Socioeconomic status (SES) incorporates income and also attainment of education, the subjective viewpoint of social class, and security status and financial security. Social, economic status can entail quality of life traits together with the privileges and opportunities given by people in the society. Poverty, particularly, is not an isolated element. Instead, it is a typified by the psychosocial and physical stressors. Additionally, Socioeconomic status (SES) is a steady and solid indicator of a huge range of results over the life expectancy, comprising of the psychological and physical health. Thus, socio-economic status (SES applies to all domains of sociology and behavioral, such as practice, research, advocacy, and education.
In the past years, district schools in the United States have had different levels of performance by the socioeconomic status of the adjacent environments. Research conducted so far indicate that, various aspects like involvements of the parents, children's health as well as the physical environments that children dwell influence their development. In most cases, the conditions these low socioeconomic status (SES) children undergo interrelate with their deprived development. Apart from social background of the children, also teachers play the role toward the behavior and performance of their students since their attitude varies from one to another depending on the children's socioeconomic status (SES). As per the information is given above, the main objective of the following essay will be discussing how socioeconomic status (SES) impact how teachers treat students.
Socioeconomic status (SES) impacts the entire functioning, such as mental and physical health. Low Socioeconomic status (SES) together with its associates such as poor health, poverty, and lower educational achievement, influences the society today. Inequalities in resource distribution, health distribution and quality of life are growing in the US and internationally. Research shows that the children from low SES communities and households, foster academic abilities slower compared to the children from the higher SES groups (Hong et al. 2015) Given, for example, low Socioeconomic status (SES) during childhood is linked to the adverse cognitive development, memory, language, socioemotional processing as well as poor income and adulthood health. Also, the school system that operates in an SES community is relatively under-sourced, adversely affecting student's academic advancement as well as outcomes (Hong et al. 2015). Insufficient education together with the increased rate of dropouts impacts the childrens academic success, extending the low SES status in the society. Enhancing the development of the school system and the early intervention plans may result in reducing some of these risk factors, hence, increasing the research on the interrelation between SES and the teachers in the education system.
Hong et al. (2015) shows that, regardless of the increasing presence of immigrant families in the Unites States, still little is understood concerning the physical fight among the youths from such families. Hong et.al, (2015) further studied to determine the social-ecological determinants of school physical fight among the youth from the immigrant families. He concluded that the youth who took part in the physical fights are the male who are immigrant and are from the families of low socio-economic status (SES) and ethnical/racial minorities. Immigrant youths, who are detached from their family or parents, communicate in a different engage with their peer and view the school discipline to be unjust, feel that the school teachers are discriminative, they feel, view school crimes as a problem are also in the increased risk of the Physical fights.
In the study, Hong et.al (2015) shows that, the immigrants who are also from the communities that are racial/ethical minority and with low socio-economic status (SES), do not find peace at school and they have a negative perception towards their peers, which they express through verbal or physical ways. Therefore, they get in trouble with their teachers, leading to psychological impact to their studies and eventually leading to poor performance at school. It is clear that the negative youth parent relationship among the people of low socio-economic status (SES) weakens the students interpersonal and relationship with their teachers, this leads to discriminatory or biased treatment of the students while at school which affects their growth n pro-social behavior, educational progress as well as the positive peer relationships.
However, regardless on Hong et al. (2015) perception on immigrants, and how their social perception affects their treatment by teachers, Ainsworth (2002), counter argue by claiming that, the neighborhood environment that the youth grow to influence their education perception as well as performance. In his research, Ainsworth (2002) conducted a research where he established, the focus of poverty in internal neighborhoods together with the failure in students that are in that neighborhoods. All through the study, he gave some of the characteristics that associate with the low SES community.
To support his notion, Ainsworth (2002), conducted research using data from the National Education Longitudinal Study of 1998.Through his study, it is comprehendible that the low SES students perform relatively better as compared to the ones who come from the community of high SES. The difference between the two types of the community is because; the students from low SES community lack most of the primary needs both at their home and at school, therefore, having an impact towards their concentration in class while the teacher is teaching. Eventually, the student's passion for the study and the attitude towards is negatively affected. As compared to the students from the neighborhood a=that is of high SES, they have access to the primary needs both at home and school, they develop a positive attitude towards life, education, and their teachers. While at school, teachers will tend to have an easy time handling the student from the community of high SES and build them to have better grades. Teachers will have difficulties handling students from low SES, since they will probably have concentration problems and lack necessary school resources that will necessitate the understanding of school and do homework while at home.
Additionally, segregation education in the schools influences the interaction of the teachers and the students who immerge from the SES community. However, the teachers feel uncomfortable about teaching on the topic especially in the schools of mixed race; some students perceive that they are being oppressed due to their color skin. Teaching about school segregation may prolong the false insight that Africans Americans were intimidated by the separate but equal policy together with the white supremacy. The white/black in dual comprehending of the school segregation it both destroys the history and also the marginalization of the other people, especially who are from low socio-economic status (SES) communities, refuting their struggles, contribution, and agency to the fight for education policy.
Through his studies, Martell (2016), tried to show that, the inclusion of segregation in the social studies could affect the interaction of the teachers and the students depending on their races, which can consequently affect those who are from low socioeconomic status (SES) communities. Martell (2016) describes the two types of teachers in the context of their interrelationship with the students. The two types of teachers discussed, as the result of teaching segregation in school are racial prejudice (tolerance-oriented) and racial inequity (equity-oriented). According to this research, equity-focused teachers were embracing whereas, the tolerant focused teachers behaved availingly and diminishingly. The other research finding showed that sequence in the elementary, urban education, social studies as well as the student teaching affected the perception towards teaching race. The education system is looking for a way that the social studies teachers educators establish the race-conscious teachers who will be in a position to demonstrate inequality and race as regular components.
On the other hand, students, especially the immigrants who are neither Caucasian and are from low socio-economic status (SES) families, tend to feel uncomfortable when the topic of segregation is discussed in class by their teachers. It affects their mental alertness when in class and has developed a negative perception towards other or the teacher. Consequently, there will be a deterioration in their academic performance. The student might feel that they are humiliated and unfairly treated by the teacher since there are from the low socio-economic status (SES) and inferior ethnicity. The student feels some sense of inequality even when it is not demonstrated by the teacher, finally developing the interest in a particular study. Martell (2016) ends by stating that, the impact of racial literacy in class will impact the interaction of the student and the teachers as well as the students academic performance depending on how the teacher will present the topic before the class.
In support of the argument given by Martell (2016) on the issue of racism and segregation education in school, Hayes and Fasching-Varner (2015), shows that pre-service teacher has challenges with their students who are underrepresented and from low socio-economic status (SES) communities. The research was able to establish that, teachers exit their training program having little or no knowledge of how to handle the students in class based on their race, gender, and class. Such kind of miss-interaction, cause an adverse impact on the students performance and the teachers pedagogy. It is known that teachers often apply negative stereotype regarding communities, groups, color with the low socioeconomic status, together with the historical underrepresented and marginalized. Consequently, the student will end up having a problem when cooperating with the class studies since the teacher, who is pre-serviced, is not equipped with the relevant skills that will help in identifying, implementing or assessing culturally responsive learning and teaching.
The adolescent students are sensitive to different elements in life; they rely on the teacher to mold their perception and understanding of life. However, in some cases, t is discovered that the teachers fail to oblige to their responsibility on handling diverse racial students. Some of the teachers tend to pressure and become biased on one group of students who appear to be originating from the socio-economic status (SES) community. If the pre-service teacher would have acquired the skills of handling the students who originate from the low socio-economic status community with regard to their, race, gender, and class, there could be, an effective and smooth interaction and there will be fair treatment in both. Hayes and Fasching-Varner (2015), shows the counter-narratives that focus on the challenges that the teacher encounter, concerning the race as well as the required need of implementing the social-cultural factors (SCF). The counter-narratives give the platform to engage discussion on the race together with the foundations of education.
Research by Hayes and Fasching-Varner (2015) and Hong et al. (2015) would be probably closely related to the one by Racko et al., (2017). Racko et.al, (2017), researched and discussed on the value change among the economics students who emerge from homogeneous economics mode...
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