Preventing Learners from Realising their Educational Potential - Coursework Example

SOCIAL FACTORS THAT PREVENT LEARNERS FROM REALISING THEIR EDUCATIONAL POTENTIAL Introduction The fulfilment of academic or educational potential continues drawing attention, being an under-developed arena of inquiry as it relates to the explanation of social influences on academic outcomes. A discussion of the influences of social factors to the presence, or lack of realization of educational potential is necessary for the understanding of why educational set up and potential are un-even in contemporary society. The imbalance in the global social make-up compounds the issue further, providing barriers through which universal, optimal educational potential is realized. The paper aims at describing and analyzing the most important social factors, both within and outside education, which prevent learners from being able to realize their full or optimal educational potentials. This will entail a discussion of the presence of various social factors that represent barriers towards the effective realization of this potential as influenced by various contexts present. Social Factors: An Analysis Social factors are definitively considered as pertaining to the experiences and facts, which fundamentally influence an individual or group of people in terms of their lifestyle, personalities, attitudes and perceptions. Accordingly, as aspects, which principally affect human lifestyle, social factors are often dynamic in nature as influenced by the prevailing contexts (UNESCO, 2000:VII-2). Hence, in terms of characteristics, social factors are majorly multi-cultural in nature, influenced by the diversity of cultures, religions and races present. Hence, social factors are influential in terms of how they affect human behaviour and thought in diverse social situations. This is inclusive of aspects such as splitting of groups into smaller entities, the aspect of unresolved conflict, communication and feedback amongst others. Notably is that these factors essentially influence how human beings are able to behave or portray themselves within social situations (UNESCO, 2000: VII-3/VII-4). Social Factors: Influences on Learning and Education Nature equips human beings with specific elementary mental functionality i.e. attention, free will and memory, as well as the ability to associate and socialize based upon the aspect of contiguity. Fundamentally, human beings utilize these basic functions in order to understand the surrounding environment (Cambron-McCabe, 2000:13). Accordingly, a critical task of the prevailing educational system(s) is the proper and optimal authorization of the young generations with intellectual tools aligned to the prevailing culture (Cambron-McCabe, 2000:13). As is known, children possess the capacity of incidental learning, which is based upon their innate natural mental functions. However, with time, the acquisition of more advanced tools of education needs to be not only deliberate, but must essentially proceed with full understanding of the tool’s power (Cambron-McCabe, 2000:14). This is with regard to both the demands made and generative potentials imparted on the users, during their periods of learning (Cambron-McCabe, 2000:14). In the contemporary era as presented by Oskamp and Schultz (2005), there has been an increased application of socio-cultural approaches to the process of learning. Accordingly, socio-cultural theorists are of the view that it is impossible to consider individuals in isolation, from both their historical and socio-cultural contexts (Oskamp & Schultz, 2005:45). This hence necessitates the assessment of both the existing developments and social make-up, at any given time frame to effectively enhance the learning processes and outcomes. Accordingly, two principal agencies: the school and the family-unit (relations) are powerful factors in the shaping and subsequent influence on children’s learning experiences (Oskamp & Schultz, 2005:47). Furthermore, this influence is constrained by the wider cultural and social systems present in terms of the great diversity present with regard to prevailing historical, political and socio-economic conditions, school or education sector organizations, family arrangements and religio-cultural backgrounds (Oskamp & Schultz, 2005:48). Teachers’ Role and Policy Framework: Influences In the contemporary, commercially-competitive society, the teacher(s)’ role is gradually evolving from sole-management of the class, towards that of teamwork manager. As conveyed by Rivers and Sanders (2006), this entails continuous interaction with not only the children themselves, but also other pertinent stakeholders (Rivers & Sanders, 2006:14). Thus, if the teachers are not equipped with the fundamental and essential skills of knowledge dissemination, nurturing and behavioural modelling amongst others the effectiveness of teamwork management becomes compromised. Effectively, this pertains to continuous upholding of proper teaching practice, ethics and relationships with the children, all core cornerstones of a brighter future and realization of potential (Rivers & Sanders, 2006:15). The teaching methodology is hence critical, founded upon the aspect of teacher quality. This is in relation to teacher experience, preparation degrees and programs, certification, the coursework presented, and the teachers’ personal test scores (Rivers & Sanders, 2006:16). Teacher experience is essential to the overall effectiveness achieved, with teacher preparation programs and degrees (educational level) being critical. This is reference to the prestige and/ or prestige of the institution of attendance, which in effect positively influences student achievement especially in higher levels of learning. This is further influenced by the presence, or absence of teacher certification, especially in the fields of instruction (Rivers & Sanders, 2006:16). Attributable to the successful realization of educational potential is the prevailing teacher coursework, in terms of both pedagogy and subject area of instruction (Rice, 2003:35). Fundamentally, teacher effectiveness is often attributed to pedagogical coursework at various grade levels, especially when combined with content knowledge. In terms of the teachers’ individual test scores, these are essential with regard to both verbal abilities and literacy levels (Rice, 2003:35). An informative aspect is that tests, which assess the two aspects, have been indicated as being linked to greater levels of student achievement. Notably is that the contrary also holds true with reduced levels of student achievement being present under contexts where there are minimal, if any, tests which assess these aspects (Rice, 2003:37). In terms of policy frameworks, there is general agreement about the vital importance of high quality teaching staff. However, the lack of consensus regarding what specific characteristics and qualities make a good, effective teacher affects overall chances of student realization of their educational potential (Rice, 2003:38). Furthermore, the present range of policy statements set forth regarding teacher preparation also contributes to the issue especially in the face of increased inconsistency and inconclusiveness of evidence presented. This is in reference to what teacher attributes are essential towards contributing positively to desired student educational outcomes (Rice, 2003:38). Influential to the deep interest in teacher policy is the presence of a number of compelling factors. This is informed by the fact that the single most vital factor, which affects student achievement, is the teaching fraternity, with the effects being both cumulative and additive. Notably as Darling-Hammond (2000) states, is that in relation to the presence or absence of the resource-intensive nature of teachers and teaching environments, student performance is affected eventually impacting on their realization of education potential. In this regard, the presence of vested interests in terms of teacher policymaking and subsequent implantation results in either negative or positive influences on the teaching fraternity (Darling-Hammond, 2000:7). This is later on sub-consciously ‘rubbed off’ to the student bodies present, either to result in positive and effective implementation of optimal teaching standards within such settings. While greater focus is usually placed on teacher quality and associated policy frameworks, school settings i.e. in poor, minorities’ neighbourhoods vis-à-vis White suburban areas also are critical factors influencing overall student performance and outcomes (Darling-Hammond, 2000:9). Technology and its Influences on Child Nurturing and Education The presence of technological advances has fundamentally influenced student learning and socialization, in terms of social media use and television viewership amongst other aspects. As Strong (2007) presents, the developments in telecommunication and computer technology continue impacting on learning experiences, especially in terms of television viewership (Strong, 2007:77). Previously, books as well as prevailing printed media were the main source of information dissemination founded on a linear, sequential structure and abstract symbols. This characteristic was essential in the cultivation of logical thinking, as opposed to television imagery that is both sound and image-based. Accordingly, logical thinking is influenced due to the sensual, concrete, emotional, visceral, holistic, simultaneous, non-linear and frequently in-flux characteristics of television viewership (Strong, 2007:79). To be noted however is that the uptake of developments in technology, as an avenue of learning and enhancing educational potential has been often been slow and conservative towards adaptation of such changes (Strong, 2007:81). Thus, as a result, prevailing studies portray that the average child usually spends more time on the television, than any other activities rivalling only the aspects of sleeping and schooling. With long durations of up to 5-6 hours watching television, plus all the distractions caused by social media, the realization of education potential continues being principally affected (Strong, 2007:83). An informative aspect is that the education sector has been slow in adapting these technological changes towards enhancing educational prospects. Through lack of optimal incorporation of educational aspects in television viewership, the assessment of effects of television viewership has increasingly been negative. Fundamentally, the prevailing violence in television programming has been a key concern, right from the advent of television viewership. This is informed by the fact that children, who are more attuned to viewership of violent behaviour, are more likely to adapt aggressive behaviour, which in turn influences their socialization and education prospects (Scrivener, 2009:45). As espoused through Bandura’s – Social Learning Theory – he suggested that the human learning process is principally cognitive and representational. In this regard, the presentations are transformed mentally, to be stored either iconically or symbolically (Scrivener, 2009:47). These are later on retrieved, to be subsequently manifested as imitational behaviour, hence the correlational aspect between exposure to violence, and subsequent violence actions, acts and activities. Influential is the relationship between the audience response and media text, vis-à-vis the prevailing human agency and socio-cultural structure (Scrivener, 2009:48). Thus, the prevailing trends in television and/ or social media tend to fixate the children to a dominant cultural ideology or avails diverse identities. This in turn influences the resulting complex interactions prevailing at school, community, home and prevailing peer cultures (Scrivener, 2009:50). The aspect of talking about the happenings and trends on television or social media, often carry significant social change. This is informed by the fact that this may inadvertently or deliberately lead to the display of prevailing political and social affiliations, as well as moral values in regard to perceptions about self, and of others in society. Importantly as Rowan, Correnti and Miller (2002) state, television and social media do lift a majority of the dominant veils of secrecy, especially between adults and children; hence, fostering the blurring of hierarchical ranks, socialization platforms and social identities (Rowan, Correnti & Miller, 2002:1547). Thus, children are often exposed to information that should ideally not be available to them i.e. explicit imagery and language, violence, obscene acts and actions, as well as other undesirable aspects all which critically influence the future realization of their educational potentials (Rowan, Correnti & Miller, 2002:1548). Racial Discrimination and Ethnic Stereotyping: Influences The presence of both ethnic stereotyping and racial discrimination provides another arena where student realization of their educational potential is fundamentally affected. Accordingly as Dee (2004) presents, the critical nature of examining these issues is vital towards addressing the prevailing differences in regard to the typical outcomes for White student populations vis-à-vis African American and Latino students (Dee, 2004:67). This is in addition to better understanding why there is present the severe under-representation of the latter two social segments amongst America’s highest achieving students. Importantly is that studies are of the indication that African Americans and their Latino American student peers are less likely to realize their academic potential, as compared to White students (Dee, 2004:69). Focus in not only on the student segment populations themselves, but also on the available teaching fraternity, policy frameworks and their schools in general. Notably is that there is a distinctive characteristic in terms of studies undertaken: - on the one hand, some operationalize lost educational potential as pertaining to the unfulfilled student expectations for their educational attainments (Dee, 2004:72). On the other hand, some studies take different approaches in terms of assessing whether students are able to earn lower or higher grades than previously predicted by earlier tests regarding their academic skills (Dee, 2004:73). Accordingly in this regard, students who are able to achieve grades that exceed or are equal to those predicted from earlier test scores achieved, are viewed as having attained or fulfilled their academic potential (Dee, 2004:74). In contrast, those who achieve grades, which are lower than the predicted results, as based upon previous test scores, are viewed as not having realized their overall aspired educational potential. As Wildhagen (2012) asserts, fundamental to this is the fact that many teachers are of the perception that African Americans and Latino students are less likely to achieve their desired educational potential because of lesser classroom effort being exerted (Wildhagen, 2012:11). This is contrary to their White student counterparts, who are most often viewed as exerting greater efforts within classroom settings. It is this teacher mind-set, which inherently contributes to the considerable proportion of the existing racial gap, in reference to the unrealized student academic potential (Wildhagen, 2012:12). This is despite the fact that student characteristics present are held constant, thereby portraying the negative perception portrayed by the teaching fraternity. Furthermore, the presence of such perceptions is also eventually internalized by the student bodies present, with regard to the diverse nature of students undertaking learning (Wildhagen, 2012:14). An informative issue is that student perceptions are majorly inclined to the teaching aspect; hence, the perception of bias is often sub-consciously internalized into the student psyche, thereby resulting in the actual portrayal of such limitations (Wildhagen, 2012:15). As was noted earlier, the teaching fraternity is the most vital element in student education, critical towards realization of potential and aspirations. Thus as Quanglia, Marion and McIntire (2001) convey, if there is luck of psychological (emotional), physical and even religio-cultural support, there are greater chances of affected student bodies not achieving their end goals or aspired future educational potential (Quanglia, Marion & McIntire, 2001:56). In addition, at the school-level setting, it is notable that the presence of larger racial gaps is evident, with regard to the unrealized potentials. This holds true especially in schools, which enforce strict disciplinary environments, and those, which are segregated (Quanglia, Marion & McIntire, 2001:57). Strikingly it should be noted is that the inherent negative effect of school environments fostering strict disciplinary measures prevails, net of the affected students’ own experience of disciplinary action. Thus, the negative association between the absences of realized educational potential by these minority groups is applicable to a majority of these segments’ students regardless of whether or not, as individuals they have been punished at school (Quanglia, Marion & McIntire, 2001:60). Social Conditions and Prevailing Economic Standards It cannot go without mention that social factors or conditions are inextricably related to the prevailing economic standards. Accordingly, the chances of attaining higher student success and realization of subsequent educational potential are related to prevailing socio-economic contexts prevailing in a given setting. Importantly to note is that the poor districts and neighbourhoods, which are mainly the habitats of the minorities, the prevailing economic standards portend to diverse negative influences and effects (UNESCO, 2000: VII-4). Importantly is that such neighbourhoods are often characterized by adult populations that have limited knowledge and education foundations, hence the negative influence on their children’s overall potential. This is in terms of not being as consistently focused on the education of their young, as opposed to educated parents who continuously foster optimal learning environments for their children (Cambron-McCabe, 2000:27). Secondly, the limitations mentioned further contribute to the lack of proper family planning, thereby resulting in increased number of children in such affected neighbourhoods. This in turn eventually limits the overall education potential of such children, due to the various challenges faced at home in regard to their nurturing, provision of basic rights, protection and access to positive enhancers pertinent to increased education and knowledge acquisition (Quanglia, Marion & McIntire, 2001:49). This situational context is further influenced by the differential implementation of education policy frameworks, as associated with prevailing government policies regarding universal access to education. Conclusion Social factors are influential to the overall realization of students’ education potential, based upon various aspects. Notably, the aspects of teacher quality and education policy frameworks are principal influential factors in relation to attainment of educational potential. In addition, aspects such as technology uptake and utility, as well as racial discrimination and/ or ethnic stereotyping further influence the ability to achieve this potential. This is based on the differential nature of students’ access to and ability to optimally utilize the available resources. Also pertinent is the need to acknowledge the influential nature of economic disparities between different racial populations, which inadvertently influence not only the school settings, but majorly so affect home settings. Reference List Cambron-McCabe, N 2000, Schooling as an ethical endeavor. New York: Doubleday. Darling-Hammond, L 2000, Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives, 8(1): 1-49. Dee, T S 2004, The race connection: Are teachers more effective with students who share their ethnicity? ERIC Document Reproduction Service. Oskamp, S & Schultz, P W 2005, Attitudes and Opinions. Mahwah, NJ: Laurence Erlbaum Associates. Quanglia, R, Marion, S F & McIntire, W G 2001, The relationship of teacher satisfaction to perceptions of school organization, teacher empowerment, work conditions, and community status. Orono, Maine: University of Maine, College of Education. Rice, J K 2003, Teacher Quality: Understanding the Effectiveness of Teacher Attributes. Washington DC: Economic Policy Institute. Rivers, J C & Sanders, W L 2006, Teacher quality and equity in educational opportunity: Findings and policy implications. In L.T. Izumi & W.M. Evers (2006) (Eds.), Teacher quality. (pp. 13-23). Stanford, CA: Hoover Institution Press. Rowan, B, Correnti, R. & Miller, R J 2002, What large-scale survey research tells us about teacher effects on student achievement: Insights from the prospects study of elementary schools. Teachers College Record, 104: 1525-67. Scrivener, C M 2009, The Relationship between Student Achievement and Teacher Attitude: A Correlational Study.ProQuest/ North central University. Strong, J H 2007, Qualities of effective teachers. Alexandria: VA: Association for Supervision and Curriculum Development. UNESCO. 2000, EFA Global Monitoring Report: Education for All – Is the world on track? Paris: United Nations Educational, Scientific and Cultural Organization (UNESCO). Wildhagen, T 2012, How Teachers and Schools Contribute to Racial Differences in the Realization of Academic Potential. Teachers College Record, 14(7): 1-27. Read More