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The Effects of Socioeconomic Status on Education and Literacy

A brief analysis of comparing and contrasting the high and low socioeconomic status effects on education.

J Flint

on 9 October 2012

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Transcript of The Effects of Socioeconomic Status on Education and Literacy

The Effects of Socioeconomic Status on Education and Literacy EDUCATION Privilege Power OCCUPATION Equal Educational Opportunities? INCOME Control Felix E. Schelling (1858-1945)
American educator True education makes for inequality; the inequality of individuality, the inequality of success, the glorious inequality of talent, of genius. Control Occupation People who have better occupations and jobs or are employed in general; will have more control over their family life and well being. Your Education is worth what You are worth.
Anon "First, occupational status reflects the outcome of educational attainment, provides information about the skills and credentials required to obtain a job, and the associated monetary and other rewards (Burgard, Stewart, Schwartz, 2003)". "Occupations are viewed as the means of converting a person’s human capital into material rewards (McMillan, 2012)". Power Income Inequities in wealth distribution, resource distribution, and quality of life are increasing in the United States and globally (American Psychological Association, 2012). A variety of mechanisms linking SES to child well-being have been proposed, with most involving differences in access to material and social resources or reactions to stress-inducing conditions by both the children themselves and their parents (Bradley & Corwyn, 2002). The more income a family can attain, the more material resources they can buy. This correlates directly with the quality of resources parents and families can provide for their children for their education and academic studies. Families with little to no income are unable to attain these same resources making the quality of education an inequity between the low and high socioeconomic statuses. Privilege Education Research indicates that children from low-SES households and communities develop academic skills more slowly compared to children from higher SES groups (APA, 2012). Initial academic skills are correlated with the home environment, where lowliteracy environments and chronic stress negatively affect a child’s preacademic skills (APA, 2012). Families from low-SES communities are less likely to have the financial resources or time availability to provide children with academic support (APA, 2012). Children with higher SES backgrounds were more likely to be proficient on tasks of addition, subtraction, ordinal sequencing, and math word problems than children with lower SES backgrounds (APA, 2012). Students from low-SES schools entered high school 3.3 grade levels behind students from higher SES schools. In addition, students from the low-SES groups learned less over 4 years than children from higher SES groups, graduating 4.3 grade levels behind those of higher SES groups (APA, 2012). In 2007, the high school dropout rate among persons 16- 24 years old was highest in low-income families (16.7%) as compared to high-income families (3.2%) (APA, 2012). The Effects on Reading and Writing Literacy Children’s initial reading competence is correlated with the home literacy environment, number of books owned, and parent distress (APA, 2012). Parents from low-SES communities usually are unable to afford resources such as books, computers, or tutors to create this positive literacy environment (APA, 2012). In a nationwide study of American kindergarten children, 36% of parents in the lowest-income quintile read to their children on a daily basis, compared with 62% of parents from the highest-income quintile (APA, 2012). Corrective Attempts What Can we Do? Any attempts that we as a society can make in changing these frightening statistics begins with closing the effervescent widening gap between low and high socioeconomic status. Educators, school boards and community members however have the ability to make differences and guide our next generations to success by being involved, making efforts, encourage and support our learners. All children have the abilities to be the next Einstein but not all children are given the opportunity. Let's Do the Math OCCUPATION + INCOME = HIGH SOCIOECONOMIC STATUS HIGH SES + INCOME= MATERIAL RESOURCES MATERIAL RESOURCES + HIGH SES = BETTER EDUCATION BETTER EDUCATION + MATERIAL RESOURCES + INCOME = OCCUPATION OCCUPATION = INCOME = HIGH SES THE ANSWERS DON'T LIE THIS IS THE REALITY AND THE REALITY IS THAT EDUCATION IS A PRIVILEGE. Let's Make a Difference As prospective teacher's we need to be
the influence that makes a difference. If We Do Our Job Well... We can see more Cap and Gown results ... And Avoid This... References Devlin M., O'Shea, H. (2011). Teaching students from low socioeconomic backgrounds: A brief guide for University teaching staff. Higher Education Research Group (HERG), Deakin University

McMillan, J. (2012). Occupation-based conceptualisations of socioeconomic status
Australian National University. Australian Council for Educational Research.

Burgard, S., Stewart J. & Schwartz, J. (2003) Occupational Status. http://www.apa.org/pi/ses/resources/publications/factsheet-education.aspx American Psychological Association (APA), (2012). Education & Socioeconomic Status. Retrieved from the World Wide Web "while the family incomes of children in the top quartile increased by more than a third between 1964 and 2010, the family incomes of children in the bottom quartile declined modestly (Warren, 2012)." Warren, J, R. (2012). What Do Growing Childhood Socioeconomic Inequalities Mean for the Future of Inequalities in Adult Health? Minnesota Population Center Department of Sociology. University of Minnesota. ‘ ... instead of singling out students from low SES backgrounds, and stigmatising them in the process’, we should ‘move ... away from a focus on individual students to one that focuses upon inclusivity’, noting that ‘varying ... methods of teaching can benefit all students, not just those from particular target groups’ (Devlin & O’Shea, 2011). Bradley, R., Corwyn, F. (2002). Socioeconomic Status and Child Development. Review of Psychology, vol. 53: 371-399. Center for Applied Studies in Education University of Arkansas
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