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Socioeconomic status and academic achievement
The effects of parental involvement on academic performance
Effects of social economic status on education
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The primary role of education and the education system is to contribute not just towards the academic but also the social development of children. Many people are of the view that some educators fail to cater to individual learning needs and or learning styles, thus blame the school system for male underachievement in Caribbean Secondary Schools. According to Bainbridge (2015) underachievement occurs when a child's performance is below what is expected based on the child's ability. Cobbet & Younger (2012) assert that “boys’ underachievement in the Caribbean has been a high profile issue since the 1990s” but point out that the ‘extent of the problem, the extent to which it actually constitutes a problem, and the ways it can best be explained and understood have been deeply contested’ (pp. 611). Given this issue, educational underachievement of boys was the focus of a three year longitudinal study launched in April 2011by the Commonwealth Secretariat. Its mandate was to identify factors contributing to the …show more content…
For this reason, one could argue that while the school system may exacerbate the issue, male underachievement stems from many other disparate root causes which include social/environmental factors, intrinsic issues and family …show more content…
lack of financial resources, value systems and ensuing interest and encouragement in students school life also contributes to underachievement. It also cannot be discounted that historically males have been regarded as the head of the home. In the Caribbean, where we have a large majority of fatherless families, boys are sometimes either opting to or forced to seek employment to meet the family's socioeconomic needs. This pursuit means that a great many males are absent from school and or dropping out of school. Research has indicated that students’ academic outcomes are related to their socioeconomic status (SES) and gender (Jones, 2004; Lupart, Cannon, & Telfer,
This would lead to higher grades, test scores, school attendance, decreased use of drugs and alcohol, and lower rates of suspension and dropping out (What Research). With his parents not around to support him, he lacked the necessary moral compass, decision making, and social skills needed to succeed not only in school, but in the world. Many kids have the same parental situation as Holden, also with similar results. -----Family participation in education was twice as predictive of students ' academic success as family socioeconomic status. Some of the more intensive programs had effects that were 10 times greater than other factors” (What Research). Increased parental involvement could be the first step to breaking the cycle of poor education and poverty. Poor students are at a much higher risk of not having parental involvement, which draws a clear parallel to these students and Holden
The message that many African American males receive throughout their lives is that they are unintelligible, uneducable, and dangerous (hooks 2004; Jackson and Moore 2008). With this message being delivered to them every day it is not hard to understand the disparity of those getting higher education and those who do not compared to their white counterparts. These messages can play a role in how their self-image is formed and defined. Other factors include poverty and incarceration. These are not the only factors that affect African American males but these are some of the common factors that affect the educational attainment of African American males. This is should be a concern because there may be something that can be done to prevent the disparity of educational attainment among African American males and white males.
With the introduction of the 1988 national curriculum by the Education Reform Act, the gap between gender and educational attainment at GCSEs level shows a gender gap in favour of girls. Powney (1996) cites a number of studies showing that the mode of assessment is a factor explaining the differential performance of boys and girls. They show that boys tend to be favoured by multiple choice questions and girls by essay and course work. This arises mainly because of the differences between boys and girls in language and literacy skills, which reflects upon English and other subjects which are literacy based. In reference to the statistics of the Department of Education (DFE), the gap between the percentage of girls and boys achieving 5 or more GCSEs grades A* to C or equivalent including English and Mathematics GCSEs is 9.5 percentage points with 63.6 % of girls achieving this indicator compared to 54.2% of boys. In 2007-2008 the gender gap widened by 1.4 percentage point with girls outperforming boys by 14% in English, 16% in Design and Technology, 9% in Modern Foreign Languages, 17% in Art and Design and 12 % in English Literature but by only 1% in Mathematics, 2% in Core Sciences, 1% in Chemistry and 2% in Classical Studies. However, when looking in more detail at the year on year trends, the gap initi...
A major risk factor as to why many teenage mothers live in poverty is because they drop out of high-school, “fewer than 38 percent get a high school diploma and another 19 percent get a GED, and only 5% of young teen mothers complete at least two years of college by age 30 and less than 2% obtain a college degree.” (Stewart Ng and Kaye, 2012a, p.1; Schuyler Center for Analysis and Advocacy, 2008, p.10) ". Therefore, these mothers will not get a well-paying job to raise their child.
Many Middle Eastern countries do not value women's education as highly as mens. Women's education is viewed below mens because they want the women to either marry early or have a job both giving them a way to provide for their family. Both parents and students in the Middle East are forced to make these decisions on whether or not to send their child to school. Many children are not in school for several reasons, such as, schools may not advance far enough or they are too expensive, also, their parents may want to send the male in the family to school first, or even the parent may not understand the benefits for their child to have an advanced education.
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.
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
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.
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.
If the teachers believe that their students are underachievers then they tend to favor those students who do show interest in their education and want to be a success. This theory rests upon the belief that inequality in the education system is directly tied to the values and attitudes of the teaching and learning environment of the schools. Darby & Levy (2011) noted, “A quality education is the key to developing our human capabilities. It enables us to achieve economic security and prosperity, participate in social and political processes that affect our interests, acquire additional knowledge and skills, and make informed choices in pursuit of our own conceptions of the good life”
In some places schools aren 't free and parents can 't afford to send all their children to school, so they will send their sons to school over the girls. “Boys are often given the first opportunity to attend school” (McCarney, R). In many developing countries girls are see as burdens on their families, so they are not even given the option of education because their families believe it is more important to send boys to school. In Africa there is a “tendency of poor families to spend available money on the education of boys, because males are viewed as the future breadwinners” (“Women”). Some religions and culture give people the belief that girls shouldn 't, or don 't need to, be educated,
Younger, M. et al (2005) Raising Boys Achievement, University of Cambridge Faculty of education. Available from World Wide Web. Accessed 10 May, 2014, from https://www.education.gov.uk/publications/.../RR636.pdf
The reality that boys are failing, especially through elementary, middle, and high school, strikes many as news. Richard Whitmire, author of Why Boys Fail, cites teachers’ experience that have noticed distinct differences between boys and girls. He presents multiple witnesses of boys’ and girls’ education, one of which is Kenneth Dragseth, the superintendent of schools in Edina, MN. In 2001, He noticed the disparity between the participation of girls and boys in education. He first noted the recipients of almost all academic achievements and scholarship awards were girls. Dragseth initiated specific research into the disparity between boys and girls, and discovered even more details. In a study, he further discovered that girls earned honors awards far more than men, while boys earned suspensions far more than ...
Parents always look forward to their children’s future. They often try to set up the lifestyle of a child and what should be the goal of the child. But the reality is, the higher the social status of the parents, the higher the education kids might get. When parents have a higher economic and social status, children also become a highly ambitious person because they have brought up to a high-quality status. Often, the children who have brought up in a poor society would be engaged in difficulties in their life. Some of them would be busy to figure out their social status and to survive. They would be less confident because they get less attention and motivation from their parents. The economic condition of the parents will decide whether they will go to school or not. Moreover, the educational demands of a rapidly expanding technological economy have placed increased emphasis on promoting early skills for children. This growing demand for higher achievement levels means even greater harm for those who fall short of achieving these high levels. In the
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