On the other hand, sociological aspect also influences academic success, so the author of the present research proposal intends to measure this influence. When comparing people in terms of academic success, one may come to a decision that there are vast dissimilarities that may separate persons categorized according to their sex, age, social class and other individual and social characteristics. For instance, no two elderly Pakistani males are alike, neither are two young English females, and such is a situation among the appearing academic intellectuals of today. Therefore, an open-minded social scientist (especially sociology student) might find it important to find out why some people are more likely to reach educational success than others. This is the question posed within the context of this research proposal, and research hypotheses can be taken from the review of related writings created by competent social scientists, who have dealt a lot with social class stratification. For social scientists this issue is extremely important within the general frames of describing social stratification and inequality based on person’s origin. Several researches, conducted in different time periods can be a good basis for changes in social and immigration policies and might satisfy scientific interest of researchers.
Discussion in relevant literature
A number of sociologists wrote on their ideas about the reasons for different academic success in the society, where higher education is widely available. Their concepts imply that individuals may have experienced contradictory influences toward academic success in part because of their race or socio-economic condition. "The different variables, in turn, can be shown to affect the level of academic success some persons achieve. The ethnicity of an individual is believed by many to have a strong correlation with the level of academic success achieved by that particular ethnic group" (Murphy, 1986, p.501). Furthermore, many people belonging to the same race live in the same areas. For instance, refugees or immigrants from the Muslim world tend to concentrate in certain urban and rural settings that have comparatively low socio-economic status, which may be associated with the lower levels of educational success achieved in this area, among the certain ethnic groups.
The results of Courtland Lee's research (1984), a famous social scientist, illustrate that rural Black English have lowest levels of all educational characteristics, such as school enrollment, college education higher education completion, among other ethnic groups. Furthermore, the scholar suggests that Muslim immigrants have lowest levels of literacy. As the researcher states, her findings can be related to the fact that both Muslim and African British have experienced certain education problems caused by the traditions of the separation, social exclusion, discrimination and by the small numbers of their representatives in the British society (Lee, 1984). Donna Murphy also claims in her research that people from characteristically repressed ethnic groups, such as Pakistani, Caucasians, Eastern Europeans, Hispanics have a tendency to scoring lower than 'true-born English people' on various measures of academic abilities and educational success (Murphy, 1986). Furthermore, using both qualitative and quantitative research methods, the scholar has proved that ethnic minorities, accessing higher education institutions, pursue specific goal of getting diploma (for successful future employment) and do not concentrate themselves on academic success. Looking forward, other researches have demonstrated that social class is one more significant