When struggling with the economy, choosing the right school and neighborhood may be not an option. The options for their children to choose formal and extracurricular education are limited, for instance, extracurricular classes may be difficult to afford. Children from high poverty school districts may not have the most competent teachers and children may not have good role models in education; usually competent teachers can select which school to work for and select more convenient districts.
Low socioeconomic status also negatively affects children’s mental well-being. Children who experience some periods of poverty can suffer from emotional and behavioral problems (Pettigrew, 2009). Furthermore, children without access to life-sustaining
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Low socioeconomic conditions negatively influence school readiness, academic achievement, and overall school success. Socioeconomic conditions and school readiness are developed long before the start of children’s formal education and previous learning environments vary across social lines (Pettigrew, 2009). For example middle and upper-class parents frequently enroll their children in daycare programs that offer curriculum adapted to develop and prepare the children for formal education. However, low-income families lack the means to provide such educational programs. Many economically disadvantaged children can miss the knowledge and abilities needed for kindergarten. In addition to the few options in education, low-income parents could lack the technology that would further develop academic skills (Pettigrew, 2009), few or no books in the home, and do not engage their children in learning activities such as taking children to the museum, library, concerts, theater, trips, or the …show more content…
Because students from lower income levels are more likely to exhibit inappropriate behavior, communication between school personnel and lower income parents is often negative involving complaints. Thus, lower income parents regularly view any contact with school staff as confrontational. Furthermore, because of the problems just mentioned, parents from lower socioeconomic groups are not willing to be active members of committees or any function at the school because they don’t have spare time to attend school functions if they need to work expensive hours to provide for the family. Although the lack of parents’ participation in the school cannot fully explain the achievement gap between lower and affluent children, it is logical that parents who stay connected to the school are more involved and informed. Unfortunately, however, because of the constraints placed on parents’ finances and time, lower income parents are less involved in their children’s education (Pettigrew,
It is not difficult to document that poor children suffer a disproportionate share of deprivation, hardship, and bad outcomes. More than 16 million children in the United States – 22% of all children – live in families with incomes below the federal poverty level – $23,550 a year for a family of four. (Truman, 2005) Living in poverty rewires children 's brains and reports show that it produces prolonged effects. Also, growing up in a community with dangerous streets, gangs, confused social expectations, discouraging role models, and few connections to outsiders commanding resources becomes a burden for any child. The concern about the number of children living in poverty arises from our knowledge of the problems children face because of poverty.
In addition to providing alarming statistics about the rate of childhood poverty, Jenson & Fraser highlight how much poverty can adversely affect the outcomes of children both directly and indirectly by impacting them at a familial and community levels (31-34).
“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.
Reading, writing, math, science, and other skills learned in school are instrumental for a child to have in order to be successful both in higher education and in life. Many factors contribute to a student’s acquisition of these skills such as their learning environment, preschool education, mental and emotional development, parental involvement, and dedication to learning. The issue that many young children are facing, however, is that all of these factors can be greatly influenced by the Socioeconomic Status (SES) of their family. Unfortunately, up until recently it was virtually unknown how teachers could help these “at risk” children, which caused an increase in the likelihood of children dropping out of school or repeating a grade. However, it is now becoming clear that there are ways that educators can help ensure children have successful academic careers and lead better lives.
Samaan, R. A. (2000). The Influences of Race, Ethnicity, and Poverty on the Mental Health of Children. Journal of Health Care for the Poor and Underserved, 100-110.
Students who live below the poverty line have less motivation to succeed, and their parents are less inclined to participate in their child’s education, often because the parents cannot provide support for their children. Although it’s logical that school districts from poorer communities cannot collect as much funding as the richer communities, people stuck in these low-income communities often pay higher taxes, and still their school districts cannot accumulate as much money.... ... middle of paper ... ...
Low income students are generally found in low income communities which have fewer resources to devote to their schools. With inadequate funds and resources, these kids are not getting the equal opportunity in education as kids in high income communities. Kids...
One of the primary causes of a failing education system is the insufficient amount of support from parents to improve education. For instance, majority of parents who send their children to impoverished schools are not playing an active role in their children’s education. Consequently, there are many factors that keep parents away from supporting their children’s educational needs. Parents may be working more than one job to maintain a roof...
Stressful negative events are constant in the lives of families in poverty, which can lead to poor mental health. These stressors include family conflict, exposure to traumatic events, violence, and financial instability, frequent transitions to new places to call home, and discrimination (Santiago et al., 2013). Children living in poverty conditions are at an increased risk of antisocial behavior that includes aggression, substance abuse, and academic failure. The strained existence of those living in poverty cause emotional internalization of negative events that lead to depression, anxiety, and PTSD; typically, aggressive behavior is the external manifestation of these damaging life events (Santiago et al., 2013).
I also learned that Children living below the poverty threshold are 1.3 times more likely to experience learning disabilities and developmental delays in comparison to children who aren’t poor. Also Poor children suffer from emotional and behavioral problems more frequently in comparison to children who aren’t poor. Gunn and Duncan also inform us “Emotional outcomes are often grouped along two dimensions: externalizing behaviors including aggression, fighting, and acting out, and internalizing behaviors such as anxiety, social withdrawal, and depression”. In light of this information we can better understand why poor children tend to get suspended more and withdraw mentally from
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.
Poverty can have damaging effects on children. Poverty rates amongst children are higher than another other age group according to Dalaker, 2001. Though there have been many improvements made, there are still approximately 1.2 million children still living in poverty. In terms of race and ethnicity, the poverty rate for children under 18 years of age are as followed; 30% African American, 29% Latino and 13% White. This extenuates the statistics ...
One interesting fact regarding Mendelssohn and Shakespear is that growing up, Mendelssohn was a big man of Shakespeare's work, but it took him about 17 years to finish the whole composition. Originally this particular piece was composed for two piano, but soon after he decided to rearranged it into orchestra version and finished all the other movements through the composition, this piece have soon become one of the most important pieces that is best represent Mendelssohn's work and inspired many other great composers. One of the most important movements in Mendelssohn's work is the scherzo. Philip Huscher says “..the incidental music includes some of Mendelssohn's loveliest and most enduring work, even though it is rarely performed in conjunction with the play it was designed to accompany. The breathtaking scherzo that introduces Shakespear's second act – and transports us to Shakespear's fairy world – is the most celebrated example of the featherlight, will-of-the-wisp style for which Mendelssohn is known...
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.