John Taylor Gatto, a former school teacher, of Harper’s Magazine, wrote “We have been taught (that is, schooled) in this country to think of “success” as synonymous with, or at least dependent upon, “schooling”...” (Gatto). That is to say, generally in this country, those who graduate from high school, move on to college, and earn a degree, most likely which would allow them to enter into the workforce and earn a comfortable living, are viewed as more successful than individuals who do not complete high school and or college. Students who do wish to be “successful” by American standards and want to attend college are exposed to perhaps the biggest reason American schools enforce a sense of conformity and make classes and curriculum mandatory: standardized testing, such as the SAT and ACT. Colleges take students’ scores on these standardized test into consideration when determining the admittance status of those applying to their school. The SAT, taken in the eleventh and twelfth grades, are the culmination of all the standardized tests students have taken in their kindergarten through twelfth grade academic careers.
These will compensate for any risks that will be apparent, be it internal or external (Benson & Haith, 2009). Protective factors are qualities a person, their environment or situation that allows for a child to adapt to the adversity (Benson & Haith, 2009). Vulnerable factors as previously mentioned are found on the opposite pole of protective factors. Vulnerable factors are found on the negative side while protective factors are on the positive side. For example; parental warmth or parental abuse (Benson & Haith, 2009).
As significant part of this stage’s events is linked with the peer group, which is also one of the essential agents of socialization, it would follow logically that conformity among children of this age would be relatively high. On the other hand, G. H. Mead discussed the “looking-glass self”, a term originated by C. H. Cooley (Ferrante, 2015). He stated that we form our identity based on how other people react to our behavior and appearance. As childhood is one of the critical periods for identity formation, children tend to be more preoccupied with the desire to belong and satisfy the demands of their social circle (Ferrante,
In short, his data found in most cases that a students academic prowess is directly influenced by completing homework. Harris Cooper and his colleagues have also concluded that from “1987 to 2003,” “homework was linked to better test scores in high school and, to a lesser degree, in middle school” (Weir). High school is where many colleges tend to focus their gaze on, using the grades as a baseline for a students acceptance. Another more recent study comes from Ruben Fernández-Alonso, PhD, and his colleagues, based off Spanish students: “[They] found that students who were regularly assigned math and science homework scored higher on standardized
Furthermore, Dr. Joanne H. Urrutia, Director of the district 's Bilingual Education and World Languages Department reported that there are studies shown that bilingual students in general academically outperform and score higher on standardized college entrance exams than monolingual students. In addition, Dr. Joanne believes the higher scores may indicate that bilingual students have advanced thinking skills and had a greater ability to think metaphysically. Moreover, learning a second language inherently builds more vocabulary and better communication skills in not only the students ' second language, but also for your mother language. Additionally, there is a study done by Dr. Ellen Bialystok, York University linguist, shown that the bilingual children learn to read faster than monolingual children. In her study, she focuses on letting these two groups to analyze the letters without any pictures.
Early childhood caregiving impacts attachment styles, emotional regulation in adulthood. Early bonds with caregivers have a bearing on relationship building throughout our lives (Ainsworth 1989Bowlby, 1980) Emotion regulation is vital for well-being, which is also affected by early caregiving. Broderick, P.C. & Blewitt, P. (2015).p 131 Conflict handling includes – openness, non-defensiveness, reasonably assertive and still flexible for compromise .In secure way problem solving is ability to compromise for a mutual benefit. Avoidant mates are uncompromising and anxious give in.
Through factors such as cognitive development of the infant, attentive care and intimate interactions with a primary caregiver, the attachment relationship is created – shaping the infants- caregiver bond. By examining the interactions between an infant and their primary caregiver, we can identify secure, insecure and disorganized attachment (Ainsworth, 1978; Cassidy 1994); which can reveal a great deal about the relationship between the infant and attachment figure. Overall, the quality of attachment bonds formed in the early years can have long lasting effects on an infant’s emotional security and social competence; not only shaping their ability to form relationships, but laying the foundations for the social, emotional and mental development of the
Self-esteem refers to how a person feels about himself or herself. It is a subjective emotional evaluation of one’s worth or personal value. It is understanding of self on the basis of beliefs and emotions or how according to them they fit into the society. If a person wants to make a position in life high self-esteem is a must. A person with high self-esteem has leadership skills, high decision making power, are more confident, love and respect themselves.
The researchers averred that the conceptualization of indicators or benchmarks of Science, Technology, Engineering, and Mathematics (STEM) readiness may be regarded as valuable in educating students about the degree of knowledge and skills that they need to achieve to have a probable chance of advancement in first-year STEM courses. To perform this, three studies were conducted, given that a large percentage of STEM attrition occurs in the initial two years of college and that it is mainly the performance criteria in the first-year mathematics and sciences courses. Furthermore, Dougherty (2013) also pointed out the significance of college and career readiness and initially focused on the importance of early learning, particularly among students who do not acquire good early school training. Keeping up with those effort requires school administrators and educators to promote public awareness of the significance of early learning, the elements of a strong early learning program such as relevant curriculum that entails
For instance, family resilience in its context is the family’s capability to adjust positively to life events that are difficult and or different life stressors. This concept begins from a view that is systematically viewed where the originates from a systemic view where vulnerability and protective processes are to jointly interact. Another support network for resilience is community resilience. Resilience is a factor individually and in families. It also can be applied to communities to reduce disparities.
Also, Driscoll argues that “[a]n average grade in an advanced course is more meaningful than an ‘A in a regular course” especially when supported by favorable SAT and ACT test scores. Despite this fact, Driscoll discusses the importance of forming valuable relationships with teachers, involving oneself in one’s community, and the ability to “write - and write well” when applying to colleges. Emily Driscoll has an accurate perspective about what must be done. Average Performance in testing and in challenging courses, along with significant involvement within a community, heightens one’s chances of getting accepted to a desired college. College applicants with proficient scoring in testing and in advanced courses tend to have higher chances of getting accepted.
Public universities like ASU allow a vast majority of people in and as a result provide a greater opportunity for poorer students to receive educations for life. This is in contrast to Ivy League colleges which, again, mainly focus on those already at the top of the socioeconomic ladder. Bruni wants readers to consider which universities actually represent the values they hold to be just. Ultimately, he wants his readers to consider yet another factor which makes universities