A child growing up in poverty is exposed to some of the lowest aspects of life. Poverty has many factors, it can lead to low self esteem due to children from poverty stricken homes who are quick to notice that other children dress better than they do and they can become embarrassed which can cause them to withdraw themselves from classes which creates a bad learning environment. Secondly, in most cases when poverty is in the home, children find it very burdensome to participate in some activities that needs team work and binding with your peers, if there is a cost incurred. Thirdly, the under-privileged students may face condition in their homes, conditions that leaves them with less time and energy for studies. This problem can become serious if conditions are so bad that they dont get adequate nourishment.
Rewarding students for good grades will decrease student’s self-motivation. Paying students for good grades will realize an actual decrease in academic performance. These distinct disadvantages highlight why schools should not pay students for good grades. First, paying students for good grades causes practical problems in the classroom. According to the National Education Association (NEA), “Many teachers also say paying students for grades leads to practical problems in their classrooms, including pressure to inflate grades and conflict with students and parents.” These pressures and conflicts can lead to larger problems outside of school.
Thus, they will have difficulty in catching up with other students who are in intact families. Moreover, the academic performance will be low and these children may have to repeat a grade or class more frequently than other students in married families. Also, from the statistics, it can be seen that the distress of divorce process have a big effect on academic performance. Daniel Potter of the University of Virginia found that elementary school children who experience parental divorce immediately begin performing worse academically than their peers from intact families. This gap persists through elementary school.
Yes, our poor are still in a disadvantage with education and crime. For example, the disadvantage on poor or no education at all on other places out of the U.S. Where parents need to pay for education and making education not an option. The biggest possibility that the child’s parents aren’t educated and that will make it even harder for parents to scaffold their child properly. Secondly, the disadvantage of poor security that will bring higher possibilities on crime. Poor families are need in finding of inexpensive areas that they can afford.
Additionally, there are the socioeconomic discrepancies among students and their educational outcomes. Poverty’s negatively influences a student behaviour, achievement and retention in school; and it remains a stubborn fact of life even in rich countries like Canada and the USA. The inequity of family incomes has grown as wells as the depth of poverty has increased. Persistent socioeconomic disadvantage has a negative impact on the life outcomes of many Canadian children. Research shows associations between low income and psychiatric disorders, social and academic functioning, and chronic physical health problems.
People living with mental illness experience many different types of stigma, such as public stigma, self stigma and structural stigma. This paper aims to explore the beliefs of public towards persons with mental illness and the beliefs internalized by persons with the illness. The impact stigma has on the lives of the people living with mental illness. Lastly, consider the steps that can be taken to eradicate stigma. Public stigma According to Rogers & Pilgrim (2009) the
NATIONAL PERSPECTIVE What is the effect of lack of quality education? The risk of having quality education in some areas and poor education in others is that the gap between the rich and poor grows bigger. In Kenya, so many possible leaders of tomorrow have lost the chance of bringing positive change to their society, because the education they
A Framework for Understanding Poverty Reflection The major themes from the reading are language, hidden class rules, and the structure of school and business aligning with hidden middle-class rules. Dr. Payne discusses three aspects of language: registers of language, discourse patterns, and story structure. There are five registers of language: frozen, formal, consultative, casual, and intimate. These registers of language impact student achievement. According to Dr. Payne, many students of low income or poverty do not have access to formal register in the home environment and therefore, have a difficult time on statewide assessments such as the SAT and ACT.
Besides household poverty, poverty of the state may also lead to child labour. In several countries, there has been a growing decline in education investment (ILO, 2002). This leads to increased inaccessibility to schools and lower quality of education. Parents may develop a perception that sending their children to school is unprofitable compared to sending them out to work where they could be contributing to the household income. Therefore, the risk of these children engaging in child labour
Moreover, poverty may lead to an actual or perceived inferior education, which would cause youth to count on less access to quality schools, jobs, and role models, decreasing the opportunity costs of crime and increasing the probability of youth spending time on the street associating with gangs, etc. People who suffer economic disadvantage can feel “disconnected” from mainstream society and its value and hence may feel less respect for the law. An important point to make is that levels of education have been determined to be significant in the manifestation of criminal behaviour. Individuals with learning disabilities have been shown to be more prone to violent