Single Parent Homes and Academic Achievement - 3189 Words

| Single-Parent Homes | The Effect of Single-Parent Homes on Academic Achievement | | | Abstract Children from single parent homes are not as negatively impacted academically as some in the popular media suggest. The number of children living in single-parent homes has risen dramatically over the last 10 years. Despite prior research stating that single-parenting itself has a negative impact on academic achievement, new findings show that it is other social and environmental factors that have a much greater impact. There are several theories that can be used to study the way family structure influences academic achievement, as well as to demonstrate the influence of other factors such as poverty and family resources. When these†¦show more content†¦One article stated: Although similar to each other, adolescents in single-mother and stepfather family structures had lower grades and vocabulary scores compared to their two-biological-parent counterparts. In these family structures, the academic outcomes were more likely related to mothers’ race, education, monitoring, and attachment, than family structure. (Shriner, 2010, p. 446) Academic Achievement The phrase academic achievement refers to the level of mastery in certain subject areas, not including one’s potential to achieve (Center for American Progress, 2006). Beginning with the No Child Left Behind Act, states are required to measure academic achievement of public school students using standardized tests and other tools (Center for American Progress, 2006). There has been much debate over the effect of single-parenting on children’s academic achievement. Some studies have shown that children from single-parent homes do not perform as well in school and have higher dropout rates than children from two-parent homes (Entwisle, 1996). In 1988, it was reported that the rate of grade repetition for children of single parents was 75% higher than children from nuclear families (Entwisle, 1996). Other studies have stated that children from single-parent homes are less likely to attend college and perform less well on standardized tests (Hampden-Thompson,Show MoreRelatedThe Consequences For A Child1446 Words   |  6 Pagesa Child in a Single Parent Household It is a well-known fact that single parent families provide less than optimal environments for raising children regardless of the country. The quality of parenting is less when compared to those children who live at home with both of their parents. According to Nicholson, D’Esposito, Lucas, and Westrupp (2014), they suggested there is strong evidence emphasizing how children in single-parent fare more poorly when compared to children in two-parent families, whichRead MoreBroken Family Structure Leads to Educational Difficulties for Children1253 Words   |  6 Pagescomes to educational achievement,† the study says, â€Å"children living with their own married parents do significantly better than other children.† The report found that children from non-intact families (children living in a situation other than with their own married father and mother) have significantly higher rates of difficulty with all levels of education, from pre-kindergarten through to primary, secondary, and college-age levels. Each year a child spends with a single mother or stepparent â€Å"reducesRead MoreThe Single Parent Family Structural Environment And Economic Conditions Can Hinder The Development And Growth Of A Child936 Words   |  4 Pageslive in homes where there is only one parent, commonly known as single-parent family. According to 2011 Canada Census Bureau information, the number of children living in single-parent households have gone up since 2001 and almost more than three quarters of these children aged 14 and under are living with single parent family headed by woman (Statistics Canada, 2011). Many times there is the absence of the father in these single-parent homes. Children living in such sin gle parent homes have beenRead MoreFamily Is The Fundamental Unit Of Society And Today It Is Used With A Wide Variety Of Meanings979 Words   |  4 Pagesmeanings (2014). In 2007, single-parent families make up thirty-two percent of the population (Benokraitis, 2012). As more adult remain single into their thirties and divorce rates are higher, the number of children living in single-parent families has increased (Benokraitis, 2012). The number of never married people has gone up form four percent in 1960 to forty-three percent in 2010 (Benokraitis, 2012). Women also run an over whelming eighty-seven percent of single-parent households in the UnitedRead MoreThe Academic And Social Challenges Of Children From Single Parent Homes1575 Words   |  7 PagesResearch Proposal The Academic and Social Challenges of Children from Single Parent Homes Ball State University Jason Huffer EDPS 640 Dr. Eric Pierson 5/4/2016 Children of Single Parent Homes 2 Abstract The purpose of this current study is to highlight the growing academic concerns and difficult social challenges facing children who live in single parent homes. For this study I will focus on children nationwide. I will present data related to this topic on a couple different subjectRead MoreRisk Factors Associated With Poverty1541 Words   |  7 PagesVernon-Feagans and Cox (2013) have long known that poverty is associated with poor outcomes for students relevant to the multiple dimensions of growth and development that are important to society, including the success of children’s educational achievement and academic success in school. Poverty in rural areas has been persistently above the national average, but is continually overlooked by social science researchers (Iceland, 2013) even though approximately twenty-five percent of the nation’s impoverishedRead MoreAcademic Achievement Strategies For Students1454 Words   |  6 Pages ACADEMIC ACHIEVEMENT STRATEGIES Michelle Boyd EDUC655 Counseling Children, Adolescents, and Teens American Public University March 13, 2016 â€Æ' Academic achievement strategies Over the years, research has found inequalities in student achievement based on numerous factors related to social and economic disparities. In order to close the achievement gap and reduce student dropout rates, school counselors must develop strategies that aim at increasing student academic success while also focusingRead MoreOverall Average Of Grades 6-8 Students Aspire Math Content Standards By Poverty Level983 Words   |  4 Pages27.79 8.22 The data charts above indicate that students identified as living in poverty display a pattern of lower achievement scores at Brindlee Mountain Middle when compared to classmates not considered as living in poverty. However, the gap in achievement between poverty and non-poverty students is not substantial enough to be identified as the source of the achievement gap at Brindlee Mountain Middle School. Sixth grade poverty level students at BMMS meeting or exceeding the content standardRead MoreThe Importance Of Parental Involvement On Children s Life1463 Words   |  6 PagesParental Involvement Many parents have multiple children, while working a nine to five job, attending family activities and meetings, and staying on top of bills and home duties. Family life can get hectic and parents may not take the time to realize their importance in their children’s academics. Some parents may be too busy, and others may simply not care, but their involvement in their children’s life is essential. Whether parents or children realize it, involvement of parents in children’s lives positivelyRead MoreThe Effects Of Parental Absence On Academic Achievement Of Adolescents1174 Words   |  5 PagesExamining the Effects of Parental Absence on the Academic Achievement of Adolescents: The Challenge of Controlling for Family Income. Journal of Family and Economic Issues 23.2, 189-210. A. The article targets the issue that how parent’s absence has a negative effect on the academic achievements of adolescents. It also discusses how it can be difficult for single-parents to manage family income. B. The article tells that when children lose a custodial parent, they go through drastic psychological and

Themes Discussed in Joyce Oates Where Are You Going ,...

Where Are You Going , Where Have You Been by Joyce Oates It is well known that the most awkward and difficult time in one’s life is adolescence. One is faced with the challenges of discovering who one is and what one wants out of life. One finds themselves frustrated and confused in this particular stage. They are mid way between a bridge. They have left childhood but have not yet reached adulthood. They struggle to find some sense of being and individuality in the world. They are on a quest to find themselves, and in search of a path that will lead them to future happiness. â€Å"Where Are You Going, Where Have You Been,† is a short story written by Joyce Oates .In her short story Oates shows how easily susceptible one is in this stage†¦show more content†¦The introduction of the main character Connie, â€Å"Her name was Connie,†signals that it is being told by a third person narrator. This narrative voice stays closely aligned to Connies point of vie w. The reader learns what her thoughts are, but the narrator provides no additional information or judgment of the situation. For instance, Connies harsh thoughts of her sister and mother are discussed: now (her mothers) looks were gone and that was why she was always after Connie, but it is clear that this assessment is Connies and not the narrators. The three female Characters (Connie, Her mother and her sister) are perfect examples of the effects of the drastic changes in the late 1960’s. Connie is portrayed as an average teenager. She is always wrapped up in herself and thinks she has all the answers. â€Å"She knew she was pretty and that was everything.†(p.120), â€Å"Her mother was so simple, Connie thought, that it was maybe cruel to fool her so much.†( p.124). Connie’s mother symbolizes an older era. Woman in her time were viewed as good for only two things, domestic house work and the bearing of children. It is clear that Connie mother is a li ttle envies of her. Stop gawking at yourself. Who are you? You think youre so pretty?(p.120). The society that Connie is growing up in is allowing more freedom for her then her mother had. To Connie’s mother, Connie is a consist remainder of what she has lost(her beauty) and what she could have been. This is wayShow MoreRelatedWhere Are You Going, Where Have You Been By Joyce Carol Oates And Eveline Essay1205 Words   |  5 Pages2016 In, â€Å"Where Are You Going, Where Have You Been†, by Joyce Carol Oates and â€Å"Eveline†, by James Joyce, two characters prove to be completely different but share few similarities as well. In both short stories, the main characters, Connie in â€Å"Where Are You Going, Where Have You Been† and Eveline in â€Å"Eveline†, are both teenage girls who face problems at home. Connie and Eveline who are both caught up in their own cultures in different times are Both girls seem like they have it all going for themRead MoreWhere Are You Going, Where Have You Been1249 Words   |  5 Pagesage has been seen as a determinate factor of maturity. And with this maturity, comes power. This belief is clearly defined in Joyce Carol Oates’ short story, â€Å"Where Are You Going, Where Have You Been†. In this story, the main character, Connie, struggles to reach maturity. Wielding her sexuality in hand, Connie charges into the battle for power, leavin g her vulnerable to Arnold Friend’s temptation. Through the use of a symbolic figure, Arnold Friend, who represents the devil, Oates is able toRead MoreAdolescence Is A New Birth1106 Words   |  5 PagesThroughout the semester we have discussed adolescence in a literary sense applying it to characters and themes. In Latin, the word â€Å"adolescence† literally means â€Å"growing up†. Adolescence can be applied to literature in a sense of its broad message. According to Stanley Hall who wrote the article â€Å"Adolescence is a New Birth†, during adolescence â€Å"awareness of self and the environment greatly increases; everything is more keenly felt, and sensation is sought for its own sake.† (1844-1924) PsychologicalRead MoreEudora Welty a Worn Path12166 Words   |  49 Pageswritten permission of the publisher. For complete copyright information on these eNotes please visit: http://www.enotes.com/worn−path/copyright Table of Contents 1. A Worn Path: Introduction 2. Eudora Welty Biography 3. Summary 4. Characters 5. Themes 6. Style 7. Historical Context 8. Critical Overview 9. Essays and Criticism 10. Compare and Contrast 11. Topics for Further Study 12. Media Adaptations 13. What Do I Read Next? 14. Bibliography and Further Reading 15. Copyright Introduction EudoraRead MoreEudora Welty a Worn Path12173 Words   |  49 Pagesthe written permission of the publisher. For complete copyright information on these eNotes please visit: http://www.enotes.com/worn−path/copyright Table of Contents 1. A Worn Path: Introduction 2. Eudora Welty Biography 3. Summary 4. Characters 5. Themes 6. Style 7. Historical Context 8. Critical Overview 9. Essays and Criticism 10. Compare and Contrast 11. Topics for Further Study 12. Media Adaptations 13. What Do I Read Next? 14. Bibliography and Further Reading 15. Copyright Introduction EudoraRead MoreFundamentals of Hrm263904 Words   |  1056 Pagesmultiple study paths, to self-assessment, to a wealth of interactive visual and audio resources, WileyPLUS gives you everything you need to personalize the teaching and learning experience.  » F i n d o u t h ow t o M A K E I T YO U R S  » www.wileyplus.com ALL THE HELP, RESOURCES, AND PERSONAL SUPPORT YOU AND YOUR STUDENTS NEED! 2-Minute Tutorials and all of the resources you your students need to get started www.wileyplus.com/firstday Student support from an experienced student user

Connection Between Teenage Pregnancy and Socioeconomic Status free essay sample

As a resident of Mississippi for the majority of my life, I have become more familiar with teenage pregnancy than most. In addition, Mississippi was recently the focus of national news with the recent vote to illegalize abortion. T. C. Boyle chooses a debatable subject to write about drawing many discussions about ethics. However, Boyle attempts to bring more light to teenage pregnancy, and gives the reader a different side than commonly assumed about teenage pregnancy. Often assumptions are made about the socioeconomic status of the teenager that is expecting. This has attached a stigma to the female expecting, and categorizing her character and status in society. However, teenage pregnancy is not an epidemic that plagues the people of lower socioeconomic statuses. In the short story â€Å"The Love of My Life,† T. C. Boyle severs the connection between socioeconomic status and teenage pregnancy. At first glance, â€Å"The Love of My Life† appears to follow the same assumptions that connect socioeconomic standards and teenage pregnancy because the two topics are thematically placed throughout the short story. The author purposefully informs the reaer of he class system the characters are categorized in. Boyle begins character development with the description of how in love the couple is by describing how close they are with each other’s families. By doing so the reader learns that China has a typical nuclear family as an only child with expectations of success. Confirmed by Boyle later in the short story he writes, â€Å"She was spoiled, he could see that now, spoiled by her parents and their standard of living and socioeconomic expectations of her class—of his class—and the promise of life as you like it, an unscrolling vista of pleasure and acquisition† (141). This quote characterizes China well, as well as provides the reader with the affirmation of her class status. Jeremy is grouped in with China when the author discusses the socioeconomic status of China. In addition the reader can also make assumptions about the characters’ socioeconomic statues based on the colleges chosen, or rather the talk of colleges and college prep. The common stigma that society places on teenagers who get pregnant is thematically placed through the novel as well. In China’s own words the author recalls a previous statement made by China showing the common assumptions about teenage pregnancy. Boyle writes, â€Å"I will never, never be like those breeders that bring their puffed-up squalling little red-faced babies to class† (139). Breeders, makes the reader not only think of a large number of people because of teenage pregnancy, but people of low socioeconomic status because more people means more mouths to feed and less money. China just like many others take part in attaching this sort of stigma to teenage pregnancy, but this is the moment with the author severs those ties demonstrating to the reader that even someone of China’s status could become part of the percentage of teenage pregnancies. When discussed in class, the question was brought up, â€Å"How can someone educated make such a poor decision like this? Early on in the story China does what the reader expects of someone in her socioeconomic status to be doing. The main character is focused on getting into a good school, and is in the top ten in her class. However, she ends up becoming part of a less desirable percentage on a camping trip with her boyfriend just before they head off to college. T. C. Boyle talks about socioeconomic status and teenage pregnancy in such close context to show that they are not related. Teenagers that come from better socioeconomic backgrounds are just as susceptible to pregnancy as teenagers from low socioeconomic backgrounds. The common mistake that China and Jeremy make in â€Å"The Love of My Life† is that they seem to believe that they are invincible because of their socioeconomic status. The behavior of China makes the reader think that she is even in denial about the entire pregnancy. It seems as if in the mind of China, admitting to being pregnant would in fact make her pregnant. The only person aware of the pregnancy is Jeremy. T. C. Boyle conveys this avoidance in his style of writing as well. The pregnancy is not mentioned first when the author updates the reader on the character’s lives. Boyle writes, â€Å"She was pregnant. Pregnant, they figured since the camping trip, and it was their secret† (140). The drama and focus of the couple’s worries are for the effects on their own lives rather than the pregnancy itself, which is vaguely discussed and hidden. When Jeremy tries to confront China about going to the doctor, â€Å"She wouldn’t respond. Wouldn’t even look at him† (Boyle 140). The reader can see a detachment from China and the pregnancy, and the only emotion that is expressed from her is when she thinks of others knowing she is pregnant. T. C. Boyle chooses to focus the character’s attention on the effects of their lives in order to show teenage pregnancy from a different socioeconomic point of view. By doing so, the author destroys the misconception that teenage pregnancy is only difficult for people of lower socioeconomic status. However, there is a very real pressure that China receives from growing up in a higher socioeconomic status. China is expected to be just as successful if not more successful than her parents, which is what fuels her drive for academic success. China viewed her life as ruined by the pregnancy, and the disappointment from the people who expected something from her was too much to handle. The author emphasizes how devastating it would be for people to find out, â€Å"she told him that she would die, creep out into the woods like some animal and bleed to death, before she’d go to a hospital. With a combination of her detachment from her pregnancy and the pressure to succeed, China and Jeremy make another in a long list of bad decisions, and they get rid of the baby themselves. It was the only decision that kept their secret which they believed would ruin their life. Teenage pregnancy is not something that only effects people of low socioeconomic status and is equally as difficult to deal with. T. C. Boyle chooses a character of higher socioeconomic status to sever the connection between socioeconomic status and teenage pregnancy. They are factors that affect each other in the difficulties that will be faced, but one does not define the other.

The Teacing of Multicultural Education free essay sample

â€Å"To be not just effective, but to be the Approach† Maitha T. Rasonabe CED-02-601A Rizal Technological University Special Topics in Education (PROFED11) Ms. Lynn M. Besa Instructor INTRODUCTION: â€Å"Before we can transform the world, we must first transform ourselves† A demanding world that we are facing today challenged us to be a proactive teacher, a transformative one who is willing to start the change and engaged in a process of self-transformation. Teacher and student go together as well as the teaching and learning process, whereby the need for understanding cultural differences and the dynamics of culture contact in an increasingly diverse society is needed. Multicultural education promotes not only to teach â€Å"what† is the content and â€Å"how† to teach a particular subject area but it addresses that teachers must be responsive to honoring and celebrating the diversity of all the learners. That as teacher educators we must always consider that the learners is the center of the teaching and learning process. We will write a custom essay sample on The Teacing of Multicultural Education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We must always think that an individual-learner is a complex well being with one or more differences that put gaps or boundaries to the learner and to the teacher. Multicultural classroom caters not only one set of learners; a â€Å"classrooms are culturally diverse† and we need to uncover this diversity. There is diversity if children who are different in views and perspective are present. This article would like to address the need for a transformation in teaching inside the classroom. This would discuss the important features of Multicultural Education in a laymen perspective. This article would also like to persuade and inform teachers and students on the needs for the teaching of Multicultural education. To what should be a teacher in a multicultural classroom? How should be the teaching and learning process? And what should be the implication of the teachers to their students? What is an ideal classroom setting and an ideal curriculum for learning in multicultural school? These are just some of the questions that I would like to address to you and I will try to give answers to these. DISCUSSION: The primary goal of multicultural education is to transform the school and to cater or to have equal opportunity to all the learners to learn. According to James Banks(2001), the primary goal of multicultural education is to transform the school so that the male and female students, exceptional students, and students from diverse cultural, social-class, racial, and ethnic groups experience an equal opportunity to learn. We do not simply mean a particular person or area for transformation but we are looking at the larger perspective for transformation. The proponent of the five dimensions of multicultural education Dr. James A. Banks had an interview on September 1998 issue by NEA Today Online readers. From that interview I’d knew the reason why he developed this five dimensions because he found out from his works with the teachers that many thought of multicultural education as merely content integration, so he developed the â€Å"five dimensions of multicultural education† to help educators see that content integration= putting the content in the curriculum is important, but it is only the first dimension and that multicultural education has at least five dimension. The five dimensions of multicultural education are as follow in lighter perspective. From different researches that I had I find hard to fully understand these five dimensions and my objective in presenting these five dimensions is to provide my readers an information that can easily understand which do not sacrifice the real meaning of each dimension. The first dimension is the content integration. That is how we get started. Teachers use examples to illustrate key concepts, we use the discipline through examples. Second, knowledge construction in this teachers help students to understand, investigate, and determine the understood cultural assumptions and frames of reference and perspective of the discipline they’re teaching. In other words we help student our learners to understand and also helps children to become more critical thinkers and readers and that is the knowledge construction process. Third, equity pedagogy with this teachers change their methods to enable students from diverse racial groups nd both genders to achieve, teachers modify their teaching styles so that they use a wide range of strategies and teaching techniques such as cooperative teaching, the use of simulation, role playing, and discovery. Fourth, prejudice reduction it seeks to help students develop positive and democratic racial attitudes. It helps students to understand hoe ethnic identity influenced by the context of schooling and attitudes and beliefs of dominant social groups. Fifth, empowering school cultures it involves restructuring the culture and organization of the school so that students from different racial, ethnic, socioeconomic, and language group experience equality. We are looking not just at individual classroom, but at the total school culture to see how to make it more equitable. We are trying to get rid of this traditional conception of teaching that was â€Å"filling up the bucket†, that if we talked about pedagogy, we are talking about teachers and students becoming learners together. The role of the teachers and students should be both active and not passive. In teaching and learning process where culture and background of the teacher is of different, let’s keep it in our mind that it’s not the race of the teacher, but a set of cultural characteristics that make the teachers effective with children of colors. Characteristics that knew the culture of children, who often live in the community, who understood the daily lives of the students, who could relate to the students, who understand students verbal and non-verbal cues. Teachers who made demands but warm demanders. Teachers who showed students that they cared. Teachers who had high expectation with their students, and believe with their students these are the characteristics of an Effective teacher. Teachers must have the good values and attitudes and experiences. How to be not just Effective but, to be the Approach Teachers have to be engaged in a process of self-transformation. It must start with us, â€Å"before we can transform the world, we must first transform ourselves†, the process of reading, a process of engaging with others, a process of understanding that the other is us and we are the other. Teachers must do these three things. And that is to know, to care, and to act. That in order to bring this reform and to bring about this self-transformation, we need knowledge, that we cannot do this in ignorance. But knowledge is not enough, we also have to care. Horace Mann said to the graduates of Antioch College in 1859, â€Å"be ashamed to die until you’ve won some victory for humankind†, so we have to care and we have to win victories. Those teachers can have these small victories. A victory once a day or once a week, in helping students feel needed, helping a student overcome, helping students feel better in school that day, it’s a small victory; a series of small victories. Finally, we need to act because as Dante said, the worst place in Hell is reserved for those, who in times of great moral crisis take a neutral position. We need to care and to act because in that way we can transform ourselves and help transform our world. As Margaret Mead said that â€Å"A handful people can change the world. IMPLICATION: Multicultural education is an approach to school reform, and movement for equity, social justice and democracy. It tries to provide students with educational experiences that enable them to maintain commitments to their community cultures as well as acquire the knowledge, skills, and cultural capital needed to function in the national civic culture and community. Embracing the pedagogy of multicultural education lead us also to promote peace to our students. We create mindset to our student to become critical thinkers, and to be sensitive inn all aspects of life. As stated above, the main point of view of this discussion is focus on the transformation of the school. But in order to bring about this change or transformation we must be reflective, we have to start within ourselves the transformation. As we always say; we cannot teach what we do not know, same with we cannot make a transformation to others without starting this in ourselves. Another is the KCA, the acronym that I gave to the process we should have for transformation. That is to know, to care, and to act, for ourselves and for others. The seven key characteristics discuss above, help us to uncover diversity in a classroom and to eliminate any form of discrimination and biases in teaching and learning process. That â€Å"education is for all†, and we offer equal opportunity to our learners to learn regardless of their diverse culture, racial, socioeconomic status, cultural background, language group. To implement multicultural education, teachers and administrators must attend to these five dimensions of multicultural education. As future educators we must be aware of our student’s differences. We must be familiar with the approaches, methods and learning styles that are applicable in addressing the needs of our students. We must be sensitive at all times and have the set of good values and characteristics as teachers. That we are not only responsible in teaching our lessons but we are also responsible in building good values, attitudes and experiences to our students. Multicultural Approach cultivates a school environment that celebrates diversity, support mutual acceptance of respect for an understanding of human differences. References: Gorski, Paul C. 7 Key Characteristics of a Multicultural Education Curriculum. http://www. edchange. org/multicultural/resources/ct_characteristics. html Banks, James A. and Tucker M. †Multiculturalism’s Five Dimensions. †NEA Today Online. http://www. learner. org/workshops/socialstudies/pdf/session3/3. Multiculturalism. pdf Multicultural Education-History, The Dimensions of Multicultural Education, Evidence of the Effectiveness of Moral Education. http://education. stateuniversity. com/pages2252/Multicultural-Education. html#ixzz2L0tTcMZs