Socioeconomic Status and Academic Achievements
There are many relationships that can be found between socioeconomic status and academic achievements in students. (no period) (Woolfolk, Winne, & Perry, 2000). There has been much research evidence found to show that high-SES students of all ethnic groups display higher average levels of achievement and stay in school longer than low-SES students. (Alwin & Thornton, 1984; Goleman, 1988; White, 1982).Other research studies have found that when SES is measured solely in terms of parents' education, income, or occupation, the relationship between SES and achievement is stronger than when it is measured in terms of family atmosphere variables such as parents' attitudes toward education, their aspirations for their children, or the intellectual activities of the family. (Woolfolk, Winne, & Perry, 2000). Ultimately then, this shows that the actual attitudes and behaviours of the child's family life is more important than the lack of income. good On a personal experience, I strongly agree with this finding. I do not come from a high-income family, but because my parents have always placed a
Another theory is tracking, which occurs when low-SES students experience a different academic socialization, in that they are actually taught differently (Woolfolk, Winne, & Perry (2000). Low expectations V low self-esteem is related to the teacher and classmates assuming that the student is not bright, due to wearing old clothes, speaking ungrammatically, or being less familiar with books and school activities. They are low expectations - low self-esteem, learned helplessness, resistance cultures and tracking. Furthermore, they may feel it is normal to quit because they compare themselves to their friends and relatives who never finished school (Woolfolk, Winne, & Perry, 2000). Some such behaviours are studying, cooperating with teachers, or going to class. I can still recall from my childhood of my parents' constant lectures on the importance of education, their efforts to take me to the library,or to enroll me in extra-curricular academic activities. Students who are tracked into "low-ability" or "general" classes may never be encouraged to think and create, but rather to memorize and be passive. Since low-SES students receive an inferior education, their outcome of academic skills are inferior and their life chances are limited. Resistance culture is another theory that explains the relationship between low socioeconomic status and lower academic achievement. Tracking clearly shows that low-SES students are put at an unfair disadvantage causing them to acquire lower academic achievement. The final result leads the low-SES student to have low self-esteem in which he/she believes they are not good at schoolwork. :-) Members who belong to this culture will reject the behaviours that make them successful in school, the sole purpose to maintain their identity and their status within the group. strong emphasis on the value of education, I feel it is the family atmosphere I was raised in that has allowed me to reach high academic achievements. Low-SES students are affected by this if they fail continually and come to believe that it is hopeless for them to do well in school. In the classroom, the teacher may protect the low-SES student from embarrassment of having the wrong answers by not calling on them, or because they make the teacher feel uncomfortable, leading to low expectations of the student.
Common topics in this essay:
Winne Perry,
Alwin Thornton,
,
winne perry 2000,
perry 2000,
winne perry,
woolfolk winne perry,
Woolfolk Winne,
woolfolk winne,
low-ses students,
academic achievement,
African American,
achievement resistance culture,
academic achievement resistance,
achievement resistance,
low expectations,
resistance culture,
socioeconomic status,
learned helplessness,
relationship low socioeconomic,
|
Acceptance Essays
