week 7 discussion response

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained as a result of reading your colleagues’ comments.

Be sure to support your postings and responses with specific references to the Learning Resources. Use proper APA format and citations.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

REPLY QUOTE

Main Question Post.

Achievement gap in education between majority population students and minority population students.

Achievement Gap

The achievement gap in education refers to the differences in academic achievement between students from majority populations in comparison to students from minority populations, such as high-income families in comparison to low-income families (McFeeters, 2017). Brown (2007) argued that this gap hinders certain populations from being accurately prepared for achievement.

Influencing Factors

Individual. Individual influencing factors for this particular achievement gap could be self-esteem or self-concept. Siregar and Humairo (2018) found that the lack of self-concept can have a negative impact on learning abilities. Achievement is determined by self-concept and the way that the student views his or her own abilities (Siregar & Humairo, 2018).

Social. Social influencing factors for this particular achievement gap could be parents, peers, and teachers. McFeeters (2017) also argued that home life is a social factor that influences achievement gap as well. This means that a “happy home” creates a positive environment for achievement; whereas, a “stressful,” “abusive,” or “neglectful” home creates a negative, undesirable, or unfocused environment for achievement. Additionally, these social factors also decreases self-esteem and self-confidence, which in turn can have a damaging impact on learning abilities and achievement.

Personal Affect. Both the individual and social influencing factors affected me mentally, but I did not allow it to affect me academically. When I was younger, individual influencing factor such as lowered self-esteem was present, but I used it to make myself try harder. Similarly, with the social influencing factor such as parents creating a stressful home environment was also present, but again I used it to keep my focus on achieving more. Currently, these factors affect me because I believe all children should have the same level of academic potential no matter the socioeconomic status.

Gender Stereotyping

I do not believe this particular achievement gap is affected by gender stereotyping or gender-related socialization. Academic achievement between students from high-income families and low-income families is aligned with socioeconomic status, not gender. In fact, Gearin, Fien, and Nelson (2018) believed that in the United States, the socioeconomic status academic achievement gap has been an ongoing issue. Though no relation was found between socioeconomic status and gender.

Conclusion

This achievement gap has implications for individuals to highlight and bring awareness to causes and effects of the gap. Additionally, the same goes for society as well. The change starts individually and flows out into society. Positive social change is the outcome of the implications of this achievement gap.

References

Brown, M. (2007). Educating all students: Creating culturally responsive teachers, classrooms, and schools. Intervention in School & Clinic, 43, 57–62. Retrieved August 23, 2007 from EBSCO Online Database Academic Search Premier. http://search.ebscohost.com.ezp.waldenulibrary.org…

Gearin, B., Fien, H., & Nelson, N. J. (2018). Mind wandering: A potentially generative idea for understanding the socioeconomic status academic achievement gap. Translational Issues in Psychological Science, 4(2), 138–152. https://doi-org.ezp.waldenulibrary.org/10.1037/tps…

McFeeters, B. B. (2017). Achievement Gap. Salem Press Encyclopedia. Retrieved from https://ezp.waldenulibrary.org/login?url=https://s…

Siregar, R., & Humairo, F., (2018). The Effect of Self-Concept on the Mathematics Learning Achievement. IJLRES (International Journal on Language Research and Education Studies), Vol 2, Iss 2, Pp 218-227 (2018), (2), 218. https://doi-org.ezp.waldenulibrary.org/10.30575/20…