Importance Of Cultural Deprivation In Education

Certain parental practices can hinder a child’s academic and behavioral growth. Parents residing in poverty are less likely to participate in in academically supportive *events with their children. From my personal experience, children of lower class parents are not given many choices and are often not offered many chances to be creative or think critically, due to their parents asserting more direct authority over them. I believe this aspect draws a direct line to and serves as the reason for child’s academic dysfunctions or behavior incapacities. There are programs such as education centers and summer programs, but these are utilized by middle class youth and do little for lower class youth.

In a study conducted Rosenthal and Jacobson they examined the exceptions of teachers from their students and self-fulling prophecy. They believe the central problem of so many kids failing school is because of kids with disadvantages. They are lower class children who live in poverty and being taught by middle class teachers. They are the Mexican American, Puerto Ricans and African Americans. These teachers are white females who are middle class and teaching the “disadvantage” which leads to the teacher expectations for them to fail. (Apa)

It is not hard to understand then how disadvantaged children may not aspire to complete school or attend University due to the unfamiliarity of the concept and lower family expectations. Economic disparity plays a large role in school outcomes wherein greater affluence can provide families with a wider range of education choices and activities to enhance curriculum understandings. In the scenario it is noted that Dexter’s parents want him to do well in school however they are constrained by economic realities. Poor families have less choice in their lifestyle and education selections which can impact on outcomes. Decreased access to resources such as books, educational materials, high quality early education and learning opportunities diminish their ability to start school on an equal footing with more affluent children. As well the poorest families struggle to find good schooling opportunities and have to accept what is offered to them (Ewing, 2013, p. 84). These factors are not so easily addressed at the school level and will require serious changes at the State and Federal levels to negate the influence of

1. In my understanding, education is the greatest challenge in Mexico; improving the overall health of its education scheme and getting rid of a highly politicized panorama should be primary goals to set on the national agenda. It is well known that education sets the foundation for a flourishing society, hence the importance of educational quality in promoting economic growth.

Another concern for educators is the impact of low socioeconomic status (SES) on education. Research indicates that children from low SES households and communities develop academic skills more slowly than their counterparts and their parents are less likely to have the financial resources or available time to provide

When educators are culturally competent and gain an understanding of the cultural identities present amongst the children in their care they can have respect and an understanding of the way children and families know, see and live this world. Educators may then celebrate the benefits of diversity and may be able to understand and honour the differences.

Students that are in a working-class have the tendency to underachieve in school, in contrast to those students that are middle-class, this is due to external and internal factors. External cultural factors are claimed to be a key cause of social class differences in educational achievement according to various sociologist. These factors consist of Cultural deprivation, cultural capital and material deprivation.

She does not complete her assignments, pay attention in class, or perform on grade level. Challenges that she faces due to her low socioeconomic statue include: more responsibilities at home because parents are working more hours, lack of having basic needs met, fewer resources and opportunities, less supervision at home or help with assignments. To help her be successful academically, teachers can identify Arlene’s specific needs and find services and organizations to link her to in order for her to get those basic needs met. Arlene will be more successful in school if her teach has a structured and organized classroom because lack of classroom management will increase stress for students that already have highly stressful lives. Teachers can also provide a safe classroom environment so students will not feel fear or threatened. Teachers can also use evidence-based practices to maximize a student’s learning because they may be lacking resources and support from home that causes them to fall behind. All students need motivation, but especially students like Arlene because they don’t receive much positive reinforcement from home. Students that have low socioeconomic backgrounds need relationships with teachers, so their strengths and interests can be discovered in order to make learning

The video did a good job of describing the differences of environmental factors between those who are excelling in school and those who are not excelling in school. A good example from the video is one professor Rema Reynolds described how in low-income family situations parents are conflicted regarding how much time and effort they can put into reaching out to teachers and being able to make sure their kids are academically achieving their school. Whether it’s financially because if she attends school meetings she takes a chance and losing her job because she can’t afford to miss work. Or whether it’s because she lacks the proper education due to her own upbringing and educational experiences. I can say from personal experience growing up in a single-parent home with them all work two jobs it was difficult for her to

According to UNICEF, United States is the second highest rate of child poverty developed country 23 percent of its kids officially poor (UNICEF 2012.) In education, the poorer the family one was born into, the higher the likelihood in the classroom, also lower likelihood that the child would be able to go to college. In addition, there are some barriers that lower-income parents and children have, which are, “constraints on time and financial resources, limited awareness of school expectations, and limited access to the school, influence the development of these relationship, specifically parent’s abilities to be involved in their children’s school over time” (Williams & Sanchez 2013). It is clear that there are some children who can’t afford to go to school, but as the authors mentions, there are also some problems that disrupt lower-income children’s academic outcome and behaviors in their school and home. For instance, IQ, verbal ability and achievement test have a significantly negative effect, and those children are more likely to be impulsive, anti-social, and depressive behavior (Seccombe

Because there is reduced educational performance in students with poor social/economic backgrounds, the teacher’s expectations are diminished. This could result in better grades than they should have gotten OR the students could result in having lower grades if the teacher believe the assignment to be from a student with a high social/educational background (Darley and Gross 2005).

The idea that socioeconomic status plays a significant role in academic success was first introduced in a 1966 report by James Coleman, who found that “an individual student's socioeconomic status is the best predictor of academic success," and that “the socioeconomic status of a student's peers also exerts a significant influence on academic performance.” Coleman reported “'student body characteristics [account for] an impressive percent of variance' in student achievement, and the influence appears greatest on students from disadvantaged backgrounds." Coleman’s findings, though discovered nearly 50 years ago, hold true today; a reanalysis of Coleman’s data in 2010 “using a more sophisticated statistical technique found that the social class of the school matters even more to student achievement than does the SES [socioeconomic status] of the family." Further research from 2009 has found that “black and Latino students had smaller achievement gaps with white students when they were less likely to be stuck in high-poverty school environments," while a study in 2005 found that “a school's SES had as much impact on the achievement growth of high school students in math, science, reading, and history as a student's individual economic status." It is also worth noting "other studies have found that poor students in middle-class schools achieve at higher levels than poor students in predominantly poor schools, even when the poor schools spend more per pupil." The success of socioeconomic integration is evident even in other nations; Finland, for example, a country with a “remarkable education success story,” has the lowest degree of socioeconomic segregation of the 57 countries participating in PISA (the Program for International Student

One can safely assume that not every child can perform at superior levels from the same method of teaching. When a child does not perform highly due to this reason, it is called a “mismatch”. This often happens in situations where students cannot identify with the course material presented. Most children, especially children of color, in one form or another, experience such adversity in their education. These “mismatches” cause low test scores and low educational drive in the student. This causes an “achievement gap” from the disconnect between the way lessons are structured, the content itself, and the way it is presented (Jabari, 2013, pg. 36).

As a licensed educator and applied behavior analyst working with a diverse group of high

For centuries, America has wondered why minority students consider rhyming and playing basketball more important than receiving a proper education. The theme of my research is to discover why there is such a vast educational achievement gap between minority and Caucasian students. Many Americans are aware that a educational gap exists among today’s students but they do nothing to bring attention to it. This proposal will inform one of alarming statics that are affecting the welfare and future of minority students. For example, African American students representing a majority of the special education population but they only make up 40% of the student population. My research will also tackle key events that contributed to the mediocre education that minority children are currently receiving. For example, in the past, it was illegal to educate African Americans and when it became legal, blacks were treated as second class citizens and placed in impoverished school districts ( Billing, P. 33). African Americans were segregated from their white counterparts and given used textbooks. They were also beaten and murdered for attempting to seek a proper education. This research will analyze factors that are contributing to the poor education of minority students such as moral principles, socio-political, economic status, and racism. It is the year 2014, the amount of time that has past is tremendous but today’s schools are similar to the ones from the past. Minority children are