Theodore Roosevelt once said that “ a man who has never gone to school may steal a freight car; but if he has a university education, he may steal the whole railroad”. Mr. Roosevelt’s statement created a welcoming atmosphere for educators and student, but did not last. In the twenty-first century, many potential students lose chances for a better life due to limitations and pressures enforced upon these people. According to multiple surveys and studies, economic status and personal motivation are considered the main impacts that influence a student’s attitude towards education.
As children are defined by their parents actions, a family’s financial position in society plays a major role in a student’s perception of studies. For students in …show more content…
Student have the liberty to choose their interests, despite community values. For example, gifted students in public schools steer away from the ideal-student perception as it is a common belief that these students should be spectacular in education. This phenomenon generally occurs when school facilities do not aid the student’s style of learning rather hurt them. As a result, students lose interest in school due to the lack of proper care by the administration or their egotistical thinking, comparing everyone as inferiors. In such cases, no matter how intelligent the student is, their lack of motivation results in their dull outlook of instructional schooling as a whole. In addition, Bauerlein states that students work hard to receive admission into college, but do not retain the information taught in school. According to Bauerlein, students focus on good grades than learning the content, decreasing the intelligence levels of modern society (Bauerlein). Regardless of the community, the students willpower affects their attitude towards education as they believe it is a chore rather than a learning experience to find a career later. Contrary to this notion, many believe that economic status and individualism are not the main factors that influence one’s perspective of …show more content…
In developing continents such as Africa, governmental officials such as Vivian Onano, A Kenyan UN Women Global Civil Society Advisory Group, claims that the girls’ “community and culture” are more important than their financial struggles. Although it is true that community values such as male dominance may obstruct a girl’s success in education, her family’s monetary stature determines the community in which the student lives in (Silver). If these girls resided luxuriously, with slums next door, the girls would have major gaps in their responses. The high class girls would have no problems whereas the poverty-stricken girls would consider it useless as they would have no family support while the men work. Though the girls live in the same region with minor interaction, these girls normally would have an exaggerated gap in perceptive processing. Similarly, the graph from College Board asserts that the student’s culture determines their success on standardized test such as the AP exams. The graph represents the white population in the country as the highest percentage of passing students, however, the graph fails to acknowledge the income levels of the parents. Without this information the data is incomplete and gives partial view of the nation’s statistics (College Board). People with limited resources such as the survey question or multiple variables to
As children are defined by their parents actions, a family’s financial position in society plays a major role in a student’s perception of studies. For students in …show more content…
Student have the liberty to choose their interests, despite community values. For example, gifted students in public schools steer away from the ideal-student perception as it is a common belief that these students should be spectacular in education. This phenomenon generally occurs when school facilities do not aid the student’s style of learning rather hurt them. As a result, students lose interest in school due to the lack of proper care by the administration or their egotistical thinking, comparing everyone as inferiors. In such cases, no matter how intelligent the student is, their lack of motivation results in their dull outlook of instructional schooling as a whole. In addition, Bauerlein states that students work hard to receive admission into college, but do not retain the information taught in school. According to Bauerlein, students focus on good grades than learning the content, decreasing the intelligence levels of modern society (Bauerlein). Regardless of the community, the students willpower affects their attitude towards education as they believe it is a chore rather than a learning experience to find a career later. Contrary to this notion, many believe that economic status and individualism are not the main factors that influence one’s perspective of …show more content…
In developing continents such as Africa, governmental officials such as Vivian Onano, A Kenyan UN Women Global Civil Society Advisory Group, claims that the girls’ “community and culture” are more important than their financial struggles. Although it is true that community values such as male dominance may obstruct a girl’s success in education, her family’s monetary stature determines the community in which the student lives in (Silver). If these girls resided luxuriously, with slums next door, the girls would have major gaps in their responses. The high class girls would have no problems whereas the poverty-stricken girls would consider it useless as they would have no family support while the men work. Though the girls live in the same region with minor interaction, these girls normally would have an exaggerated gap in perceptive processing. Similarly, the graph from College Board asserts that the student’s culture determines their success on standardized test such as the AP exams. The graph represents the white population in the country as the highest percentage of passing students, however, the graph fails to acknowledge the income levels of the parents. Without this information the data is incomplete and gives partial view of the nation’s statistics (College Board). People with limited resources such as the survey question or multiple variables to