Socioeconomic status and educational achievement in impoverished communities in the United States

Leo B.

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Socioeconomic status and educational achievement in impoverished communities in the United States

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Themes

Education, socioeconomic status, American, educational achievement, USA United States of America, social inequality, educational inequality, inequalities, academic achievement, disadvantaged populations, success, poverty, economic factors, mobility, level of education, ethics, disparities, inclusion, student, social status, educational qualifications, social change

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Abstract

The purpose of the study is to assess the socioeconomic status and educational achievement in impoverished communities in the United States. The research will involve a non-experimental, qualitative approach to examining the multifaceted social dynamics underlying the unequal distribution of educational opportunities. Through in-depth interviews and document analysis, this study delivers an answer to the question of how social factors influence the diffusion of technology. These resources include access and family background, which have some impact on educational outcomes for underprivileged groups. Other than that, the results of the research will be beneficial for sociology and social workers, for example, policymakers and education, determining which intervention to implement and how to create equality of opportunities for education.

Proposal Part 1
1. Descriptive Abstract
2. Introduction
Proposal Part 2
1. Background and Literature Review
2. Study Question and Type of Research
Proposal Part 3
1. Study Design and Methods
2. Study Quality and Ethics
3. Project Management
4. Conclusion

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Extract

[...] Proposal Part 2 2.1 Background and Literature Review The problem of educational inequality in the context of the United States has been thoroughly investigated. Studies have been consistent in the evidence that students from low-income families and underserved areas have a number of obstacles when it comes to gaining access to quality education and achieving success in their academic performance as their wealthy peers (Assari et al., 2021; Henry et al.,2020; Boy This inequality has social and economic implications as it creates a cycle of poverty and limits the opportunities that are available to the marginalized that makes them have no social or economic mobility. [...]

[...] Socioeconomic status and educational achievement in impoverished communities in the United States Proposal Part 1 1.1 Descriptive Abstract The purpose of the study is to assess the socioeconomic status and educational achievement in impoverished communities in the United States. The research will involve a nonexperimental, qualitative approach to examine the multifaceted social dynamics underlying the unequal distribution of educational opportunities. Through in-depth interviews and document analysis, this study delivers an answer to the question of how social factors influence the diffusion of technology. [...]

[...] Proposal Part 3 3.1 Study Design and Methods The descriptive qualitative research design will be used in this study to identify the impact of economic status on the academic outcomes of deprived communities in the United States. In this circumstance, a phenomenological design will be used for the research, and this type of design is focused on exploring the experiences and perceptions of people in regard to a particular phenomenon. It is in sync with the study's mission to provide a detailed and contextual explanation of the determinants of the educational results of socially disadvantaged groups. [...]

[...] Parental educational attainment and social environment of urban public schools in the US: Blacks' diminished returns. Children, https://www.mdpi.com/2227-9067/7/5/44 Henry, D. A., Betancur Cortés, L., & Votruba-Drzal, E. (2020). Black-White achievement gaps differ by family socioeconomic status from early childhood through early adolescence. Journal of Educational Psychology, 112(8) https://psycnet.apa.org/record/2020-09745-001 Jackson, M., & Holzman, B. (2020). A century of educational inequality in the United States. Proceedings of the National Academy of Sciences, 117(32), 19108-19115. [...]

[...] (2021) observed that race, school urbanity, and parental education have a significant effect on the Black-White achievement gap, indicating the importance of socioeconomic status in defining educational outcomes. In the same vein, Henry et al. (2020) and Boyce et al. (2020) found that family SES and the socioeconomic composition of schools should be considered regarding the heterogeneous student performance of different backgrounds. The study by Jackson and Holzman (2020) highlighted even more the historical and structural injustices that have fueled the disparities in education in the United States. The available research has laid a solid basis for understanding the phenomena of educational inequality. [...]

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