In a growing society,
where people surround themselves with various and diverse people, there are two
aspects we take in account: biological and sociological. Although our existence
is ultimately based on food and reproducing to further our existence in the
world, the primary way for our existence to be maintained is through education.
It is education that enhances our ability to become intellectual and construct
survival skills, so that we can maintain our existence. The two aspects that we
base everything on intertwine so heavily, that we can’t distinguish one from
another without knowing what makes the individual different from us. This
allows us to come to a conclusion that socioeconomic status is a vital factor
that impacts student learning outcome.
Socioeconomic status incorporates
not only income, but it also accounts for educational status, financial
stability, and their idealism on social views. Socioeconomic status can also
include the type of life an individual has had, as well as occasions that have
been presented to establish themselves within a society. Based on this, we are
able to construct an understanding of one’s social standings in the world based
on those characteristics. Although, this enables to individuals to presumptuously
judge others based on their status currently without knowing how they came to
be. In other words, an individual’s socioeconomic status can be specified and
identified based on materialistic belongings, money, power, who they know, what
they do, and educational background. It is those types of individuals that
usually succeed in this type of world, which doesn’t allow to less fortunate,
low socioeconomic status individuals to explore their potential.
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When we look at students,
do we think that their home address, family wealth, or their parent’s
educational background inhibits their potential to learn? Based on current
research, we can conclude that students from low socioeconomic status’ display
poor academics because of the environment in which they live in. The low-quality
of living, sustainability in the household, unavailable resources and providing
their own income doesn’t allow the individual to further pursue education. Students,
who have to muster their own source of living to feed and provide clothing for them,
will indefinitely struggle academically. Another factor that correlates with
socioeconomic status is the socio-culture that defines the students.
The socio-culture of a
student can affect the students learning outcome based on the language that’s spoken
primarily, values and beliefs that inhibits the student from learning. Parents
that weren’t fortunate enough to learn the universal language, can impact the
child’s ability to learn at their school. For example, we predominately live in
a Hispanic area, but not every individual knows Spanish or English. How can we
hold a student responsible for their academics when they only know Spanish, and
the teachers only know English? This scenario plays according to the
socioeconomic status of the family, the quality of the school, but also the
socio-culture that defines the student.
When we look into the
socioeconomic status (SES), there are numerous factors that we can account for
when we are basing it on schools multiculturalism. Throughout this paper,
socioeconomic status is being based on three different components. The first
component demonstrates how the economy affects the quality of a school. The
second component showcases the impact Physical Education provides regardless of
the socioeconomic status. The final component indicates the achievement gap
that is shown based on the students’ socioeconomic status. With these various
points, we will be able to determine why socioeconomic status has such a huge
impact on students in a multicultural society.