Introduction
In contemporary academic platforms, there are numerous issues concerning the effect of social aspects in students’ performance. Sociologists cite economic and social disparities between different ethnic groups as the cause of corresponding disparities in academic performances. Supposedly, certain ethnic groups, categorically the whites, have social and economic advantage over the blacks. Consequently, those advantages accounts for why whites perform better in exams as compared to black students. Despite prevalence of such perceptions, other interested parties concerned with difference in academic performances are citing other factors as the underlying causes. In this regard, the essay will extrapolate major ideologies used to support claims regarding ethnic backgrounds and academic capability of students.
Summary of Article 1
Rothstein’s article develops a comprehensive contemplation regarding the effects of cultural differences between blacks and whites in academics. The writer explores arguments of different anthropologists including Thernstrom and Ogbu, in order to substantiate the real cause of academic discrepancies between the two races. According to Thernstrom, blacks perform poorly in school because there is an implicit discrimination towards blacks in learning institutions (Rothstein 02). The writer argues that teachers do not encourage blacks to work as hard as whites in class. In addition, black parents demonstrate a relaxed commitment in putting pressure on their children’s academic expectations.
On the contrary, Ogbu argues that poor performance of blacks can be attributed to economic indifference between the two races in subject. Ogbu points out that frequent discussions about money in poor black families blind’s children’s future in academics (Rothstein 06). Whites from middle-level class perform highly because their families have financial security; hence fostering a conducive environment for child development in literacy. In conclusion, Rothstein argues that equality can be achieved through equitable allocation of resources for education to blacks and whites in America.
Summary of Article 2
In the second article, Cosby extrapolates his opinion and judgment on the state of poor parenting and moral degradation within poor black societies. His landmark speech on the case between Brown v Board of Education was a bitter revelation of truth about blacks. Cosby acknowledges that poor black teenagers are either school drop outs or imprisoned for various crimes (Dyson 07). The speaker blames the sorry state of affairs on black culture, which he detests and disapproves throughout the speech. Cosby tells black parents to start knowing their children as early as two years, and strive to keep close relations with them.
However, Cosby noted that objective parenting of black children is almost impossible since parents themselves have poor morals. The culture within poor black American societies entices children to start having sex at an early age. Consequently, girls as early as 13 end up being immature mother who cannot raise a child in a conventional manner. Cosby continues to express his hatred towards black culture by highlighting negative habits like dressing styles and language used in social interactions (Dyson 08). In the end, the speaker asserts that poor blacks with their reckless habits are to blame for the high rates in school drop outs and imprisonment of their youth.
Both the two articles by Rothstein and Cosby seem to share similar perceptions on the cause of discrepancies in education standards. Rothstein highlights Thernstrom’s concern on parenting, which coincides with what Cosby talks about in his judgment. Thernstrom is true about the relaxed state of parenting within black societies. The writer insists that parents should lead by encouraging their children to work hard in school. Supposedly, white parents can afford to demonstrate a profound reading culture at home, thus encouraging their children to work also study. On the contrary, black parents are never fond of reading. Cosby seconds this argument by saying that black parents are occupied with the pursuit of unrefined goals like immoral dressing styles and piercing of body parts (Dyson 07). Therefore, the two articles agree that poor parenting is the cause of poor academic performance among poor black students in American school.
Connection to Contemporary Issue
Perspectives contained within the two articles can be used to create objective understanding on contemporary issues of education. Sociology researchers are constantly occupied with collecting data to establish a relationship between economic status of a family and corresponding performance of their children at school. At this point, we can agree that the parenting factor can be the real cause of low academic ambitions of students in school. Inasmuch as poverty can affect a student’s progress in education, it cannot directly affect performance in tests. Therefore, parents should play a significant role in encouraging their children to develop a reading culture in order to succeed in their academic undertakings.
Conclusion
In my opinion, I think that both economic status and parenting are influential on a student’s education. However, parenting is more influential than economic status. A poor student with a good parenting background will eventually succeed in studies and attract a scholarship from well wishers. On the contrary, a poor student with bad morals will end up engaging in negative behaviors like drug abuse and crime; hence falling short of his or her academic ambitions.
Works Cited
Rothstein, Richard. Must Schools Fail? New York: New York Review of Books, 2004. Print.
Dyson, Erick. Bill Cosby Speech to NAACP: 2004. Harrisburg: University of Pennsylvania Press, 2004. Print
