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Importance of Taking an Essay Writing Course — Plus Tips! From the very beginning of a student’s life in the academic world, the role of essay writing is apparently very significant. It has been known as a viable tool of measuring a student’s skills and knowledge. This is why taking an essay writing course is very important. The student’s skills will be assessed and honed. Tips on How to Write Argumentative Essays for Your Essay Writing Course Making a good argument is not an easy skill to have. Most people think that just by making an opinion, arguing it effectively will become so easy.

These people end up being so surprised when they meet other people who disagree with their argument because they thought they were so logically appropriate. The purpose of student’s argument should be letting the reader agree to his or her point of view. How to Choose a Topic The first step you should take is learning as much as you can about the topic. Do not pick about issues that are impossible to win, regardless of how you strongly feel about them. Moreover, avoid commonly used issues such as abortion, gun control, freedom of speech, capital punishment and euthanasia.

Your instructor in your essay writing course is most likely tired of reading about such issues. It will be very disadvantageous for you if you present something that your instructor already knows by heart. These topics may provide a good read but since people are already fairly informed about the problems, they become more aware of the method of argument used. Before you make an argument about a particular side, it is very important that you are also informed about the other side. Most individuals make a mistake of only researching about the side which they believe is right.

When choosing a topic to write an essay about in your essay writing course, avoid topics that include matters of faith and beliefs. For most people these are unwavering and private values so it will definitely be hard, if not impossible, for you to persuade them agree to your point of view.

There is just cause to believe adolescence, more so early adolescence, can be a tumultuous period. The start of adolescence involves such major physical changes as sexual maturation, growth spurts and hormonal changes. According to recent neurological studies, the period also involves brain development. The prefrontal area of the brain that is vital for the control of impulses seems to grow during adolescence.

Middle adolescents are considered to be physically mature and therefore capable of performing such adult functions as bearing children and working. However, they are considered to lack social status, financial resources and psychological maturity that would enable them execute the functions more responsibly. This is particularly the situation in the post industrialized and industrialized communities where prolonged schooling is considered necessary and allowed by law. This is taken to be necessary before the adolescents are allowed to be active participants in the mainstream grown-up world. However, this disjunction between society and biology is said to have the potential of creating a complex change period for the adolescents. In line with such arguments, adolescence is said to present a period in life when depression symptoms and problematic behaviors such as criminal behavior seem to rise sharply.

Some researchers have challenged claims that adolescence is a period of stress. By presenting an account of Samoan adolescent’s initiation period, Mead was able to show that there was no storm and stress. Mead was able to explain that children from Samoa experienced a transition to adulthood from childhood that was both smooth and gradual. This was attributed to the fact that such work tasks as planting, taking care of the younger siblings, food preparation and harvesting was very much a part of their lives as they were growing up. These were duties that were considered to have meaningful links to the roles and duties they would undertake as adults. However, recent research corrected the demonization of adolescents by others and the romanticization of adolescents. The majority of adolescents are said to live lives with very few social or personal problems. However, to some adolescents, the adolescence period still symbolizes some of the most disturbing years. This applies to communities such as Samoa as well as industrialized nations.

Psychological issues

Psychological establishments consider adolescents to be vulnerable to risk-taking behaviors and recklessness. Such behaviors may lead to unsafe sex, youth crime, substance abuse and car accidents. There is evidence that the risk-taking is driven by biology. It is caused when the (amygdala) the emotional and social region of the brain develops faster than the frontal cortex the region of the brain that controls the cognitive functions.

While the majority of adolescents are healthy psychologically, they, like adults may display signs of mental disease. Late adolescence as well as early adulthood are considered to be the peak years for the arrival of such diseases as schizophrenia. Such mood disorders as anxiety disorders, bipolar disorders and clinical depression may first show in the adolescent period. Girls aged between the ages of 15 and 19, are said to make up 40 percent of the cases of anorexia nervosa.

Adolescence is a transitional development stage between youth and adulthood. It represents a time period during which an individual experiences numerous biological changes and encounters several emotional challenges. Ages deemed to be part of the adolescent period vary from culture to culture. They range from pre-teen to 19 years. Adolescence is said to cover the ages between 10 and 20 years. This is according to WHO (World Health Organization). The period has been divided into three different stages by psychologists. These are early, middle and late adolescence.

Adolescence may be a dynamic and tumultuous period in an individual’s life. It has often been identified as a time when young people develop abstract thinking capabilities, gain more awareness of their sexuality, clearly develop their psychological identity and also increase their autonomy from their parents. The period was denoted to be one of ‘Storm and Stress’ by G. Stanley. According to G. Stanley, conflicts during this stage of development are not unusual but normal. On the other hand, Margaret Mead attributed adolescent behavior to their upbringing and culture. Most of the tribulations associated with the adolescent period in the western societies are not evident in traditional cultures.

There are several models of developmental stages that have placed adolescence in the human development period. Sigmund Freud characterized it as a ‘genital phase’ in psychosexual development where children recapture the sexual awareness they possess in infancy. Jean Piaget focused primarily on the cognitive development. He saw adolescence as a ‘formal operative stage’ where young people develop abstract thinking abilities and use available information to arrive at conclusions. On the other hand, the psychosocial development theory by Erik Erikson recognized identity crises as fundamental to the adolescent concept.

Adolescent psychology deals with the problems associated with the period of adolescence for instance whether or not the above mentioned ‘storm and stress’ is an ordinary part of the period. There is a separate division specially devoted to adolescence at the APA (American psychological association). The division is also devoted to psychologists who specialize in the topic in an attempt to answer the questions that deal with this age grouping. One particular issue in adolescent psychology talks about whether the adolescent period is indeed a discreet period of development, a particular point on the human development continuum or simply a social construction.
Physical development

Puberty is considered to be adolescent’s most important developmental change. Puberty seems to be a biological phenomenon that has been hard-wired onto the body. However, systematic research provides evidence of different cultural effects at the start of puberty. For girls, menarche marks pubertal development. This is the time when the girl’s menstrual cycle begins. While reviewing adolescent sexual development, researchers found that menarche timings vary greatly across different cultures. On the nearly 150 groups studied, menarche’s mean age ranged from as low as 12.0 years to 18.0 years.

Associated with cross-cultural differences in the start of menarche are the findings that the age at which menarche starts has been slowly declining in the 140 years. In the industrialized countries of Europe, between 1860 and 1980, the age when menarche starts dropped by approximately 3 years every decade. A comparable trend was identified in adolescents from the United States starting as far back as the 1920s. Japan in modern history is the country said to experience the sharpest decline in the age when menarche starts. Between 1950 and 1975, the country every decade experienced a 1 year drop. It is possible that the age of menarche will ultimately be lowered by biological factors.

There are several factors that account for the historical and cross-cultural differences when menarche starts (also referred to as the secular trend). Nutrition is the first key factor. Good nutrition is connected to an early menarche onset. Systematic differences in the nutritional intake amounts across chronological time periods and cultural groups may result in considerable differences in the age when menarche starts. Accordingly, girls from countries that are developed begin their menarche at an early age compared to their counterparts who live in the developing countries.

Girls from families whose socio-economic status is high reach menarche much earlier than their counterparts who come from families with a low socio-economic standing. For instance, Nigerian adolescents who lived in the rural areas started menstruating.5 years later than their counterparts who lived in the city of Ibadan and who are considered to be well off. This is primarily because adolescents in the urban areas have access to food that is better in terms of quality. In Cairo, 12 and 13 years is the median age when adolescent girls experience menarche. On the other hand, 14 years is the age at which Egyptian girls in the rural areas start menarche. Menarche is also delayed by severe malnutrition. For instance, adolescents living in the Appalachian mountain areas in the Eastern part of the United States had a menarche mean age of 14.4 years. However, adolescents from the same locality that were well nourished had a menarche mean age of 12.2 years. Evidently, the malnourished adolescents started menarche two years after their healthy counterparts.

Other than nutrition, there are several other factors that are responsible for the cross-cultural differences in the age at which menarche starts. These factors include physical exertion differences and such ecological factors such as altitude. A lot of physical exertion is said to result in menarche starting late. Similarly, adolescents who live in areas where the altitude is high also start their menarche late. Cultural factors are also said to affect different physical development aspects. For instance, several studies that were used to examine the weight and height of late adolescents as well as young adults from numerous cultures throughout the world were put into comparison. He was able to conclude that young adults (20 years) from Netherlands could be the world’s tallest people. While men had a height of 182.0 cm on average, the women had a height of 168.3 cm. Furthermore, the world’s shortest people are the young adult Efe Pygmies from Africa, of between 19 and 29 years. On average have a height of 144.9 cm on average while the women had 136.1 cm. Mayan Indians who live in Guatemala and Aymara Indians who live in Bolivia are also considered to be short. The two groups are poor. What is more, they frequently experience infectious diseases and malnutrition which stunts their physical growth.

Cognitive development is an enduring topic of cross-cultural study. In this area, cross-cultural study covers a variety of topics including early studies on visual illusions and recent studies on folk epistemology. However, there are four major areas of research that are considered especially significant to adolescent study. These are Theory of developmental stages by Piaget, theory of moral reasoning by Kohlberg as well as studies on academic achievement and intelligence.

According to the stage theory of cognitive growth by Piaget, adolescents mostly develop from concrete to formal operations. Between 7 and 11 years is when the concrete operation stage occurs. It is characterized by the ability of a child to reason about concrete vents logically. Formal operations which is described as the ability of a child to think in an abstract way starts developing at 11 years and continues to develop throughout early adulthood. Normally, the theory’s qualitative aspects for instance the stage sequencing, seem to apply different cultures. Still, such qualitative aspects as progression timing through the different stages seem to be distinct across different cultures. Cross-cultural psychologists have disputed the idea that the end-state towards which thoughts develop is formal operational thought. While the majority of adolescents especially in the industrialized nations are able to reach the formal operation stage, adolescents in the non-industrialized nations do not seem to. This is as demonstrated by tests carried out with the Piagetian tasks. Relativists and absolutists are in contention on how best the differences can be interpreted. Absolutists believe that the ultimate stage as well as the developmental sequences are both universal. Conversely, relativists believe the idea that formal operations as the much treasured end-stage are the consequence of value systems in the Western world. They also believe that the decisive factor for the highest stages of cognitive development ought to be context-dependent. Little wonder therefore that adolescents and even adults do not develop cognitive skills in cultures where formal operations are neither rewarded nor cultivated.

Similar arguments and findings also surround moral reasoning, another facet of cognitive development. The theory of moral reasoning developed by Kohlberg is derived from Piaget’s stage theory. Accordingly, Kohlberg’s theory is also considered to be a stage theory. Cross-cultural researchers have studied the stage sequences and timing in a bid to determine the universality of the theory. In general, since people are inclined to follow similar courses, the stage sequences are universal. Nevertheless, timings of the attainment age seem to vary from culture to culture. For instance, Kohlberg reported that the reasoning of the majority of adolescents, even at 16 years, in the rural samples from Turkey and Yucatan was still at the pre-conventional phase. Also, there is no agreement on whether the post-conventional morality concept by Kohlberg which is characterized by justice issues ought to be the highest stage universally. However, this is common with the formal operations. Justice seems to be a guiding principle in societies that are individualistic. However, in concern and care for others takes precedence over justice in the collectivist societies.

Cross-cultural disparities in intelligence is considered to be a controversial area of study. Some researchers, have tirelessly argued that systemic differences exist in general intelligence between different racial and cultural groups. However, the claims have been disputed on moral theoretical and methodological grounds, for instance the absence of a definition of intelligence that is culture-fair and also the absence of intelligence tests that are culture-fair. Controversies aside, there are some cultural components that are related to an individual’s intelligence. Nutrition is one example.

Research by Robert Klein and other individuals such as Barret et al (1982) is said to have the foundation that linked nutrition with socio-emotional and cognitive abilities. Sigman and Whaley examined the link between intelligence in the cultural contexts and nutrition (1998). In research carried out in Kenya, children that could consistently access animal proteins were found to have a higher IQ compared to their counterparts who had little or no access to animal protein. Animal protein is said to provide such nutrients as iron and zinc to the children. These nutrients are not available in other protein sources. Sigman and Whaley concluded that limitations in the development of the brain are as a result of a poor diet. Cognitive functioning is inferior where brain development is poor.

Cross-cultural differences have been present in the achievements of the adolescents while in school. Numerous large-scale international research studies for example Science and The Third International Mathematics have revealed the fact that students in such Asian nations as Korea, Singapore, China and Japan at a higher level compared to students in other countries. Because of the composite nature of school achievements, nearly all cultural parts may be seen as contributors to cross-cultural differences in school success. The parts vary from such obvious reasons as the worth of formal education to others such as poverty rate, malnutrition and language systems which are not so obvious. There are several factors that can help explain why the achievement of adolescents from East Asia is superior to that of other adolescents. They include the cultural value placed on education, the cultural beliefs that surround the positive results of hard-work, high parental standards and expectations, lively classroom instructions and extra time dedicated to academic work both in and out of school.

Socioemotional development is crucial to psychological wellness. Family and peers are considered to be two key social contexts of an adolescent’s socioemotional development. There are three outstanding areas of study within the family framework. These are the results of parental warmth, the outcome of parent-adolescent conflicts and the timetable of establishing independence from parents. Parental warmth which is expressed in physical (kisses and hugs)as well as verbal (fondness expression and praise) ways has been established as a universal occurrence. It also appears to have a universal connection with such positive psychosocial effects as self-esteem, academic achievement and psychological well-being. The absence of parental warmth seems to be universally connected with such negative psychosocial outcomes as school misconduct, emotional unresponsiveness, depressive symptoms and aggression.

Despite its existence being universal, the intensity of parental warmth varies across cultures. Compared to traditional cultures, socially complex societies as well as those that are industrialized perceive parents to be less accepting and warm, sometimes even rejecting. Two probable reasons have been given to explain this disparity. First is that, parents in industrialized nations as opposed to those in the traditional societies spend a lot of time at work. This also means they are away from their children and homes. The increased separation can lead to the youngster’s feeling that they are uncared for. The second probable explanation has to do with the fact that industrialization has resulted in individualism. One feature of individualism is placing ones needs above those of another individual’s. Parents in the individualistic nations may therefore not give as much affection and care as those in the collectivist societies. By and large, less acceptance and affection by parents from individualistic nations, leads adolescents to develop affectional attachments with individuals who are non-familial and also to ‘go at it on their own’.

Conflicts between adolescent expectations and needs and those of parents, may also become noticeable as open clashes between parents and adolescents. Studies have revealed that both differences and similarities exist in the levels, correlates the nature of the clashes between adolescents and their parents across distinct cultures that have been researched. The conflict areas are characteristically everyday issues for instance household chores. Usually, the conflict levels are modest with minor differences, for example low for the Chinese than the Americana but a tad higher for the Chinese immigrants. High levels of conflicts between adolescents and their parents have been related to low levels of parental warmth. In addition, they have been linked to high levels of depressive symptomatology and adolescent misconduct across numerous cultural groups.

An adolescent independence is yet another facet of the relationship that exists between parents and adolescents. In the individualistic societies, parents and the youth have early expectations of independence that adolescents and parents in the collectivist societies. For instance Feldman and Rosenthal established that adolescents in Australian and American adolescents had expectations of independence much earlier than their counterparts in Hong Kong. The biggest cultural disparities were established for such behaviors as drinking alcohol and smoking that would be categorized as misconduct. They were also established to such behaviors as dating, attending parties and opting to spend time with friends rather than family that are associated to peers. Still, the expectation for independence for girls in the three distinct cultures came later.

Other than family framework, peer relationships symbolize another key social framework for the development of adolescents. Adolescents in distinct cultures spent diverse amounts of time with peers. As a result, peer influences tend to diverge. For instance, as far as the misconduct of Chinese adolescents is concerned, peer factors are considered to play a less crucial role. This is primarily because Chinese adolescents do not spend a lot of time with their friends and peers. However, this is not the case when it comes to misconduct by American adolescents. Peer relationships have also been established to be crucial for the psychological well-being of adolescents in diverse cultures.

The increase of new cross-cultural studies on adolescents has helped address numerous key study questions. However, it has also raised a lot of concerns. Two new concerns are identified here. One traditional cross-cultural study tends to lay emphasis on the mean disparities that exist across different cross cultural groups. For example, people of a particular culture rank or score higher on specific variables than those of other cultures. Minimal attention is paid to the assessment of disparities in ensuing developmental processes. New advances in the statistical field that makes it possible for researchers to carry out multi-group comparisons of numerous paths, analysis and regressions have made it possible for more systematic examinations of cross-cultural disparities in the developmental processes. Fascinatingly, most of the studies have established that there are great similarities in developmental processes in areas such as delinquency and academic achievement. More studies are needed to explore other adolescent development areas.

The second emerging concern in cross-cultural adolescent studies is the consequence of globalization and social change. The final decade of the twentieth century symbolizes one of the greatest social changes that have occurred on a global scale. Many Asian and East European nations have experienced and continue to experience key social transformations. The forces that drive the changes are said to emanate from within and without the individual nations. External forces include globalization which is facilitated by contemporary communications technology the likes of internet, satellite television and computers. Researchers have only recently begun to comprehend the possible impacts of the social transformations and also to consider the continuing globalization trends that may be expected in the 21st century. Still, there is need for more research to help people understand how the social transformations influence the physical, socio-emotional and cognitive development of adolescents. Jean Piaget is perhaps the most celebrated expert in this field.

Jean Piaget is the individual who first developed the cognitive development theory, a developmental stage theory.

The Formal Operational Phase

In Piaget’s cognitive development theory, the formal operational period is the fourth and final stage. The stage which starts when the child is around 11 years comes right after the concrete operational stage. It continues well into adulthood. In the stage, the individual moves beyond his/her concrete experiences and begins to reason logically and think abstractly. What is more, he/she learns to draw conclusions using available information and applies the processes into hypothetical situations.

At the formal operational stage, the abstract quality of adolescent thought is clearly evident in his/her oral problem solving abilities. The logical quality of the thoughts of the adolescents is when the children are more likely to use trail and error to solve their problems. Adolescents start thinking as scientists, solving problems by devising plans and testing their solutions systemically. They utilize deductive reasoning (hypothetical. This means they develop best guesses and hypotheses and conclude or deduce systematically the best path to follow so as to solve a problem.

In this stage, the young adults are able to understand things such as love, logical proofs, values and even ‘shades of gray’. In this stage, the young adults also begin to entertain future possibilities and are highly fascinated with what they could become. Adolescents in this stage change cognitively in the ways that they should think about social topics. Adolescent Egocentrism is said to govern the ways that the adolescents think about social subjects. It is considered to be the sharp self-consciousness in them as they are that is mirrored in their sense of invincibility and personal uniqueness. Adolescent egocentrism may be dissected into social thinking of two types. These are imaginary audiences that involve the behavior of getting attention and personal fables that involve the adolescent’s sense of invincibility and personal uniqueness.

The marginalization of social studies has increased in recent years. The world has witnessed an overwhelming number of changes in every sphere of life. The system of education has not been spared either. Newer disciplines have been introduced into school curricula, doing away with a few others. However, not all transformations have been for the better.True, adjustments have occurred to stay aligned to the demand, but there have been certain upheavals which the world could have done without. A glaring example of one such instance is the marginalization of social studies in the recent past. The reasons for this may be attributed to rapid industrialization with more emphasis on science and technology. Another factor that undid the stronghold of social in the middle and high school curricula is the recession and the sliding economy.

The trend originated sometime in the last decade of the previous century and the first decade of this century – exactly parallel to the slump in trade. It was at this time when there were too many hands to do work that was decreasing in demand. There was little dearth of eligible people for the same job. Competition grew stiffer and teaching of social was given a back-seat as it was viewed only as a spare tire. This contributed to the marginalization of social studies It was not deemed to directly produce anything or add to the State treasury. Neither history or geography nor political science could feed men dying of starvation. What purpose could the learning of this subject serve if it could not assist man to find suitable work and lead a respectable life? This viewpoint, embraced globally, led to gradual marginalization of social studies.

Many important subjects come under the wide umbrella of social. People in the midst of the rat race to survive had no time for disciplines like linguistics, theology or even sociology. It is but natural that those subjects with promises for brighter future prospects over took social studies. The decline of social sciences was man’s own making. The present generation has a technical bent of mind and is futuristic in their approach towards education.

The same trend continues today in the marginalization of social studies. All that can be scientifically proven or seen holds sway. Technically trained men and women are required rather than a post-graduate degree holder in any of the constituents of social studies. Besides, it is the technical persons who get a fatter pay packet. This phenomenon has serious implications that percolate deep down into the school education. Very few hours per week are set aside for imparting knowledge of social studies, whereas science and math hog all the time. Teachers also lay importance to scientific part of the curriculum, coming up with innovative methods to help teach students. Elaborate methods of assessment are used to check the level of such students, leading to the marginalization of social studies.

This is surely a sorry state of affairs but in the present scenario little can be done to redeem social studies and install it in its rightful position.

Social Studies is of utmost importance in today’s society. It is the comprehensive learning of the numerous areas which revolve around past and current social conduct and relations. The social curriculum pays attention (not in depth) to various topics; it offers an expansive outline of topics usually conversed by people and focuses on the social civilization, both present and past. Social studies covers a broad range of subjects ranging from: government, history, culture, sociology, economics, psychology, geography and various social subjects.

Social is a curriculum based Multi-subject discipline because it covers a whole lot of subjects and can as well be incorporated effectively into any subject area. All this subject areas that revolve around social studies contributes to the students’ knowledge and is as well practically influenced by social.

Social studies teaches the following skills to students:

Preservation

Tolerance

Good social responsibility

Resolving problems

Critical thinking

The objective of social is to teach students to become compassionate, intelligent residents; grasping and linking social to our style of living and social liberty; Evaluating behavior such as that present in the larger and diverse society as well as its values, morals and the rule of law.

Such values that social fosters are:

Cognizance of typecasts

Opinions and misconceptions of various kinds of people

Cognizance of various beliefs

Tolerance of cultural dissimilarities

Protection of people’s right to transformations.

Social adds to the building of citizens in a culturally dissimilar, autonomous society within a symbiotic domain. Social studies help to equip students with sound verdicts and minds as well as help them take the right actions to sustain human development and the societal integration.

Social studies entail the study of the way people live, communicate and integrate into the society. It distinguishes the tasks and gains of existing in an assorted social and ethical society.

Social studies play an important role in the society and gives leverage to people to uphold the social tenets of the society.

The social studies syllabus creates the following abilities in students: corrective knowledge; analysis, relational, and serious thinking abilities; admiration of the basic values of an assorted autonomous social order; concern to civic matters and proficiencies of sovereignty. These abilities add distinctively to the individuals moral obligation as a citizen.

Social studies promote respect for the fundamental values of an autonomous democratic society. Social studies helps students understand the essence of democracy and the tenets of the liberty their leaders have confounded in the society. It induces values and imbibes in citizens the values of living in an equivocal and laudable society. It teaches the importance of getting involved in public affairs. It teaches students to participate actively in the society rather than becoming spectators or onlookers in the society. Social indoctrinates in students the rule of law, and challenges them to hold a bright upright and moral standing in the society. Social teaches people to preserve their environment, respect laws of nature and participate in its conservation as well as its cleanliness.

Identifying causes of the achievement gap is a goal of many academics and educators. Unfortunately, researchers do not have a clear idea about the real causes of the achievement gap between ethnic groups. One thing is for sure; the causes of the academic achievement gap are wide-ranging.

Structural as well as cultural factors played a major role to the widening discrepancy. Students lacking the cultural capital portrayed by the middle class are likely to show low academic scores and achievements especially if they experience little parental involvement concerning their education and home coursework. Annete Lareau stated that better resource students demonstrate more accomplishments in academics and life. Other researchers believed that a person’s ability to achieve more in life and academics largely depends on its socioeconomic condition and the classification of race from which he belongs. It is evident that students belonging to low socioeconomic and minority groups have a greater tendency to view themselves at a disadvantage position than middle to upper-class White students. This may be one of the causes of the achievement gap in education.

Understanding the effects of the environment and culture to students’ performance is a good place to explore when trying to identify the causes of the achievement gap. The culture, traditions, beliefs, social roles, and environment of the student influence the student’s performance and are factors that need extra consideration and study when dealing with the core causes of achievement gap. It would be for the researcher’s advantage that he should look into the lives, environment, economic condition, and practices of the disadvantaged minority to ascertain and identify specific cultural differences that can help explain the differences of the child-parent relationships between ethnic group families. Cultural differences shaped the child’s behavior and motivation to become achievers. Some experts believe that a child belonging to the Black family do not have much motivation and encouragement from their parents because of the lack of understanding about the benefits of education and obtaining academic skills. The lack of awareness resulted to Black children going to school with little vocabularies than their White counterparts.

Studies claimed that students with parental involvement such as homework assistance show more progress in school. In comparison, disadvantaged minority consists of single parents have to spend more of their time looking for money to cope up with their household economics and other needs rather than staying and getting involve with their child’s homework. This may be one of the causes of the achievement gap. The minority group also consists of parents that do not understand nor speak English well. The study points two major causes of the child’s difficulty namely unavailable English speaker at home and lack of parental involvement for homework.

Some researchers believed that one of the causes of the achievement gap is that children from minority groups did not attend school because they are not willing to find themselves in comparison with the Whites and accused as behaving like the White children by their peers. The children of the minority group simply lack the motivation and the understanding to pursue higher education because they do not see and believe the benefits and role of education in their future. They possess little understanding about the benefits that knowledge and higher education bring to their lives and how it could improve years of hard work. Lack of motivation to do better in school is like giving up one’s potential and the ability to do more by not studying and working hard to make progress, become educated, and receive higher wages. In other words, one of the causes of the achievement gap is a sense of hopelessness, which must be overcome to bridge the educational achievement gap

Furthermore, researchers found that schools often set up their performance measures based from the students’ knowledge as well as familiarity about the White group that belongs to the middle class cultural capital. It is obvious that the disadvantaged minority is not familiar about the middle class cultural capital background of the White group. Schools need to change their test for students’ performance and base it on their understanding of the subject matter. The test should be solely base on how they understand and perceive the subject they are taking.

TEACHERS: FREE LESSON PLAN WRITING TIPS

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