More handpicked essays just for you.
Socio economic status and academic achievement
Impacts of social class on education
Impacts of social class on education
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Socio economic status and academic achievement
Class Wide Peer Tutoring It was stated in the article that a lot of the students’ vocabulary who lived in poverty in the urban areas was significantly lower than students who came from middle class families. It was also stated that poor families lacked language and verbal skills than those who came from middle class families. There were eight features that were evaluated when looking at students who struggled with language and verbal skills. Some of them include expectations that were challenging, involvement, and success. It seemed as they being socially accepted helped these students succeed as well. The class wide peer-tutoring program helped serve as both a tutor and a person being tutored throughout the process. There were weekly
Cultural deprivation comes under three main aspects the first one is ‘Language’ as shown in item A ‘social class differences in educational achievement’ is one of the main reasons for the gap between the working class and middle class. The importance of language in education is portrayed by the sociologist Carl Bereiter and Siegfried Engelmann (1966) as they believe the lower class family use different language and mostly use hand gestural. Basil Bernstein (1975) has also shown differences between working class and middle class he shows this by the two speech codes. The restricted code is the speech used by working class, it limits the vocabulary a...
(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.
All students begin school with different levels of literacy development; English-speaking natives have obtained oral language proficiency in English which helps t...
Within my placement we had children from lower and middle class, and also a few higher class children. This allowed me to see how different classes have different language skills. A child from a low class family would use broken English, as they came from an area which used a lot of slang, and wouldn’t speak in full sentences. Where as those brought up middle class areas, have stronger English skills and are able to communicate their needs more effectively. So when they mix, some children can find it difficult to understand other children, which could discourage them from
“Despite decades of federal, state, and local programs intended to support young children’s preparation for schooling, children from low-income families continue to begin formal schooling at a disadvantage.... ... middle of paper ... ... Sometimes they won’t learn anything, they may have made some good friends, or enemies, but they never really realized how to do certain things the teacher wanted them to grasp.
No other language group makes up more than 4% of limited English proficient students. What complicates the issue of education for language minority students is their low socioeconomic status. 80% of ELL students are poor, and most attend schools where the majority of students also live in poverty and are English language learners. There is some difference in the level of poverty among language groups. Here, again, Latinos are disproportionately represented: 57% of Spanish-speaking families earn less than $20,000 compared to, for example, only 35% of families where Asian/Pacific Island languages are spoken (McArthur, 1993).
Research shows there is a direct correlation between learning abilities and poverty. Children that live in poverty risk having lower learning abilities compared to a more privileged child. According to Carol Lynn Mithers, “Children from poor homes suffer an especially high level of reading problems.” (Mithers). Illiteracy can cause poverty because people that are illiterate earn less money. Mithers also says that “It’s not that poverty causes illiteracy, but illiteracy often make people poor: By some estimates, workers with little or no reading ability earn roughly a third as much as the most
In “The Human Cost of an Illiterate Society”, Kozol writes how the illiterate people struggle in our society. Without having an education that works with the society a person lives in, English for example, it can cause multiple issues when they need to communicate with others. Kozol writes, “They cannot understand the written details on a health insurance form. They cannot read the waivers that they sign preceding surgical procedures” (189), which is just a few of the numerous examples of how these people can struggle in everyday life. With having the proper education of the society a person lives in, they will be able to be successful. It is heart wrenching to see some people are not able to communicate, especially in a dire situation. Getting an education that works with the society someone lives in will lead people being successful and feeling
The authors describe the differences between relative and absolute poverty and how poverty correlates with education. When thinking of education and poverty, educators need to consider that not all students will have access to the technology that you would like them to. While this is true, poverty can be more than economical. It also includes, poor nutrition and health, poor home conditions, unstable home life, and prejudices. A lack of education can lead to this poverty, and a student’s parents’ views on education can affect how their child values theirs. Poverty can also lead gifted students to not reach their full potential, for impoverished students do not always have the same opportunities as their peers. Less poverty, often times,
As of right now in the United States, the school system is not doing its best to promote the growth of African American students who speak Ebonics at home. Obviously something has to be done, because students from predominantly AAVE speaking areas are succeeding at a level well below students who are familiar with Standard English coming into school. The way the education system is set up, schools build upon existing skills that students already have especially in primarily white communities. Adding value to these skills promotes rapid growth causing them to excel past the AAVE speaking African American students. (Rickford, 1999) Those whom are n...
Socioeconomic status (SES) is a major topic of interest within the study of language development in children. It has been indicated as one of the most widely studied constructs in the social sciences (Bradley & Corwyn, 2002). Even with the wide variety of studies involving SES, there has never been a complete consensus on what SES actually represents. Beyond the development of language, SES also affects the overall development of a child. These developmental differences then further lead to differences in language acquisition. When looking at SES, there are many factors to consider. The concept of capital seems to best embody the current meaning psychologists hold of SES, according to Bradley and Corwyn (2002). Capital is favored because of its inclusion of access to financial (material resources), human (nonmaterial resources such as education) and social capital (social connections). The current working definition of SES involves family income, education level, and occupations, which influence the theories and characteristics that children develop (Hill, 2006). The effects of socioeconomic status on children are shown through many factors that affect language development through the child’s overall growth, their cognitive development, as well as their stress management and the parenting styles that they are exposed to.
Language Development of children from low income populations continues to be an ongoing barrier for academic progress. What causes these linguistic deficiencies is a question that does not have one solid, proven answer. These linguistic deficiencies are often blamed on parents who, presumably, do not provide their children with sufficiently rich language learning environments. The 1995 groundbreaking work of Betty Hart and Todd Risley studied vocabulary development in families from different socioeconomic backgrounds and their results claim that poor children grow up in linguistically impoverished environments that limit their vocabulary development and ultimately their success in school. Further, the Hart and Risley’s study claims that children from low income environments do not receive the same quality or quantity of language as children in middle and upper income environments. Their findings report that by age 3 low income children have about a 500 word vocabulary while children from mid to upper SES have a vocabulary of over 1000 words. According to Hart and Risley, children from higher SES hear more words spoken by their parents thus they know more words. “by age 3 the children in professional families would have heard more than 30 million words, the children in working –class families 20 million, and the children in welfare families 10 million” (Pathologizing the Lanaguage and Culture of Poor Children p. 363, (Hart and Risley Study p.132)). Hart and Risley also argue that these deficiencies play a significant role in the high school dropout rate and the continuation of the poverty cycle. Ultimately, Hart and Risley stand on the ideas that there is a culture of poverty that limits the academic and vocational success ...
Living in poverty exposes children to disadvantages that influence many aspects in their life that are linked to their ability to do well in school. In the United States of America there are an estimated 16.4 million children under the age of 18 living in poverty (U.S. Census Bureau, 2010). “The longer a child lives in poverty, the lower the educational attainment” (Kerbo, 2012). Children who are raised in low-income households are at risk of failing out before graduating high school (Black & Engle, 2008). U.S. children living in poverty face obstacles that interfere with their educational achievement. Recognizing the problems of living in poverty can help people reduce the consequences that prevent children from reaching their educational potential.
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.
Poverty is immensely one of the main causes of illiteracy, which is the reason that minorities are so greatly affected. People of a lower socioeconomic status cannot afford to send their children to schools of adequate competency nor can they afford the materials needed for their children to succeed. Cultural influence can be an impacting factor in illiteracy because children mimic the things that they see. Parents are encouraged to read with or to their children to attempt to bre...