Socioeconomic Factors, Self-Moticy And Academic Achievement And Attainment

Howard, T.G. (2010). Why Race and Culture Matter in Schools: Closing the Achievement Gap in

This paper includes a reference list of literature relating to the impact socioeconomic status and race/ethnicity has on academic achievement and what can be done to combat the achievement gap. In general, the literature seems to indicate that socioeconomic status has a greater impact then race or ethnicity on achievement. However, these constructs are often intertwined. The greatest source for combatting the achievement gap are teachers high in self-efficacy, strong and well directed principal leadership, having a positive and accepting racial climate, smaller class sizes, less harsh discipline with more support

A school setting provides opportunities where issues of social justice, oppression, and discrimination can be addressed. According to Bemak and Chung (2009), students of color and economically disadvantaged students are likely to have low academic achievement, in comparison to their White middle class counterparts. These disparities in academic

Research suggests that students of color and economically disadvantaged students are likely to have low academic achievement, in comparison to their White middle class counterparts. Studies show that these disparities are a result of environmental, historical, sociopolitical, sociocultural, and institutional factors, and not necessarily students’ capabilities (Bemak & Chung, 2008). These environmental, sociocultural and sociopolitical factors can result to depression, low self-esteem, and a lack of educational and career opportunities. Thus, counseling professionals in the school settings need to develop advocacy plans to cater for these environmental factors that are barriers to academic, career and personal development (Ratts & Hutchins,

Cultural differences pose several barriers for students and may impair their opportunity to learn. These barriers are created by differences in language expression, communication style, preferred learning style, gender-role customs and behaviors, and limited parental involvement due to these cultural or socioeconomic barriers

A substantial amount of educational and psychological research has consistently demonstrated that African American students underperform academically relative to White students. For example, they tend to receive lower grades in school (e.g., Demo & Parker, 1987; Simmons, Brown, Bush, & Blyth, 1978), score lower on standardized tests of intellectual ability (e.g., Bachman, 1970; Herring, 1989; Reyes & Stanic, 1988; Simmons et al., 1978), drop out at higher rates (e.g., American Council on Education, 1990; Steele, 1992), and graduate from college with substantially lower grades than White students (e.g., Nettles, 1988). Such performance gaps can be attributed to

Education is a necessity across the globe, from America to Africa to China. Some education systems, however, are more successful than others and hold differing views and approaches to education. Culture greatly impacts education, which in turn impacts further opportunity. As unfair as it may be, a child’s cultural background largely determines their level of success. The American education system is lacking when compared to various other world cultures, and this is causing the socioeconomic gap to grow. Because of this inadequate education, more and more families are dipping beneath the poverty line. This could be due to poor discipline as well as the diversity of students. The diversity of the students results in a wide array of needs that are not being met by the public education system. This issue could be minimized by working to create a more inclusive academic environment to ensure equality and success.

Throughout American history, the United States has been a cauldron where different diversities mix and mingle. In this hot pot of diversity, all of the ingredients (ethnicities) will not always conform to one and other; this could possibly lead to discrimination. This paper will be primarily focus on the discrimination towards Asian American youth of the 21st century and how it affects their academics. The research question guiding this investigation is “To what extent does the stereotyping of Asian American high school students as the model minority impact their performance on standardized tests such as ACT?” The focus will lead towards the stereotyping of Asian American students such as smart, math geniuses, or good at

In my last paper, I discussed the achievement gaps within the low-income African American community at Steele School in Galesburg, IL. Now that I have looked into the history of low-income African American students, I am now going to research even more by exploring trends, issues, evidence-based remediation practices, the preferred learning styles and the identified achievement gap of low-income African American students. Through the chart I am going to display, this will show various ways that low-income African American students are struggling at Steele School. However, I am hoping with the information below I can use this to display to others how certain multicultural education, learning styles, and culturally responsive teaching can enhance learning environments for all underachieving students.

The United States of America is known for being a country filled with people of many different ethnic backgrounds. Likewise, the student population in schools is just as diverse as it continues to grow. Lynch (2015) notes that schools are expected to teach their students “how to synthesize cultural differences into their knowledge base” as this will help “facilitate students’ personal and professional success in a diverse world” (para. 8). Educators must be able to provide for the diverse needs of students and are expected to equip students with skills that can lead to healthy development as it can affect higher levels of student achievement and students have more opportunities of success in their future. Providing students with tools and skills requires an awareness and acceptance of their ethnic identity. Once students have developed self-acceptance about their ethnic identity, they can begin to feel empowered and motivated to do well. Through cultural empowerment, students of color can develop intrinsic motivation and achieve academic success.

The concept of interest is self-efficacy. This began in 1977 with Bandura’s social learning theory that was renamed social cognitive theory in 1986, of which self-efficacy was one of the major concepts of his theory. Self-efficacy makes a difference in how people will feel, think, behave, and motivate themselves. A low sense of self-efficacy can be associated with stress, anxiety, depression, and feelings of helplessness. Such individuals also have low self-esteem and become pessimistic about their accomplishments and personal development. In thinking terms, a strong sense of efficacy facilitates cognitive processes and performance in a variety of settings, including the quality of decision-making and academic achievement. When it comes to behavior, self-efficacy can be said to influence people’s choice of activities as self-efficacy levels can foster or decrease a person’s motivation. People with high self-efficacy approach difficult tasks as challenges and do not try to avoid them. People’s self-efficacy beliefs determine their level of motivation, as reflected in how much effort they will

After reading chapter 10 in my educational psychology book and learning about Albert Bandura and his Social Cognitive Theory, I knew that I had to report on self-efficacy, but I also wanted to make sure to touch on the effects of poverty that has been discussed throughout the book as well. Poverty is an issue that more and more of our nation’s children are coming face to face with. The price that children of poverty must pay is unbelievably high. Each year, increasing numbers of children are entering schools with needs from circumstances, such as poverty, that schools are not prepared to meet.

That a student’s social class origin impacts on their learning outcomes is self-evident across much of the developed world, with entrenched disparities in academic achievement that are inversely correlated with family income (Snook, 2009:3, Argy, 2007:para 3, Reay, 2006:289, Nash, 2003:179-180).

In today’s’ society, success is often measured by academic and professional achievement. Higher education provides more opportunity and freedom. Statistics verify that generally, the more highly educated have higher earnings and there is a significant difference between wages earned by employees with College degrees and those without. Higher education is often perceived as a means to a ‘better life’ .Though many recognize the benefits of higher education, the rate at which students leave in their first year of College is still very high. Students leave their first year of College for

Social, cultural and political changes have immense influences on the education sector. This has been witnessed from the onset African and Asian immigration into the United States from 1954 till present times. During the last quarter of the 20th century, immigrants to the US were denied education and those who received education did so under great threats. The dominant view of society about immigrants during this period was extremely negative and rejecting; thereby not deserving of an education. Currently, the education has been made affordable to everybody due to changing atmosphere of unprecedented social change. In education, this change resulted in the legal dismantling of segregated education for African American children (Collins, 2008). As African American children integrated the schools in the United States, they came to school with the stigma of slavery and the negative attitudes held by the agents of the educational institution. Attitudes and held perceptions were the catalyst for constructions such as biased assessment and the retardation paradigm. From these constructions emerged practices in special education that held large numbers of African American students captive in not only the educational milieu, but also limited their work potential. For this reason, the sociopolitical landscape as a context for curriculum, instruction, and assessment has continued to play a significant role in the education