Social Factors and Student Behavior

Social Factors and Student Behavior
Name of Student
Name of Institution
Social Factors and Student Behavior
Socialization is crucial in facilitating either progressive or derogatory student behavior(s). Any child hailing from a dysfunctional household is bound to delineate negative results in their academic life. Children born into families that are categorized as “well-off” are bound to perform better in their school work(s) due to the positivity surrounding their development. Unfortunately, students thriving in poverty are often psychologically distorted by crime and the inability to access the necessary resources (Kim et al., 2014). The inclusion(s) of minorities is an indication of the extent of segregation in different societies. Discriminating against people based on race and socio-economic status interferes with their self-esteem and overall growth (Kim et al., 2014). Truthfully, most of these minorities may never experience redemption if they are consistently placed under the bracket of “inferiority.”
I believe that a student’s household has a significant role(s) to play in their academic performance. For instance, those from well-off families often have enough motivation to work smart in achieving their academic goals. I endorse the far-fetched nature(s) of expecting a student thriving in poverty to emerge at the top of their class. When they lack certain resources such as books, other students from fulfilling backgrounds are bound to surpass them in the classroom(s) (Huettl, 2016).

Again, I realize that the issue(s) of racial and socio-economic segregation only shows the heights of separation among humanity. Ephesians 2:14 condemns discrimination by stating, “For he himself is our peace, who has made the two groups one and has destroyed the barrier, the dividing wall of hostility.” It is morally wrong to separate individuals based on their differences thus, only a change(s) in the society will lead to progression.
References
Huettl, K.J. (2016). “The Relationship Between Poverty and Student Achievement.” Culminating Projects in Teacher Development, 3-21.
Kim, S., Mazza, J., Zwanziger, J., & Henry, D. (2014). “School and Behavioral Outcomes Among Inner City Children: Five-Year Follow-Up.” Urban Education, 49, (7), 835-856.