Explain how specific cultural, ethnic, and socioeconomic factors influence student achievement. Then propose strategies to address each of the negative influences so as to promote achievement.
(a) Explain how specific cultural, ethnic, and socioeconomic factors influence student achievement.
Research is presented as evidence that shows income and wealth are associated with achievement outcomes and success. Mark, Cresswell, & Ainley (2006) examined the relationship between socioeconomic background and student achievement among 15 year olds in 30 different countries. They found that material resources had a substantial impact on student achievement. Material resources including poverty, income and wealth contributed to the differences in student performance. Moreover, in most countries the differentiation factor was education. For example, factors such as school type and/or curriculum mediated the relationship between socioeconomic background and student achievement. As Mark et al. (2006) point out, wealthy families can "buy" educational success by sending their children to expensive schools, or purchasing homes in desirable school districts. In contrast, poor families are unable to afford even the basic educational resources such as desks and textbooks. Further, according to Mark et al. (2006), "Educational resources are related to achievement tests, even when parental education and other factors had been taken into account" (p. 106).
In addition, studies also indicate that cultural factors have a large role in education inequality. For example, in one study, Dimaggio (1982 as cited in Mark et al., 2006), described cultural factors (linguistic barriers) that are shown to influence educational outcomes such as linguistic barriers that can affect the learning curve for these students. For instance, as Dimaggio, adds, U.S. children from "cultured" [i.e., privileged] backgrounds received higher grades regardless of their measured cognitive abilities. Cultural ...
The factors influencing student achievements are examined.