Many relationships that can be set up amid socioeconomic status and academic achievements in students. There has been much research evidence found to demonstrate that high-SES students of all ethnic groups show higher average levels of achievement and stay in school longer than Low-SES students. (Goleman, 1988).
Supplementary research studies have found that when SES is adapted uniquely in rapports with parents, education, revenue, or profession, the connection among SES achievements is stronger than when it is adapted in rapports to family environment such as parents, approaches to education, their ambitions for their children, or the academic activities of the family. (Woolfolk, Winnie, & Perry, 2000). Eventually, this shows that the real approaches and behaviors of the child’s family lifetime is more important than the absence of revenue. On an individual knowledge, I support this finding. I am not originate from a high-income family, but my parents have always positioned an high importance on the value of education, I my opinion it is the family environment I was raised in that has permitted me to grasp high academic achievements. I can still remember from my childhood; my parents; unceasing lectures on the significance of education, their efforts to take me to school; or their efforts to pay my school tuition even though they were broke.
There are four principles enlightening the liaison between low socioeconomic status and lower school achievement amid low-SES students. There are low prospects, low self-confidence, academic vulnerability, cultural confrontation and tracking.
Low prospects and low self-confidence is associated to the teacher and classmates supposing that the student is not brilliant, due to poor vocabulary, or being less acquainted with books and school activities. In the classroom, the teacher may defend the low-SES student from discomfiture of having the incorrect responses by not asking them every time to respond, because they make the teacher feel uncomfortable, leading to low prospects of the student. The final result mains the low-SES student to have low self-confidence in which he/she believes they are not good at coursework. (Erich, 1994).
Academic vulnerability is the prospect, centered on preceding proficiencies with an absence of control that all ones efforts will main to failure. (Woolfolk, Winne, ; Perry, 2000). Low-SES students are affected by this if they fail repeatedly and come to believe that it is desperate for them to success in school. Moreover, they may feel it is usual to leave since they compare themselves to their friends and families who never completed school (Woolfolk, Winnie, ; Perry, 2000). Academic vulnerability obviously touches academic achievement.
Cultural confrontation is another concept that clarifies the connection between low socioeconomic status and lower academic achievement. Cultural confrontation is well-defined as ”group values and beliefs about refusing to adopt the behaviors and attitudes of the majority culture” (Woolfolk, Winnie, ; Perry, 2000, p 157). Affiliates who fit to this culture will reject the actions that make them successful in school, the only purpose to keep their personality and their status within the crowd.