Educational Attainment And Parental Support

Nontraditional family structures have become more common and accepted throughout today’s society than in the past. This shift in family structure could have great implications for children and their future success. I chose to research whether children raised in traditional families tend to achieve more academically than those raised in nontraditional families. Traditional families can have various meanings, even just within the American culture. It can be very complicated to distinguish which structures are best because there are so many, some of which are single

The social situation i.e. where and how they live, for example, if a child is brought up in poverty and or other related problems such as poor housing a child’s educational success can be affected as there is little money available or facilities for the child to access so that they can support their learning out of an educational environment, there is often little parental support. The lack of success can often be due to problems involving language and communication skills. The

Education is provided to people who come from all economic backgrounds. However, not everyone is able to use the education system to the best of their abilities. For example, children who live in poor situations might not be able to focus only on their studies such as taking up a job to help support their families. Moreover, it’s a fact that the areas that have a higher income generally often have a better schooling system. This might be arising from donations from local families and from a better economic structure in the area. A higher social class has advantages to access to resources such as tutors, private lessons, private schools and higher quality public schools. On the other hand, children in lower socioeconomic classes might live in impoverished, stressful environments with fewer resources.

Students abilities strongly correlate with the family’s socioeconomic status i.e. it depends on a combination of variables, including occupation, education, income, wealth, and place of residence. The statement mentions that children whose parents have the good educational qualification and income, can have the good impact on child's performance. Above average

Chennakrishnan.p. A Study on School Drop-Out in rural settings in Tamilnadu with special reference to Vellore District Ph.D(Economics) Thiruvalluvar University Vellore-632115 Tamil Nadu.

dimensions, were consistent with other studies in relation to the poor educational attainment and difficulties at school associated

The journal article “Family and neighborhood sources of socioeconomic inequality in children’s achievement “, is an invaluable new assessment conducted by Narayan Sastry and Anne R. Pebley. This article advances scientific knowledge because the previous studies done on the topic of the socioeconomic impact on a child’s growth are very dated, most of them from 1990 or earlier. Some of the updated studies provided in the article are dated as recently as 2007, giving the most current information available. This is important considering the topic of socioeconomics, which can change dramatically over a short period of time. Neighborhoods can develop or degrade very quickly depending on social, economic or natural occurrences, and so should be observed

Success is subjective. Many people view success as having wealth and material goods, but in the case of Wes Moore, author of The Other Wes Moore, success exceeding what was expected of him as a young black male growing up in the city. Moore discusses the many similarities and differences between himself and a man with whom he shares his name, but who is incarcerated. His book makes evident the many factors contributing and counteracting the success of the two men. The author Wes Moore was more traditionally successful than the incarcerated Wes Moore because of the role his mother played in his life. The author’s mother stepped up when his father died, but when the other Wes Moore’s father left, his mother did not take the necessary actions to ensure he would have a successful life, and the incarcerated Wes Moore’s mother did not.

The article Reflections on “Family Structure and Child Well-Being: Economic Resources vs. Parental Socialization” analyzed importance of two correlations of parental resources, time and money in family structures and the association of the children’s outcomes in academics and socio-emotional development. The Family structures that were analyzed were as married-parent, stepparent, cohabiting parent, divorced-mother and never-married mother families, which the results showed that economic disadvantage between cohabiting parents and single parent comparing with married parent families. Also, the lack of economic resources caused more disadvantages in non-traditional family structures t than parenting comparing with married parent families. (Thomson 2012).

The explanation for the achievement that I find the most compelling is parental socioeconomic status. This means that a Childs educational aptitude can be effected by things such as parent’s education, income and wealth. If a child has parents that did not make much money and never went to college, that child is statistically more likely to follow the same path. On page 222 of Race and racisms a critical approach written by TANYA MARIA GOLASH-BOZA, the author mentions a study done in 1992. The study results state that “over half of young people with family who had an income in the top twenty-five present earned a college degree. While families who had an income in the low twenty-five present only seven percent earned a degree.” This explanation

It was in 1951 that John Bowlby began to write about the opposing influence on development of insufficient parental care and called attention to the acute distress of young children separated from their primary caregivers. (Barth, 2005) The quality of early attachment relationships is correlated with future personality and brain development. “The Attachment Theory is a foundation theory, developed by Bowlby. It focusses on the form, quality, and strengths of human attachments made in early life and their effects on development in pro social behaviors” (Tuner, 2011, p.30). Practitioners have found that the importance of forming a bond with a child from birth has the possibility to shape the life of a person.

However social class is not the only factor influencing educational achievement; Girls achieve higher grades than boys in Standard Assessment Tests (SATs) and GCSE’s (Mitsos and Browne, 1998), in 2010 to 2011 54.3 per cent of black pupils achieved five or more A* to C grades at GCSE compared to 58 per cent of white pupils and 61.8 per cent of Asian pupils (Attew, 2012). Therefore educational achievement is also affected by gender and ethnicity.

Education is a quality in which all learning should be given under unconditional pretenses. The opportunity to be privileged with higher learning and creative diversities places an extraordinary value in which all children should achieve. However, when economic and ethnic demographics supersedes integrity, equality, fairness, and entailing security for all students. The modern issues of the urban education confronts our society with alarming facts that students are failing not only under the umbrella of the schools but it stunts their ability to see themselves successful in their future. Varying economic statuses can significantly impact the dynamic between students and teachers, and may detract from the learning environment. Economic status affects how students interact with one another, learn concepts, develop intellectually and relate to authority figures of urban educations. Many economic factors converge to create this vicious cycle of urban educational decline, and the downward spiral of solutions due to the lack of funding.

Majority of the students education depends on their situation at home. It also falls on the parental educational levels more often students receive an higher education when parents have gone to college, or only receiving a high school diploma their children will either drop out or get a further education. There are low-income children who are willing to get receive all the opportunities they can get, others are willing to give up which leads to achievement gap (Brown, 2009). According to Brown, low-income children faces challenges at school and endurance in response to those challenges matters to their educational path. Research considered early learning environment (Brown, 2009) and skill gaps in expressive language (West, 2007) is involved

The level of education that a student’s parents have strongly affects the level of education that their children receive. Eric F. Dubow describes this issue in his article, “Long-term Effects of Parents’ Education on Children’s Educational and Occupational Success: Mediation by Family Interactions, Child Aggression, and Teenage Aspirations”. In his article, he explains the correlation between the educational level of the parent and the resulting educational success. He writes, “Parents’ educational level when the