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Socio economic status and academic achievement
Socio economic status and academic achievement
Socio economic status and academic achievement
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The impacts of a low socioeconomic status are far reaching for individuals and especially for families throughout the world. A low socioeconomic status is often measured in combination with education, income and occupation. While this paper focuses on education, research shows that income and occupation are all correlated and impact each area. Research has shown that education is a predictor of income and occupation. The topic that will be discussed the affect of low socioeconomic status on student achievement. My hypothesis states that a low socioeconomic status background negatively affects student academic achievement. The research articles reviewed a wide range of individuals from the earliest stages of education to college. The articles looked not only individuals from American but also a number of countries including Poland, Portugal, Russia, Spain, Sweden, Switzerland, United Kingdom, and Malaysia. Going into this research I already knew some of the many negative effects that a low socioeconomic status would have on a child's education. Children from a low socioeconomic background do not always have the best health care or the best nutrition when compared to …show more content…
Examples include extra tutoring, involvement in special after school programs and clubs and athletic teams. A majority of the population believes that there are programs in place that take into consideration the disadvantaged backgrounds children come from and the programs give the students a fair shot at education. Sadly, this is not the case. While upward mobility policies are possible, they might be unlikely. "Upward mobility might emerge because policies only provide opportunity for a limited number of low SES children to move up, and not all siblings from the same family have access to this limited number of slots or opportunities." (Eirich,
The Effects of Poverty on Minority Education Poverty and its effects on educational performance of minorities is a societal issue with many facets. First, understanding the implications of poverty, and then offering creditable interventions to combat the problem is necessary. First, one must understand that belonging to an underrepresented minority group does not necessarily imply that a student is disadvantaged, but those belonging to those ethnic groups in addition to having low income offer a risk of low academic achievement (Olszewski-Kuilius & Clarenbach, 2012). Statistically, students from minority groups score lower on standardized testing than their white counterparts (Tomlinson & Jarvis, 2014). The reasons for this are numerous.
One of the biggest problems Americans face today is a US student’s underwhelming academic performance. When compared to other countries, the United States comes in 18th place in math literacy and 25th place in reading literacy. The problem is not just a standard problem throughout the country, as there is much variation between graduation and subject literacy rates, with huge differences also between schools alone. These statistics are disappointing because the US is considered one of the largest world powers. The disparities in American students academic achievement is also detrimental because they are less able to compete in the global market place. Many things have been used to explain this disparity but race has often led as the main explanation. The racial disparities in academic achievement have also led to acts of law, such as the Hispanic Education act, which focus on improving test scores in New Mexico’s minority students. While there is a correlation between race and academic performance, I believe there are other factors, like economic class, which also have a profound effect on a students’ academic achievement. If my hypothesis is correct, review of further literature should show discrepancies between students of different socioeconomic status as a major influence on a student’s academic achievement.
Most minorities are not presented with the equal opportunities. Socioeconomic status and race have a direct correlation; generally, minorities have lower socioeconomic backgrounds, so they are presented with fewer chances to succeed. This factor is commonly identified within the education system. Those individuals who live in inferior neighborhoods are given a mediocre education, which in turn makes it difficult to progress in society because they lack critical skills needed to obtain a decent job or succeed in higher educational institutions. The fact that the mindsets of people have not progressed since affirmative action was presented, also shows that there is a continued need to help disadvantaged individuals with
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.
Kids who come from better living situations tend to do better in school. Meaning that, if you take two students and one came from the projects and the other came from a wealthier neighborhood, the once who lives in the nicer neighborhood statistically will have better results in the classroom. According to Paediatrics and Child Health, “children from low-income families often start school already behind their peers who are
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
Reardon, Sean F. "The Widening Academic Achievement Gap between the Rich and the Poor: New Evidence and Possible Explanations."Center for Education Policy Analysis at Stanford University. Stanford University, 2011. Web. 27 Feb. 2012. .
The populations of those living in low socioeconomic conditions predominantly belong to minority groups. Most research found focuses in on African-American groups, especially within schools. Students in school who are black, are more likely to come from non-traditional family homes than their white counterparts, and they receive less of an education (Ainsworth-Darnell, Roscigno, 1999). Non-traditional family homes are typically ones missing a parent, and are considered to be categorized as being low socioeconomic. Although students who belong to low socioeconomic classes belong to minority groups, they are also overrepresented within data, especially among black students. (Reyes, Stanic, 1988). Students who live in these conditions are disadvantaged in life. Black people tend to rate their overall
Socioeconomic status plays a major role in the prevalence of depression and anxiety as well as the utilization of mental health services in the black female community. It is important to note that the four general indicators of SES are race/ethnicity, occupation, income and educational attainment; the latter is considered to be the predominant determinant of health in the United States. Aside from education, social scientists have analyzed other elements that explain the causal relationship between SES and the likelihood of developing mental disorders. For women of the black diaspora, neighborhood SES, negative self-perception and education are aspects of socioeconomic status linked to mental health outcomes.
Socioeconomic status has played a vital roles in affecting ones’ experience in all aspects from culture to daily life experience. Furthermore, it has the most impact toward the low income individuals. For example, in psychotherapy research, low income individuals are mostly invisible and diminished which lead to our little or no knowledge about their personal experience in the therapy setting. In such a setting, Thompson, Cole and Nitzarim (2012) investigated for further understanding about the relationship between social class and therapy experiences of low income clients.
Previous research has shown that there is a connection between Human Immunodeficiency Virus (HIV) and socioeconomic status (SES), primarily that those who are living in low socioeconomic status community are disproportionately affected by HIV. There are higher rates of HIV in these less affluent, almost impoverished, communities as compared to other communities. In other words, there are higher rates of HIV in these less affluent, almost impoverished, communities, than compared to other communities. This increased risk for HIV infection, as well as, lack of HIV therapy adherence can be tied to a multitude of reasons that are specific to the low SES community, which listed in the following. These facets include the increased risky sexual behavior
Laden, Greg. "Children from Low-income Families at Educational Disadvantage." Science Blog. N.p., 26 Dec. 2008. Web. 8 Jan. 2014.
The students belonging to low-salaried families may remain deprived of the latest technologies like computers, digital textbooks and safe classrooms with no leakage after it rains (Redd, Perna, & Scott, 2003). Studies reveal that the social class of parents makes a direct impact on the educational performance of their children. The children having parents working on the managerial or executive posts have been found socially and academically far better than those whose parents or family have undergone some financial crisis. (Shepherd,
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.
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