Introduction.To What Degree Doparental Socioeconomic Status,

In this study, there was quite a bit more talking in middle-class homes than in working-class and poor homes, leading to the development of greater verbal agility, larger vocabularies, more comfort with authority figures, and more familiarity with

Limited family income will make it more difficult for a student to have access to the same amount of educational supports at home that a student from a higher income family would have such as books, electronics, and tutoring, to name a few (Nokali, Bachman, & Votruba-Drzal, 2010). Illegal activities and gangs are more prevalent in lower-income neighborhoods and can have negative influences on the amount of effort a student puts into their studies (Willingham, 2011). Less access to proper nutrition and healthcare can lead to increased absenteeism and reduced access to instruction (Kapinga, 2014). An increased level of mental health issues and distress can also be attributed to low SES (Baum, Garafalo, & Yali, 1999). Any or all of the factors mentioned above can produce chronic stress which can negatively affect achievement (Kapinga, 2014). Students have also been shown to lack the motivation to pursue a post-secondary education if there is no role model at home, such as a parent who has earned a college degree, to follow (“Identifying Factors,” n.d.). In spite of the negative factors that a student might experience as a result of coming from a low SES, there are some positive attributes that have been shown to have a mitigating effect on student achievement. Johnson, 2006, reported that a high level of intelligence

Low SES families have limited resources; children from these families do not have the opportunity to attend early education as children of high SES families. Low SES families are restricted to live in areas that are affordable on their household income, often economically disadvantaged neighborhoods. An economically disadvantaged neighborhood encourages children to engage in criminal activities (Wikström & Loeber, 2000). High SES families have the resources to provide their children with quality early education, preparing them well for long-term education. According to Edgerton, Roberts, & Peter (2013), high SES families thrive in a capitalist nation such as America, and they enjoy more opportunities in life. The success of parents influences academic achievement of their children. The limited resources of low SES parents force them to provide their children with poor quality preschool programs, which stunts early learning and cognitive development (Lubinshi, 2009 & Strenze, 2007). Low SES

The factor of socioeconomic status and family function greatly influences the development of a child, both psychologically and educationally. What I found intriguing about a family’s SES is its effect on the family’s value base, functioning, and the upbringing of their children. The SES “combines three related, but not completely overlapping, variables: (1) years of education and (2) the prestige of one’s job and the skill it requires, both of which measure social status; and (3) income, which measures economic status” (Berk, 2013, p. 47). My interest wasn’t so much the linkage between SES and the timing of marriage or to family size, but its effect that’s transpired to children. The values and expectations of lower-SES families emphasize qualities in their children similar to obedience, politeness, and cleanliness, while higher-SES families tend to emphasize psychological traits such as curiosity, happiness, and cognitive and social maturity. I’ve noticed the transparency of this linkage in my educational and occupational settings, which has now allowed to me to expose a greater respect for these value differences. This holds a true value for me as I’m a very observant person who likes to read into people by observing their body language, communication methods, and the values in which are emphasized more or less greatly than other individuals. Paying attention to these traits has provided me with the tools I need to communicate more effectively with people by valuing their

How have these factors (minority status, gender, socioeconomic status, family structure and urban-rural differences) affected the person you have become today?

There are myriad factors that go into the progression of a child’s development, both physical and cognitive. As the theory of epigenesis states, children’s genes and their environment both work together in a complex relationship that determines whether or not certain phenotypes will be present in the child. A child’s IQ is one of these phenotypes, as well as more observable characteristics such as their height or personality. What the research collected in this study aims to discover is how the socioeconomic status of a child and/or their family affects their cognitive development, specifically their intelligence quotient. It will also address the theory that development takes both nature and nurture, rather than one or the other, to cultivate on a progressive path.

Low Income Equals Low Academic Achievement Some may not want to believe that the world revolves around money, but it does. Goals in life cannot be taken anywhere without money. Money is the most important thing when it comes to quality education. The children from low income families academic performance is highly affected. Low income families struggle with educating their children. Income and wealth can affect educational outcomes in a number of ways. Income has a direct impact on the affordability and accessibility of those educational services which charge fees or if transport and other costs are significant.Low-income students as a group have performed than high-income students on most measures of academic success (Jensen). Family income level affects academic performance.

There has been less work on how factors like parental beliefs such as achievement expectations or efficacy might function as links between socioeconomic status (SES) and achievement outcomes (for an exception, see Halle, Kurtz-Costes, & Mahoney, 1997). The studies that do exist generally examine young children in low-income or at-risk populations and focus on income-related variables as the moderator variables and family stress as a mediator to achievement outcomes (Conger et al., 2002; Mistry et al., 2002). Thus, researchers have very little understanding of how parent education may influence the beliefs and behaviors of parents of school-age children (the age at which decisions about course selection and supplemental education such as tutoring might be beneficial to later college

Though much research has dispelled cultural deficit models of minority families in poor communities, scholars continue to find a persistent and widespread belief among some teachers that low-income African-American and Latino parents do not want to be involved in their children's education. Scholarship conducted over the past 35 years has shown consistently that levels and types of parent involvement depend on the socioeconomic status of parents and teachers. Gaps in parent involvement reflect profound differences in the role education plays in the lives of many working-class and middle-class families.

It has come to my attention that the socioeconomic status of a person plays a major role in their future, education, and success. Your socioeconomic status should not determine or even play a role in your success nor education. It should not matter what financial background you came from nor who your parents are to dictate your future. Everyone should be given an equal opportunity when it comes to advancing their life and future. In Henig’s most recent article, “What is it about 20 Somethings?”, Henig focuses on the question of why it is taking 20 somethings so long to grow up through different theories, surveys, and researches. In her article she also mentions how one’s socioeconomic status is one of the reasons why it is take 20 somethings so long to grow up. In like manner, Psychologist Konnikova also talks about in her article how technology is affecting friendships and how we communicate in today’s society. Although she does not mention how one’s socioeconomic status plays a role when dealing with technology, it does play a role because everyone is not fortunate enough to purchase equipment’s like smartphones and laptops that can either help them or affect them. Moreover, one’s socioeconomic status is negatively affecting millennial because millennials are more at risk receiving social and health problems, socioeconomic status is affecting their education and future, and enables millennials to receive technical equipment that will help millennials succeed in today’s

Low socioeconomic status. The cause of obesity may be due to the inability to delay the immediate reward. Sze et al. (2017) published an article in the Journal of Clinical Psychological Science that indicates that socioeconomic status may play a role in this. Socioeconomic status encompasses an individual’s income, education, and occupation (pp.1). Those with low educational achievements are at a greater risk for making poor economic and behavioral decisions:

The United States stratification system is called a Socioeconomic Status (SES), it determines what class American citizens belong in. It consists of 5 social classes, upper class, middle class, working class, working poor, and poverty level (Korndörfer, 2015). Ultimately low Socioeconomic Status such as poverty, poor health, and lack of education affect our society. In the U.S quality of life, wealth inequities and resource distributions are increasing and society benefits from it. Science professionals of social science and behavioral studies have necessary tools to identify and study strategies of alienation of social levels.

Socioeconomic status in Canada plays a significant role in health. The socioeconomic health gradient explains the relationship between one’s socioeconomic status and their health. According to this gradient, low socioeconomic status can negatively affect one’s health. Contamination exposures can also be reflective of socio-economic status. Individuals of low socioeconomic status, usually live in low-income neighbourhoods. These communities tend to have greater exposure to environmental toxins because environmental conditions are often poor or inadequate. Air quality, work, and home environments all contribute to contaminant exposure of low socioeconomic status individuals.

Physicians and nurses face many challenges when developing treatment plans for patients and determining the best route of treatment for their patients. One of these challenges is “socioeconomic status”. Socioeconomic status is defined as a complex characteristic, generally understood to encompass not only income and education level, the measures most commonly used, but also a wide range of associated factors that may affect the quality of health care patients receive, including insurance status, access to care, patients’ health beliefs, and many facets of the doctor-patient relationship such as trust and communication (Bernheim, Ross, Krumholz, & Bradley, 2008). Some examples of this are, patients from rural communities with less of an income and that are less educated. This is an issue because physicians have to explain treatments and diagnoses in a simplified manner which may not fully explain the issue and miss important details. Also the doctor has to take into consideration the resources available in these communities. This is the process of clinical decision making. The process of clinical decision making is the essence of everyday clinical practice. This process involves an interaction of application of clinical and biomedical knowledge, problem-solving, weighing of probabilities and various outcomes, and balancing risk-benefit. This is a complex process that consist of several essential components

A person’s socioeconomic status encompasses educational, financial, and occupational factors. The socioeconomic status of an individual is a way of measuring how hard they work in their lifespan. If a person has a low socioeconomic status, that results in low educational successes. When they don’t aim high in the educational realm, they will live in poverty. Individuals who live in poverty, usually have poor health because of mediocre jobs. Most mediocre jobs don’t offer health benefits (Work, Stress, & Health.) In the United States, there are 13.6% of the African American non-Hispanic population who are in poor health. Also from this same population there are 11.2% of these persons under age 65 who does not have health insurance (National Center for Health Statistics). This problem caused health care professionals to look at how cultural differences and socioeconomic status contributes to the access of healthcare available to the African American community.