Psy 87127 Assignment 3

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Running head: THEORETICAL FRAMEWORK Nayeka Drake Uitenham PSY 87127 Research Methods in Psychology California Southern University March 19, 2020 Dr. Joppich

THEORETICAL FRAMEWORK Introduction This assignment examines the theoretical framework of three articles that pertain to the low achievement levels of students living in poverty. It also describes the culturally responsive pedagogy, which will be used by the researcher to explore how to teach students from low-socioeconomic backgrounds towards high achievement. Theoretical Framework Williamson and Witzel (2016), in their article “Instilling Resilience in Children of Poverty," used resilience theory and intrinsic motivation theories. Resilience though not necessarily straightforward, focuses on the capacity of a dynamic system to adapt successfully. Ledesma (2014) describes this as a process of bouncing back after adversity, misfortune, and frustration. The study indicated that instilling resilience in students at a young age will allow them to use resilience later when faced with challenges and obstacles. The intrinsic motivation theory used in the study involves internally satisfying outcomes, whether during or post a behavior. This is an inside drive that students need to cultivate in order to be successful. The researchers believe that in order to be resilient, there has to be intrinsic motivation (Williamson & Witzel, 2016). The second research conducted by Renth, Buckley, and Puchner (2015) used cultural capital theory and culturally responsive pedagogy as their theoretical framework. These two theories are intertwined and indicate that the knowledge of parents plays a significant role in the cultural capital process contributing to differences in academic achievement and the inequality resulting from those differences. The cultural capital theory implies that parents, particularly

THEORETICAL FRAMEWORK from middle and upper-middle classes, tend to have cultural advantages that their children possess upon entering school. Adversely, the opposite is true for parents who lack these cultural advantages; as such, their children begin school at a deficit. Cultural norms of the privileged classes are different from that of low-income families. Many schools impose the dominant culture approach onto students from outside that culture, putting those students at odds with their culture and that of their parents. Culturally responsive pedagogy, on the other hand, make schools and teachers more responsive to and knowledgeable about cultural norms and values along with the economic and social realities of parents and students who are less privileged (Renth, Buckley & Puchner, 2015). These two conceptual frameworks are used in the research to explore the achievement gap from the viewpoint of low-income families. In the research “Poverty and Academic Achievement Across the Urban to Rural Landscape: Associations with Community Resources and Stressors," Miller, Votruba-Drzal, and Coley used the resource and investment and stress theories. The resource and investment theory specified that income determines the resources to be invested in children, with children from lower socio-economic status getting fewer family and community investments, causing a delay in their early development. Several stressors impact students living in poverty daily. These include economic pressure that can lead to psychological distress and inter-parental conflicts. Financial stress can cause less responsive parenting and environmental stress at the community level, including substandard housing, pollution, and noise. These stressors can trigger a stress response that hinders young children's cognitive development. The researchers used these frameworks to compare resources available to children living in poverty and the stressors that they are exposed to across diverse urban, suburban, and rural communities.

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