Abstract
The current discoursed used the article entitled “Why Does Family Wealth Affect Learning” written by Willingham (2012) which was published in the American Educator as the source of discussion and evaluation. The author hereby aimed to determine whether there is truth to the common perception that children of wealthier parents exhibit better academic performance than their poorer counterparts. Through reviewing and describing the main points, one hereby aimed to determine whether the arguments of the author were valid through the support which were disclosed and noted therein.
Discussion of Main Points
The article entitled “Why Does Family Wealth Affect Learning” written by Willingham (2012) was published in the American Educator. The author aimed to determine whether there is truth to the common perception that children of wealthier parents exhibit better academic performance than their poorer counterparts. The strategy used by the author to validate his main point was through examining theories that allegedly fall into two main categories: the family investment theories and the stress theories. Willingham (2012) asserted that the overall academic performance of students is not solely or predominantly influenced by financial, human capital or social resources alone; but are significant contributors. The mention of using socioeconomic status (SES) which included factors such as family income, educational background of the parents, and employment opportunities, was considered a most appropriate measure. One hereby aims to determine if the arguments of the author were valid through the support noted therein.
Using the family investment theory, Williamson (2012) indicated that the greater the access to various opportunities due to the amount of income or money that a family has, the greater the academic performance exhibited by students. The rationale that was used to support this argument included greater ability to purchase books, having a more conducive learning environment in homes, more efficient daycare providers that effectively accord children from higher income families with holistic and caring support; being administered by teachers who are deemed to be more competent in addressing basic academic areas such as reading and mathematics; and exposure to risks in poor environments; among others. Likewise, as part of the family investment theories, the aspect of human capital, defined as “knowledge and skills of the parents which can be imparted to their children”, was deemed crucial in contributing to enhanced knowledge, spending more quality time with children, and communicating with them often, also reportedly assists in enhanced academic performance. Finally, social capital is likewise enhanced in families with higher SES through greater access and involvement in social structure, including school activities that were reportedly crucial in the improvement of academic success.
The stress model was discussed by Willingham (2012) through identifying factors that increase risks in lower income environments, which were acknowledged as affecting academic outcome. These included greater chronic stress in families with lower SES; greater stressors faced by parents in lower SES were reportedly contributory to exhibiting poorer parenting skills which evidently lead to behavioral problems of children; the effect of stress during pregnancy on cognitive and emotional development of children.
Finally, Willingham (2012) presented implications of the study to educators to assist them in using the information as guidelines which would enable them to design appropriate teaching and instructional strategies that would address risks or threats of SES factors towards academic performance.
Analysis of Main Points
One strongly agrees with the author that family wealth is a contributory factor to academic performance, but should be taken in conjunction with other factors through the examination and application of family investment and stress theories. One has firmly acknowledged that the learning environment does not exist in a vacuum or confined in within a force-field scenario. The external macro environment continues to influence and effect academic performance through the interplay of social, economic, political, even technological and legal factors that continue to evolve and change.
It was therefore commendable on the part of the author to acknowledge that the evident trends that were discussed throughout the article were merely just trends or generalizations and some unique or distinct scenarios actually happen in the real world that exhibits contrarious effects: the presence of “harsh, inconsistent parents with stressed-out children in high-SES homes; and sensitive, consistent parents with well-prepared children in low-SES homes” . Thus, the implications for educators should include being able to effectively assess the competencies and capabilities of children, through being holistically apprised of their SES, as well as other symptoms that could manifest exhibiting being subjected to a stressful environment. Only then could teachers be able to design instructional approach though the use of materials, models, and resources which would address mitigating a poverty-laden environment from which some students could be exposed in.
Likewise, through the support of varied and authoritative secondary sources from authors, educators, and practitioners on the subject, the author effectively provided credible and verifiable materials that enhanced the reliability and validity of the results. Overall, the author presented an interesting and relevant point of discussion through confirming that more than wealth, the socioeconomic status of families need to be closely evaluated to determine how financial, human capital, and social capital factors impact and contribute towards the academic performance and productivity of students in the traditional learning environment.
References
Willingham, D. (2012). Why Does Family Wealth Affect Learning/. American Educator, Vol. 36, No. 1, 33-37.
