that in order to live a prosperous life that members of this society must first obtain a good college education. But how can education be considered a founding block of success when only the privileged enjoy the benefit of a proper education? A large percentage of undocumented immigrants arrive to this country because they want their kids to be able to attend a good school and receive a proper education but that is not always the case. Undocumented people arrive to this country with no money; therefore they are forced to live in low-income communities. As we have discussed in class, the schools in neighborhoods with low economic status are not as good
Through research, I will examine if there is a correlation, be it direct or indirect, between a person’s race and their educational attainment. In order to answer this question, it is important to consider other variables, such as a sex, socioeconomic status, culture, and religion. How do these variables influence a racial group’s access to education? Numerous studies have been done to answer questions like these. I am curious to find out what intrinsic characteristics of a racial/ethnic group impact their success. My research will include collection of existing data and analysis of several case studies. Some of the sociological questions that I would use to answer my hypothesis are: What are some factors that affect a person’s education level? Or how does sex affect the success of a person? Also I will explain the meaning of socioeconomic status? And is culture the foundation of educational levels? I will use these questions to help me write my research paper.
Throughout the nation, education inequality affects many minority students that have low-income which reinforces the disparity between the rich and the poor. The amount of children that have a socioeconomic background of poverty in the United States is estimated to be 32.4 million (National Center for Children in Poverty, 2011). Since many of these children are from
There are many different factors that affect education. One such factor is, socioeconomic status. Children who attend school in a wealthier community receive a better education than those students in poor communities. In poor communities, student’s education is not only affected by a lack of resources, but also from teaching methods and philosophies. Urban and poor schools’ students do not receive as equal of an education as their more affluent and suburban counterparts do.