Poverty in Students: Concepts & Practical Implications

Introduction

Poverty is a global issue that limits the development of humanity. However, poverty is a social phenomenon whose definition is complex and multidimensional. Poverty is not limited to the economic context, but entails inability for an individual to take part in social and political life. According to Van (2008), poverty is defined as “the economic condition in which people lack sufficient income to obtain certain minimal levels of health services, food, housing, clothing and education generally recognized as necessary to ensure an adequate standard of living” (p. 143). People define poverty differently depending on their personal experiences and what they consider as basic needs in life. There are various theories developed in the context of poverty and its complex nature.

I.  Hypothesis

Students with poverty limit their performance in schools due to the lack of stable growing environment.

II.  Sociological

Concepts of Poverty

a. The individualistic theory describes poverty as a product of an individual’s inability to compete with others for the scarce resources. The inability to compete may be caused by lack of intelligence or due to personal attributes. The theory postulates that one is born with some limitations and that there is nothing the individual can do about the impoverished situation.

b. The structural theory elaborates that poverty is generated by external factors beyond an individual’s control. The individual gets impoverished due to his or her position in the restrictive society. The structures within the society limits the ability of people to take the opportunities, hence they remain poor. The circumstances and the social forces within society establish the labor market, education system, and economic growth. These factors play a key role in establishing the standards of living within the country. Social structures such as race, gender, power, and class play a key role in establishing the fate of an individual. Inequalities within society, coupled with structural failures result in some individuals being poor.

III.  Practical Implications:

i. Line of evidence 1:

A. Evidence and what it means: Children born and raised in poor families face many challenges that inhibit their performance in

school, unlike those brought up in affluent families. Among the challenges they face include limited health care, cognitive lags, social and emotional challenges, and chronic and acute stressors (Jensen, 2009). These children lack a stable, growing environment, reliable caregivers, and attunement. As a result, their academic performance is dwindling. The deficits of these children inhibit development of new brain cells, hence altering their maturity. As a result, their social and emotional development is undermined.

B. Possible biases: The structural theory of poverty does not guarantee poor performance. The causal link between performance and this theory fails to recognize cases of students born with disabilities, yet upon being empowered can perform equally as other normal students.

C. An alternative explanation of what it means: structural poverty, to some extent, causes poor performance. However, when the student is provided with the necessary academic input, such a student can perform equally well as other students.

ii. Line if evidence 2:

A. Evidence and what it means: Capitalism has triggered inequalities between the rich and the poor. The gap between the two is more pronounced in economies where the democratic rights of the minorities are undermined. As a result, the poor attend schools that lack basic education facilities. These students end up performing lower than other students from the privileged societies in the national exams (Harris, 2010).

B. Possible biases: The inequalities between the poor and the rich have been declining as most economies are adopting strategies meant to enhance equal distribution of resources. Some scholars argue that the poor performance of children from poor economic backgrounds is not attributed to poor infrastructure, but poor upbringing and lack of follow-up with parents, hence resulting in low grades in tests taken at schools.

C. An alternative explanation of what it means: although the structural theory of poverty explains that the poor performance of children from poor families are mainly caused by inequalities within the society, there are other factors that make these students fail in class.

IV.  Conclusion

Although there are many other factors that make students to perform poorly, poverty causing unstable environment, as explained through structural theory and individual theory, is a major cause of poor performance in class.

References

Harris, Y. R. (2010). Children of incarcerated parents: Theoretical, developmental, and clinical issues. New York: Springer Pub. Co. Jensen, E. (2009). Chapter

2. How Poverty Affects Behavior and Academic Performance. Retrieved from

http://www.ascd.org/publications/books/109074/chapters/how-poverty-affects-behavior-and-academic-performance.aspx.

Van, S. C. (2008).Information communication technologies: Concepts, methodologies, tools, and applications. Hershey, Pa: Information Science Reference.

 

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