Culture is what shapes our understandings, opinions of one another, attributions and identity; just to name a few. Within this diverse world, culture encompasses activities, behaviors, rules, norms, values, beliefs, religion, and worldviews. It is something that can be described in many ways and shown throughout many different aspects within everyone’s lives. (Matsumoto and Juang, 2017). Cultural conflict on the other hand is something that is inevitable. It can also be described as something that puts some people apart from others. With this idea in mind, this can cause some conflict among many people. This can be contributed to behavior between cultures that relates back to overall values. These values are “the guiding principles …show more content…
Therefore, leading to overall less education for the children and a higher dropout rate. The teachers also have a huge impact on the child’s ability to learn and be more apt to further their education. Once the children of low socioeconomic status are in school, they are more likely to have teachers with less experience and qualifications in education, than compared to students of a middle-high class economic status. According to the article Education and Socioeconomic Status Factsheet, it is stated that children from the lower socioeconomic status communities develop slower than those of a higher socioeconomic community because of some of the contributing factors stated …show more content…
It is stated in the article “Why Does Family Wealth Affect Learning?” retrieved from (Aft.org, 2018) that mothers who undergo substantial stress during pregnancy have babies who overall develop more slowly, and may also have slower mental development. As stated in the article found on (Aft.org, 2018) Children of low socioeconomic status are exposed to risks within the home. It is stated that these children are more likely to live in a substandard housing, which increases their exposure to lead. Consequently, lead has a greatly negative impact on the child’s cognition. These children are also more likely to share a room with other family members, which can negatively affect academic performance. These children also do not have the proper resources or access to resources for educational development. This can be as simple as books related to the development of lexicon, grammar, phonology, semantics, and pragmatics. Once older, students of low socioeconomic status generally have less knowledge about access to resources in order to help them apply for college; or some even lack the ability to research college
Culture is expressed through a variety of different ways, from clothing styles to lifestyles to faithful traditions. It can also have a deep impact on the viewpoints of those around you, whether negatively or positively. No matter how a person goes about their everyday life, they can rise above the expectations of their culture to change the world around them. Culture does not have to be the basis of every thought, word, or deed of a person.
Giger (2013) defines culture as a response in behavior that is shaped over time by values, beliefs, norms and practices shared by members of one's cultural group. A person's culture influences most aspects of his or her life including beliefs, conduct, perceptions, emotions, language, diet, body image, and attitudes about illness and pain (He...
The fact that students from lower income families fail to perform as well in school holds no dispute. Growing up with less money has been proven to create a significant disadvantage. Those struggling to pay their bills often are forced to cut back the money spent on food, leaving kids with only the option of cheaper food with poor nutritional value, or sometimes skipping meals. This inhibits the brain from functioning at its best and can leave students more worried about their growling stomachs than their schoolwork (Ladd, Fiske). Low income students face other distractions from their schoolwork including home struggles like in the movie Freedom Writers. A teacher starts a job...
Students in poverty tend to obtain low grades, have little academic achievement, and often misbehave. Many often drop out before graduating high school. Students ages sixteen through twenty-four are up to seven times more likely to drop out. A study published in Nature Neuroscience discovered “a link between physical brain development and poverty level. In a study of eleven hundred children, adolescence and adults from around the US, researchers found significant differences in the brains of children from the lowest income bracket in comparison to those in the highest. Families who lived on less than twenty-five thousand dollars a year had as much as 6% less surface area in their brain in areas like language and decision making than families who made more than one hundred and fifty dollars a year.” This may support why many students in poverty tend to do worse in school over middle class students. Employers usually lean toward more educated workers, leaving the poor at a serious disadvantage when it comes to work Children growing in poverty regularly have families of their own poverty. Some workplaces, manufacturing jobs have replaced their human labor with machinery and technology, which leaves many potential jobs out of the hands of people hungry for work. Having a weak education leaves them unskilled, resulting poor and low paying occupations. This creates a long lasting loop of poverty, a loop which is hard to escape. They
Low- income children 's school districts often lack the money to provide these children with resources, and therefore the children will not get these resources any other way. Devarics (2011) stated, "Only 22 percent of local districts reported offering pre-kindergarten or other early learning programs for low-income children" (para.8). Denying this resource affects the many children who reside where that 78 percent of local districts do not offer pre-kindergarten, because many go to kindergarten not knowing minimal skills required. As a consequence, this postpones their education even further. Moreover, Davarics (2011) also stated, "Many schools aren 't educationally where they need to be, which ultimately means many students won 't graduate ready to succeed in a career or in higher education," (para.11). Many low-income schools do not offer activities such as, art, music or sports, because of the lack of money, facilities, or staff. They are not supplied with the right tools and have poor access to computers and Internet. They also do not offer rigorous courses at many of these schools, and have less qualified, trained, and less experienced staff that cannot proficiently teach such courses. Going to school with these disadvantages, can make these children unmotivated to continue an education where there will be little educational progress.
At all levels of education children from deprived families achieve less well than their more well off counterparts.
In a family that faces poverty, the children are exposed to levels of stress that interfere with the development of their brain as to a higher-SES family whose children are exposed to less, infrequent amounts of stress. This stress can not only hinder the development of their brain, but imprint physiological issues at a very young age. These children tend to have a lesser developed prefrontal cortex studies show per Jensen. When the prefrontal cortex is delayed, this creates an educational gap, leaving the child behind in school. The prefrontal cortex is developed through learning-based experience as the child grows (Ormrod, 2015). Because poverty based families are less likely to educate their children at home usually due to the parents being uneducated, resulting in less exposure to literature, numbers, and cognition skills as to a higher-SES family. Jensen includes that only 36% of low SES parents read to their kindergartners, compared to 62% in the highest SES students. In addition, parents of lower-SES households tend to be dual-income or single parent families who have limited time and energy at home to devote to meaningful engagement with their children (Jensen,
“Children from low-income families hear as many as 30 million fewer words by the age of 4 than their higher-income peers” (Carter). Schooling is not prioritized in low-income households because most students are the first generation in their family to go to a higher level of schooling. Carter addresses, “Of entering college freshmen, 30 percent are first-generation college students, meaning no one in their family has earned a degree, and 24 percent are first-generation and low income.” She explains that almost 90% of those students do not finish with a degree. Most low-income households are not a stable environment for learning students. According to the Urban
Culture is a set of beliefs, values and attitudes that a person inherits from a society or a group that they are in and they learn how to view the world and how to behave, these principles can then be passed down from generation to generation so that the culture that has been inherited can live on for
This topic is not only relevant to the current changes in education, but to my future teaching as well. Despite the area I teach in, I am mindful of the fact that low socioeconomic status is likely going to impact some of my future students. This investigation studies why low SES has such a significant influence on students’ academic performance and what teachers can do to help these students.
Many do not believe that children who are raised in poverty are subject to under achieving in school.
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
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.
Culture is the totality of learned, socially transmitted customs, knowledge, material objects and behavior. It includes the ideas, value, customs and artifacts of a group of people (Schaefer, 2002). Culture is a pattern of human activities and the symbols that give these activities significance. It is what people eat, how they dress, beliefs they hold and activities they engage in. It is the totality of the way of life evolved by a people in their attempts to meet the challenges of living in their environment, which gives order and meaning to their social, political, economic, aesthetic and religious norms and modes of organization thus distinguishing people from their neighbors.
The term “culture” refers to the complex accumulation of knowledge, folklore, language, rules, rituals, habits, lifestyles, attitudes, beliefs, and customs that link and provide a general identity to a group of people. Cultures take a long time to develop. There are many things that establish identity give meaning to life, define what one becomes, and how one should behave.