Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Social class factors influencing education attainment
Negative effects of poor parental involvement on academic performance
Negative effects of poor parental involvement on academic performance
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Unfortunately families that struggle with lower income have a tendency to struggle in other areas. The children of these lower income families are entering elementary level school lacking in reading, math, and general knowledge, compared to their peers that are from a family with higher levels of income. The struggles these children undergo do not stop at the academic standings they also affect the child’s social status. The suffering social status includes the child to potential fail in high school, increase unintended pregnancy, have higher criminal activity, and receive lower wages. Fortunately there has been an increase in number of publicly funded preschools, that benefit those children that are trailing behind their peers due to …show more content…
Most children that are raised in a low-income family that is less than 200 percent of federal poverty level enters their first year of school one year behind their peers in vocabulary, general knowledge, early math skill, and preliteracy skills. These children also raised low-income families tend to have social or behavioral complications that prevents their learning in the classroom, creates lack of attention, and rise in aggression levels. These are most first signs and causes of income-related developmental …show more content…
Parents of low-income families have a boost in chronic stress levels and have a hard time with coping skills due to job insecurity and unsatisfying wages. These complications with the parents take a toll on the children and leads to low cognitive-linguistics problem-solving skills. Family investment models are commonly known as cognitive simulation models, this is the emphasize on the intellectual climate in the family over the role of emotional relationships on the child learning outcomes. Parents that grew up in a limited income household had fewer opportunities to engage in cognitively stimulating activities, books, nutritious foods, quality child care, and educationally prep materials, and unfortunately model these poor behaviors for their
Children who are deemed poor, do not receive nearly as many educational opportunities as children who are deemed rich. Kozol acknowledges that poor children barely have any social skills, which will help them in Kindergarten. In contrast, children who have been in preschool like programs since their toddler years, are more likely to develop social skills and have early-learning skills, like knowing how to hold a crayon. Children in all social classes, in the United States have to take the same standardized tests and are measured on the same grading scale. Kozol questions, “Which of these children will receive the highest scores?”(Kozol 413) Sadly, poor children will not be the ones with the highest score, and they will be held accountable for their test scores, as Kozol points out “There is something deeply hypocritical about a society that holds an eight year old inner city child “accountable” for robbing her of what they gave their own kids six or seven years earlier” (Kozol 413). It is unfair to expect a child to perform on a test equally with other children who started their education earlier. Kozol mentions that some people, who are well-educated, feel that money is not a problem with education inequality, and that other factors such as, “The values of the parents and the kids themselves must have a role in this as well-you know, housing, health conditions,
(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.
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.
Allhusen, V., Belsky, J., Booth-LaForce, C., Bradley, R., Brownell, C. A., Burchinal, M., & ... Weinraub, M. (2005). Duration and Developmental Timing of Poverty and Children's Cognitive and Social Development from Birth Through Third Grade. Child Development, 76(4), 795-810. doi:10.1111/j.1467-8624.2005.00878.x
In Gwinnett county the average homeless person is 6 years old (Family Promise of Gwinnett County, 2013). As an educator, this is worrisome because these children in poverty will encounter many difficulties relating to their education. What difficulties are these children facing with and their education? According to Donald Hernandez (Hernandez, 2011), "Consequently, the children in poor families are in double jeopardy: They are more likely to have low reading test scores and, at any reading-skill level, they are less likely to graduate from high school." Growing up in poverty means there is very limited resources available to help climb out of poverty. Resources such as housing, clothing, and food are basic needs that have to be fulfilled for a child to grow up properly (Shaffer, 2014, pp158). When these basic needs are no...
Whether you're white, African-American, or Hispanic, poverty for today's youth has many recurring themes. A recent article by Duncan and Brooks for The Education Digest points out some very discerning facts that face today's poor youth. "Low Income is linked with a variety of poor outcomes for children, from low birth weight and poor nutrition in infancy to increased chances of academic failure, emotional distress, and unwed childbirth in adolescence." (Duncan& Brooks, pg. 1). They also claim that low-income preschoolers show poorer cognitive and verbal skills because they are exposed to fewer toys, books, and other brain-stimulating items at home than their higher-income classmates.
Wight, V. R., Chau, M., & Aratani, Y. (2010, Jan). National Center for Children in Poverty. Retrieved from Who are America’s Poor Children?: http://www.nccp.org/publications/pub_912.html
Another factor parents may not look into when finding a preschool is the curriculum that will be taught. “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 disadvant...
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...
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.
For years, people have been trying to figure out ways to equalize the divergent academic achievement rates between rich and poor children. A study published by the Kaiser Family Foundation in 2010 found that, since the late 90’s when they first started monitoring over 2,000 children, media
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
Laden, Greg. "Children from Low-income Families at Educational Disadvantage." Science Blog. N.p., 26 Dec. 2008. Web. 8 Jan. 2014.
Family is an essential part of everyone’s development. A family can determine who you are going to be and your family values determine what your relationship with others will be like. If a family is dysfunctional or abusive it can emotionally scar an individual. Through time family values have been changed and lost. Instead of family togetherness and talking with each other, families now go on their separate ways. Examples, most families today don’t eat dinner together or partake in group activities. Our society thrives on independence and doing things on our own but has this changed the way people see the family. The most common comparison is the 1950’s to the 2000’s of today. This is good comparison because the 50’s was the time when family values were the highest priority.
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.