Socioeconomic Status And Academic Achievement

Social class is a large faction of people who have similar positions in an economic system. In an exemplary world, all students would have an equal shot at success, excellent schools, and educators that dedicate themselves and their time to achieving this goal. However, social class can significantly affect a student's success, highlighting the correlation between low socioeconomic statuses and academic problems. In all social groups, class plays a significant role in the attainment of children in education. Unfortunately, this has always been the case and the effects are just more evident today. Families from high social classes are more likely to obtain a greater level of education than those in low social classes. Members of upper social classes tend to be better educated and have higher incomes; therefore, they are better able to supply educational advantages to their children as well. Being in a financially disadvantaged can also affect a child’s performance during school.  It is important, therefore, to examine the way in which education is distributed through social class. Between societal pressures, expectations and parental negligence, children can be negatively impacted in their pursuit for future success through their education as exemplified through “College Pressures” and “The Sanctuary of School”.

Rendon (1994) points out “students from underrepresented backgrounds often experience isolation, a lack of self-efficacy, and a lack of a sense of belonging in college contexts”(p. 48). Furthermore, one needs to take it one step back and realize that most students of color are much more likely to attend schools where most of their peers are poor or low-income. Therefore, socio economic status (SES) determines the education a person receives throughout K-12. Walpole (2004) also describes how “low SES parents are more likely to define success as a secure full-time job after graduating from high school. College attendance is not an expectation and often means enrolling in a community college or technical school when it does occur” (p. 47). When a student reaches the

Today in society the determination for a college degree lies beyond education towards future financial security. While college debt seems to be ever increasing, students from low-income families are less likely to attend college due to the financial hardship. The social class that a student’s family falls into shows correlation on whether that student will or not attend college (Peske & Haycock, 2006). However, looking at this issue from my own prospective it seems as though no matter the social class students are attending college. What more so seems to have an affect on outcomes for individuals is how there family’s social economic status effects how well a student performs in college. For a student from a low-income family nothing can seem more daunting than the overwhelming amount of debt we have to pay after college.

The affect of low socioeconomic status is still influential among high achieving students, with the likelihood of achieving a bachelor’s degree increasing with socioeconomic status on students that scored in the upper quartile of an eighth grade math exam (Lee et all., 2008). Race is still an indicator of academic achievement, but its direct and indirect effects are less strong (Lee et all., 2008). Students of majority race (White and Asian) complete high school at a rate of 93%, while students of the non-asian minority complete high school at a rate of 85% (Lee et all., 2008). The gap between students of differing socioeconomic status was far wider, of 44 percentage points, as compared to the gap between races and high school completion rates, which is 8 percentage points. Differences in gender also shows discrepancies, with 31% of females receiving at least a bachelor’s degree and only 26% of males receiving at least a bachelor’s degree.

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

The Earth was once focused on war but now society has shifted our attention to humane equivalence and malady’s bombardment. Three of these issues are Ebola, how education is affected by people’s socioeconomic status, and gender inequality.

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.

Based on income and occupation, socioeconomic status refers to family’s social and economic status compared to others in society. Many researchers have found out that students from different socioeconomic status would have the disparity of academic performance. And the gap in academic achievement caused by socioeconomic status exists in every state in the USA. In addition, over the past 40 years, the family income inequality has increased, together with the increasing gaps in academic achievement. (Duncan, 2014) Moreover, as socioeconomic status affects the educational outcome, students who drop out of school are more likely to cause social deviance like juvenile delinquency. By examining dropout rate and language processing speed, it becomes evident that lower SES students tend to have worse academic achievement than higher SES students.

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

There are several primary educational disparities that arise when race and income are considered. These gaps are due to the notion that the majority of minorities live in low-income areas that have underfunded public schools. Schools in impoverished areas tend to have fewer educational resources such as supplies, funding, amenities, and college preparatory classes. However, “students living in poverty require more intensive resources..., and many schools in poor neighborhoods lack the...resources to break the nexus between student background characteristics and student achievement” (Nielsen, 2013). Since race has already been found to be a significant factor in college readiness, poor racial minorities face a more complex disadvantage than their higher income or white counterparts. Concentrated poverty further prevents minorities from rising in economic status. With such a large population of minority children attending underfunded schools, they are learning in environment that hinders their ability to complete higher education.

When people think of education their first thought of it is not to think about how the socioeconomic class that people are in affect their education. But it does when you look into it. Education has a huge impact on your socioeconomic class, and socioeconomic has an effect on your socioeconomic. This cycle of education and class is making it harder to move up in the United States of America. Regardless of people’s perspective on education, we all agree that one should have the ability to have access to the means of an education. Many think people have that ability, but others think that people do not because of their socioeconomic class and ability to pay for the education needed to get higher pay jobs. This invitational essay will talk about the effects of class on education and education on class.

Porter states that “even the best performers from disadvantaged backgrounds, who enter kindergarten reading as well as the smartest rich kids, fall behind over the course of their schooling” (Porter). Although there are some students who go against the statistics, the majority tend to fall within the trends and suffer based upon their status. This is because children who come from this class face more barriers than other students. According to Porter, “children from low socio-economic backgrounds are 7 times more likely to have been born to a teenage mother” (Porter). Also, he states that of the children who come from this lower social bracket, “only half live with both parents”, in comparison to the 83% of children of college graduates (Porter). From the jump, low socio-economic students are placed at a disadvantage. Even when higher economic students are in the same letter grade range as low socio-economic students, higher socio-economic students have the ability to excel because their parent(s) or guardian(s) could possibly provide them with a tutor. Parents and guardians with greater income are better able to ensure that their child does not fall behind the learning curve. On the other hand, parents and guardians from a low socio-economic status are not as likely to provide their children with extra help outside the classroom due to lack

Research has shown that students from low socioeconomic status, or SES, academic skills have developed at a slower rate compared to other students from higher level SES groups. (Morgan, Farkas, Hillemeier, & Maczuga, 2009) Schools in which most students are apart of the low SES group tend to have communities with a higher rate of unemployment, low retention rate of competent teachers, and receive lower scores on the achievement tests. Due to the fact that a large number of quality of teachers are leaving the schools, the class sizes are larger. This prohibits teachers from being able to give individualized instruction to the students who are really struggling. Similarly, these schools located in regions that typically have a low SES have fewer resources. Typically children from these communities also receive less supervision by parents or adults.

The current social climate has no small amount of xenophobia, apathy towards the poor and inequality. Much literature has been written on how particular segments of the population are disadvantaged through their identity, limited access to resources and socialization (Ewing, 2013; Grattan, 2014 October). In addition, connections have been established between disadvantage in the context of a student’s life and lower academic outcomes (Gorski, September 2013, p. 49). The aim of this paper is to consider the impact of socioeconomic disadvantage in the lived curriculum and to identify strategies to neutralize these disadvantages. This paper will address the extent to which socioeconomic factors influence learning outcomes, and why low socioeconomic backgrounds have an impact. It will then go on to investigate socioeconomic status’s relationship with identity, and its relationship with the disadvantage experienced by minority groups.

Poverty is the Main Cause of Social Class Differences in Educational Achievement This essay will assess the view that poverty is the main cause of social class differences in educational achievement. There are many causes of these differences which can be linked to cultural deprivation, and will be discussed in this essay. Material deprivation is lack of money and things which money can buy, and is the main cause of poverty. Item B suggests that that this is the main cause of social class differences in educational achievement as it says that most truants come from poor working class backgrounds and are less likely than their middle class counter parts to obtain a good formal education.