Academic Achievement Gaps in Students - Research Paper Example

? Prejudice: Root Cause Of The Achievement Gap of the of the Introduction Education is one of the most important factorsin achieving social success and status. Hence, academic achievement plays an essential role in helping a person build his career and position in the society. However, academic achievement not only helps in building social life but also helps in boosting self-esteem and overall growth of human being. Hence, as education helps in fulfillment of basic needs of human beings, every human being should get an equal opportunity to utilize all the educational aspects needed to grow and succeed in life. Unfortunately, it is not the case. Different studies in the field of sociology have revealed that there is a huge gap in the academic achievement of students belonging to higher social class and students belonging to minor and lower social class. For example, the academic achievement gap between students belonging to African American and Latino ethnic background and students belonging to White ethnic background is so huge that it has become one of the most important problems in the field of education today (Slavin & Madden, 2002, p.74). The achievement gap between students from different social classes and ethnic backgrounds shows that the educational opportunities are not available to everyone on equal basis and the gap is a result of the discrimination practiced at different stages of educational system. Hence, in spite of having mental capabilities and potential of achievement, students from lower social class suffer from lower grades and lack of motivation. This shows that the root of the problem is not the potential or capabilities of students from lower social class and minority ethnic groups, but the discrimination and bias with which they are treated. Hence, if the gap in academic achievement is to be removed, then immediate steps are needed to be taken to remove the discrimination and prejudice practiced by people in authoritative position in schools and colleges, as it is the prejudice in the society that is the real cause of achievement gap between students from different social classes. The Root Of The Problem The academic achievement gap between students from different social classes is an ugly truth of the society. It has been observed that the achievement gap between the students from Black ethnic background and White ethnic background has been consistent even after making efforts to reduce the gap (Chubb & Loveless, 2002, p.74). It was believed by experts in sociology that with desegregation of schools in the year 1954, the achievement gap between students from different social classes will be eliminated (Chubb & Loveless, 2002, p.74). However, their belief proved wrong. Instead, it has been observed that with growing years in school, the gap between students keeps growing (Chubb & Loveless, 2002, p.74). The sad thing is that the achievement gap in the students from different ethnic and social background discloses that the ugly facets of humanity, known as prejudice and racism, still exist in the society. The problem of achievement gap is the reflection of the prejudice, racial tension and discrimination towards the people belonging to minority ethnic background, lower socioeconomic status (SES) and disadvantageous social groups (Chubb & Loveless, 2002, p.74). The negative and harmful social practices like prejudice and discrimination have seeped in the education system, which is considered a foundation of the future of the society. Sadly, the problem of achievement gap is not being taken seriously despite of escalating discussions in the K-12 community and implementation of programs like ‘No Child Left Behind’ (Paige & Witty, 2010, p.23). Unfortunately, once the students leave the school and enter the professional world of job, the achievement gap generates gap in the job opportunities, pay scale and position in the society (Chubb & Loveless, 2002, p.1). In this way, the achievement gap creates a vicious cycle of discrimination against students and people belonging to the lower SES and minority ethnic group. Hence, it is extremely important to eradicate the problem immediately and on urgent basis. Only the social institution like education has the potential to sow the seeds of equality and unity in the society. It is through education that a child is introduced to the social life and hence, can learn and assimilate the positive social behavior and thinking patterns right from the beginning. Hence, to remove the problem of racial differences and ethnic tensions from the society, the steps are needed to be taken through the education system. However, to understand the urgency of the problem, it is important to know all the aspects of the achievement gap in detail. Definition And Statistics The achievement gap can be defined as “a difference between the performance of students from White ethnic background and students from Black”, Asian and Hispanic ethnic background “on academic assessments such as SAT and ACT scores and graduation rates” (Paige & Witty, 2010, p.22). However, the deeper look at the problem of achievement gap shows that the achievement gap does not start at higher schools or college level but is present right from the elementary school. The statistics of academic achievement gap shows that children from disadvantageous social groups suffer from achievement gap right from the time they enter the schools (Paige & Witty, 2010, p.24). Even though the gap is narrow in the beginning, it widens with the growing levels in education (Paige & Witty, 2010, p.24). A study of national sample of children who entered kindergarten during 1998-99 school year, administered by U.S. department of Education (ECLS-K), has revealed that there is difference in the reading and mathematical skills of students coming from Black and White ethnic background (Paige & Witty, 2010, p.24). It was observed that compared to 74% of children from White ethnic background, only 59% of children from Black ethnic background knew their letters well (Paige & Witty, 2010, p.24). However, the positive thing was that by the end of first grade, children from Black ethnic background showed equal progress in mastering the foundation skills and reached the competent level of children from White ethnic background, which greatly reduced the achievement gap between them (Paige & Witty, 2010, p.24). This shows that children from Black ethnic background do have a strong potential to progress and perform excellently in schools. However, the same study revealed that there was a gap in the area of advanced skills like recognizing sight words where children from both, White and Black ethnic background, were equal in proficiency in the beginning (Paige & Witty, 2010, p.24). However, only 71% of children from Black ethnic background were able to display proficiency in advanced skills by the end of first grade compared to 88% of children from White ethnic background (Paige & Witty, 2010, p.24). Two different observations show that the potential of children from Black ethnic background is not tapped properly and they are not given proper attention. The discrepancy in performance level of children from Black and White ethnic background, despite of having equal capabilities and potential, shows that there is a flaw in the education system which leads to the development of gap in achievement levels of children from different ethnic and social backgrounds. It will not be wrong to say that the education system is not achieving the goals that it is supposed to achieve. However, the root of the flaw in the education system is embedded in the way the society functions and thinks. Hence, it is important to study the aim of the education system in order to rectify the flaws. Functionalist View Functionalist theory in sociology believes that there are three main ‘functions’ that education achieves for the society. They are socialization, occupational training and social control. Functionalists believe that the function of socialization is learnt by children through sharing of values (Andersen & Taylor, 2011, p.347). The interactions and sharing between the authority, teachers and students lead to socialization and passing of cultural heritage from one generation to next (Andersen & Taylor, 2011, p.347). Education not only helps in acquiring knowledge from books but also helps in imbibing cultural values by acquiring “moral values, ethics, politics, religious beliefs, habits, and norms” (Andersen & Taylor, 2011, p.347). Hence, education builds the foundation for the society. However, the negative stereotype thinking towards children from lower socioeconomic background and minority ethnic group, mostly promoted through media, leads to failure in achieving this function (Cohen & Steele, 2002, p. 303). The surprising thing is that the students from minority ethnic group hesitate to open up and interact with teachers from White ethnic background fearing rejection, discrimination and bias from them (Cohen & Steele, 2002, p. 303). This leads to lack of socialization. The second function of education is occupational training. Before industrialization, the occupation skills and jobs were transferred from father to son (Andersen & Taylor, 2011, p.347). Later, education carried this function. Still, even today, in industrialized society like the U.S., parents from upper classes and highly skilled occupation transfer the skills and job to their children (Andersen & Taylor, 2011, p.347). Hence, children from higher SES are secure and safe even if they do not get proper education. However, for children from lower SES, the lack of occupational training means insecurity, lack of adequately paying job and disadvantageous social life. Moreover, due to poverty and low educational background of parents, children from lower SES, and Black and Hispanic ethnic background attend the schools that are “far less well funded than those attended by Whites and their teachers are less highly qualified” (Chubb & Loveless, 2002, p.76). This results in lack of opportunity for appropriate occupational training, and this in turn leads to low income jobs, insecurity and poverty (Chubb & Loveless, 2002, p.76). Hence, even the function of occupational training is not achieved in the field of education. The third function of education is the control or regulation of the deviant behavior in people (Andersen & Taylor, 2011, p.348). It was expected that the problems like crime, overcrowding, homelessness and addiction, which are created due to immigration and urbanization, will reduce if education is made compulsory for young people from these social groups (Andersen & Taylor, 2011, p.348). However, for students to perform to their potential and to achieve in academics, what is needed is trust in education system and academic setting (Cohen & Steele, 2002, p. 304). However, students from lower SES, and Black and Hispanic ethnic backgrounds are not able to trust and believe in the school authority and teachers, due to the oppression and prejudice experienced in the past (Cohen & Steele, 2002, p. 304). Hence, due to lack of trust, they are not motivated to perform or to complete their education (Cohen & Steele, 2002, p. 303). Hence, the function of control and regulation of deviant behavior cannot be achieved due to discrimination and prejudice prevalent in the education system. In this way, the view of functionalist theory that education unifies and stabilizes the society is not completely correct. The racial discrimination and achievement gaps in education prove the functional view wrong to a great extent. The theory that draws the correct picture of education system is the ‘conflict theory of education,’ The Conflict View The conflict theory asserts that education creates disintegration and disruption by creating conflict in people from different social and racial backgrounds by promoting competition of power, income and social status between them (Andersen & Taylor, 2011, p.348). The unequal opportunities, bias treatment and lack of attention given to people from different social classes in education system further intensifies the competition between people from different SES and ethnic groups (Andersen & Taylor, 2011, p.348). Moreover, the conflict theorists believe that people from lower SES and minority ethnic groups suffer from discrimination even after their education due to the low credentials, qualifications and grades (Andersen & Taylor, 2011, p.348). Hence, the view of conflict theorists that education, in fact, increases the barriers between different social and ethnic groups, is completely true. The statistics of the achievement gaps discussed above prove the conflict view correct. Conclusion Academic achievement gaps in students shows that prejudice and discrimination against people from lower SES and minority ethnic groups is still prevalent in the society. The prejudice and discrimination experienced in social institutions makes it difficult for students from lower SES and minority group to come out of the vicious cycle of poverty, lack of resources and lack of opportunities. The academic achievement gap can be eradicated only when people in the field of education forget the racial differences between students and give every student a fair and equal chance that he deserves. Hence, it is the responsibility of every citizen to make social platform and social interactions positive, open and friendly for children from lower SES and minority groups. Equal treatment and equal opportunities can help minority students to forget their oppressed past and make the best of their potential. Once they tap their own potential, nothing can stop them from achieving excellence in education and society. References Andersen, M. & Taylor.H. (2011) Sociology: The Essentials (6th ed.). Belmont: Wadsworth Cengage Learning. Chubb, J.E. & Loveless, T. (2002). Bridging the Achievement Gap. Washington, D.C.: The Bookings Institute. Cohen, G.L. & Steele, C.M. (2002). A Barrier Of Mistrust: How Negative Stereotypes Affect Cross-Race Mentoring. In J.M.Aronson (Eds.), Improving Academic Achievement: Impact Of Psychological Factors On Education (303-327). San Diego, CA: Academic Press. Paige, R. & Witty, A. (2010). A Black-White Achievement Gap: Why Closing It Is The Greatest Civil Rights Issue Of Our Time. New York, NY: AMACOM. Slavin, R.E. & Madden, N.A. (2002). “Success for All” and African American and Latino Student Achievement. In J.E. Chubb & T. Loveless (Eds.), Bridging the Achievement Gap. Washington, D.C.: The Bookings Institute. Read More