Socioeconomic Status Of A Child Essay

Noel, A., Stark, P., Redford, J. (2013). Parent and Family Involvement in Education, From the National Household Education Surveys Program of 2012 (NCES 2013-028), National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Retrieved from http://nces.ed.gov/pubsearch.

When you think mysterious gothic stories authors’ names like Edgar Allan Poe and Nathaniel Hawthrone may come to your mind. Poe’s short story “The Fall of House of Usher,” is undoubtingly a great story, with his clever use of literature to the theme of consuming death. However, when placed on the side of Hawthrone’s short story, “The Minister’s Black Veil,” it meets its match. Hawthrone explores the theme of isolation through the mood and descriptive detail, making it the ideal story. Both stories share many similarities and differences between their style of writing, the symbols, the themes, the characters, and the moods.

Annette Lareau is the author of Unequal Childhoods, she study African Americans and white families to understand the impact of how social class makes a difference in family life, specifically the children lives. This book talks about how the social class will determine how children will use their cultivate skills in the future. Through her research, she finds the differences in the parenting styles of twelves families, which all the kids was in the third grade. While reading the book Lareau found that middle class parents practice concerted cultivation, and working class and poor parents practice accomplishment of natural growth.

Directions: Based on your personal experiences and on the readings for this course, answer the questions in the green section of the matrix as they apply to each of the listed socioeconomic classes. Fill in your answers and post your final draft as directed by the course syllabus.

The fact that African American students lag several years behind their White peers in math and reading continues to be a persistent problem in America’s public schools – a critical issue that should not be ignored in any meaningful discourse on community, literacy and public schools. The wide body of relevant research reveals many causal factors and correlates including race, socioeconomic standing, social class, teacher competence and perceptions, quality of schools, etc. It is also generally acknowledged that there is a direct, positive correlation between greater parental involvement and student academic achievement. The particular focus of this paper is on the question of to what extent parental involvement – or lack thereof- influences the academic performance of African American students. I will argue that African American student underachievement is, to a significant degree, likely to be attributable to lack of active parental guidance and involvement. The variety of factors that impact parental involvement, particularly that of parents of non-dominant backgrounds, will be examined in order to demonstrate the need for schools and teachers to diversify the approach generally taken to collaborating with parents, such that it becomes a more meaningful, inclusive and relevant process for these parents. In closing, I will draw on an interview conducted with the parents of an

All Americans are at risk of developing obesity, with an obesity rate of 36.5% of the population (Center for Disease Control and Prevention, 2017). The increase of obesity in the United States has led to the development of other costly comorbidities, such as diabetes, cardiovascular disease, stroke, and even some types of cancer, and therefore should be avoided at all costs (Center for Disease Control and Prevention, 2017). Although all groups are at risk for obesity, vulnerable populations such as low-income children, face

Forming connections with schools helps parents promote their students’ achievement since it allows them to access valuable resources. However, racially diverse parents from low socioeconomic backgrounds exhibit less involvement in their children’s schools because of things such as language and cultural barriers (Lee & Bowen, 2006). Since more than 80% of students attending urban public schools are Black or Hispanic, these schools tend to have less parental involvement (Lee & Bowen,

They emphasize that “parenting styles for African Americans might be direct results of their experiences as a subordinate group in the United States (1349),” which is to say that parental input contributes to students inadequate achievement gap, especially for the black students. A study conducted for controlling parenting styles as well as demographic factors eliminated the achievement gap between White and Black students and found that this is to be the case or one academic outcome –language and literacy skills in ratings. This, they identified was because of the different measures of education, because the study used slightly differing measures for parenting styles, including indicators which reflected the way that parents talk to their children about school experiences, school work, activities among others. Variables such as these, which capture parent-student interaction, contribute to the response of inadequate achievement. In addition, it also helps children from different social backgrounds to develop an orientation towards

Imagine two scenarios, where one child is devouring a plate of greasy fries, a large chocolate shake, and a juicy burger on a daily basis. Now imagine a child eating a colorful plate full of vegetables, mashed potatoes and a small piece of grilled chicken on the side. The first child lives in an underprivileged community, where there are corner stores on every block along with a variety of fast food options. Now imagine the second child living in a suburban community, near a local produce market, that sells a variety of fresh fruits and vegetables. The reason behind this is based on one's socioeconomic status that can either benefit or negatively impact one's health. Socioeconomic status "refers to standing in the stratification system and

1. How may a student's social class origin and related factors impact on her/his learning outcomes and how can teachers intervene to effectively address any resulting disadvantages and injustices for students?

Socioeconomic status (SES) is one of the most widely studied constructs in the social sciences. Several ways of measuring SES have been proposed, but most include some quantification of family income, parental education, and occupational status. Research shows that SES is associated with a wide variety of health, cognitive, and socioemotional outcomes in children, with effects beginning prior to birth and continuing into adulthood. A variety of mechanisms linking SES to child well-being have been proposed, with most involving differences in access to material and social resources. For children, SES impacts well-being at multiple levels.

The socioeconomic status of a child’s parents has always been of one the strongest predictors of the child’s academic performance. Wealthier parents are capable of providing enriched learning opportunities such as tutoring sessions, advanced curriculums and more experienced teachers. Additionally, students are only allowed to attend schools within their districts. This means that the students in low-income regions, such as School D, would never be able to attend a better, newer school. As a result, desirable schools are surrounded by expensive residences. Furthermore, higher-income families are more likely to invest in their children’s cognitive development. These families enroll their children in sports and community activities, and are able to teach their children essential skills such as time management. The children whose parents have higher-income jobs tend to work less. The reduced amount of time required for the parent to work enables them to spend more time with their children and offer important insight to their children. For example, low-income mothers are typically young, unemployed, single or divorced, and have low levels of education. Dissimilarly, high-income mothers are likely older, employed, and married thus allowing them to aid their child’s cognitive development and displays the rift between the ability of higher and lower income

The future of the nation relies in the hands of societies children. Children will be the solution to every present issue and hold the key for a nation's upward mobility. As a result, the education and parenting a child receives is crucial to their future. Specifically, a parent's socioeconomic status can either be detrimental or beneficial for a child. Although some romantic critics may argue that a parent's social structural location does not have profound implications for their children's life chances nor for the future of the nation, recent shifts in the United States and world economies demonstrate that there is a decline in “good jobs” and a rise in “bad jobs”. Three significant factors of a parent's status that define a child’s life chances

Social Class and Education (Sime & Getty, 1939) Objectives ● To be aware that class can have an influence on school attainment ● To identify some of the issues regarding social class and education ● To recognize that traditional patterns of class attainment are difficult to change The effects of social class on educational attainment ● There is a clear relationship between poverty and children’s failure in school (Desfourges & Abouchaar, 2003). • One in four children in the UK grows up in poverty • Children from poor backgrounds are half as likely to get five good GCSEs (General Certificates in Secondary Education) • Children from poor are less likely to go onto higher education • White working-class pupils are among the lowest performers in

Everyone knows about the various stereotypes and social stigmas that come with socioeconomic status whether they will choose to admit it or not. Society has come to assume that a child who comes from a family of low socioeconomic status, that they will not do as well as a child who comes from a family of a greater socioeconomic status. Unfortunately these assumptions are so ingrained in our brains that we start to follow the self-fulfilling prophecy. When a child from a noticeably low socioeconomic status walks into a classroom, it is not uncommon for the teacher to automatically assume that the child will not perform well in class, and in turn either grades the child more harshly or does not give the child as much attention as the