Academic Success as It Relates to Social Class and Race - Research Paper Example

Research methods Academic success as it relates to social and race I have always wondered why with similar intellectual and educational levels have different levels of academic success. I thought it was completely related to the area of psychology, due to the number of individual psychological characteristics everyone has. On the other hand, sociological aspect also influences academic success, so the author of the present research proposal intends to measure this influence. When comparing people in terms of academic success, one may come to a decision that there are vast dissimilarities that may separate persons categorized according to their sex, age, social class and other individual and social characteristics. For instance, no two elderly Pakistani males are alike, neither are two young English females, and such is a situation among the appearing academic intellectuals of today. Therefore, an open-minded social scientist (especially sociology student) might find it important to find out why some people are more likely to reach educational success than others. This is the question posed within the context of this research proposal, and research hypotheses can be taken from the review of related writings created by competent social scientists, who have dealt a lot with social class stratification. For social scientists this issue is extremely important within the general frames of describing social stratification and inequality based on person’s origin. Several researches, conducted in different time periods can be a good basis for changes in social and immigration policies and might satisfy scientific interest of researchers. Discussion in relevant literature A number of sociologists wrote on their ideas about the reasons for different academic success in the society, where higher education is widely available. Their concepts imply that individuals may have experienced contradictory influences toward academic success in part because of their race or socio-economic condition. “The different variables, in turn, can be shown to affect the level of academic success some persons achieve. The ethnicity of an individual is believed by many to have a strong correlation with the level of academic success achieved by that particular ethnic group” (Murphy, 1986, p.501). Furthermore, many people belonging to the same race live in the same areas. For instance, refugees or immigrants from the Muslim world tend to concentrate in certain urban and rural settings that have comparatively low socio-economic status, which may be associated with the lower levels of educational success achieved in this area, among the certain ethnic groups. The results of Courtland Lee’s research (1984), a famous social scientist, illustrate that rural Black English have lowest levels of all educational characteristics, such as school enrollment, college education higher education completion, among other ethnic groups. Furthermore, the scholar suggests that Muslim immigrants have lowest levels of literacy. As the researcher states, her findings can be related to the fact that both Muslim and African British have experienced certain education problems caused by the traditions of the separation, social exclusion, discrimination and by the small numbers of their representatives in the British society (Lee, 1984). Donna Murphy also claims in her research that people from characteristically repressed ethnic groups, such as Pakistani, Caucasians, Eastern Europeans, Hispanics have a tendency to scoring lower than ‘true-born English people’ on various measures of academic abilities and educational success (Murphy, 1986). Furthermore, using both qualitative and quantitative research methods, the scholar has proved that ethnic minorities, accessing higher education institutions, pursue specific goal of getting diploma (for successful future employment) and do not concentrate themselves on academic success. Looking forward, other researches have demonstrated that social class is one more significant factor, which have a great impact on academic success. Respected social scientist Diana Crane claims in her study that social background is connected with academic success and influences an individuals likelihood of entering university rather than graduating from it. Furthermore, the research illustrates the comparative importance that “social class and intellectual ability have on the attainment of high quality graduate level education” (Crane, 1969, p. 10). Donna Murphy agrees with Crane and suggests that the economic situation, family environment (or home environment) and cultural aspects are the most important factors influencing academic achievements (Murphy, 1986). Connor et al, having conducted similar research, found that the most obvious discouraging factors of higher education are related to the financial issues and employment. “The main reasons why people from lower social class groups interviewed in the research had decided against going on to HE study, though qualified to get a place, were twofold” (Connor et al, 2001). They either wanted to start working and earning money in order to become independent at as early age as possible, or they had in mind some career ambitions, related to those occupations which did not demand specific qualification. That is to say, those students who refused to enter HE, said their reluctance was caused by the lack of money for tuition fee. Such concerns also took place among the current HE students and likely entrants ( on the other hand, they though those expenses were worthwhile in terms of their future career). “Concerns about costs were wider and more complex than simply about paying fees. They were linked in to other financial concerns about borrowing and future debt, working to earn income during term-time, and not knowing enough about likely costs and income sources, but also about likely future financial outcomes of HE study” (ibid). Working during studies was viewed by lower social class students as important but not welcomed Working during term time was seen as necessary but not welcomed, because of its possible negative influence on their studies. About a half of surveyed full-time students from ethnic minorities and lower social class were working 13-15 hours per week at that time. Money matters are distinguished as an important concern when making decision to go to college. After having looked through the works and findings of these noble social scientists, one might find considerable theoretical and empirical basis for their own research. For instance, the research conducted by Courtland Lee included both qualitative and quantitative methods. Lee was the first researcher who distinguished psychosocial variables that appeared to be extremely important in the academic development of those individuals who were successful in terms of education within a certain school system. “The next step, and overall goal of the quantitative analysis, was to examine the relationship among the variables that promoted academic success and academic achievement” (Lee, 1984, p.430). Lee’s recommendations were used to design a traditional variate analysis in order to explore the interconnections between the mentioned success variables and academic achievement which can be conceptualized as the results of school and college tests in different disciplines. Research hypotheses Ethnic group and socioeconomic status as two important variables affect the enthusiasm individuals have to succeed on educational field; and after having looked through the relevant researches of the social scientists, I would like to draw my own hypotheses concerning the factors influencing academic success among various social groups: 1) People, belonging to higher social classes are more likely to succeed on the academic field comparing to those who are descendants from lower social and economic classes. 2) Representatives of a certain ethnic group, that is one of the minority groups, are less likely to achieve academic success than their counterparts in the majority, such as British-born people. 3) The main encouraging factor which motivates prospective students from national minorities or lower social classes to enter higher education institution is a conviction that a higher qualification will allow in future to get better job and career promotion, and also higher salary and job security. 4) The majority of respondents (about 65 per cent) feel that there is a need for more timely and appropriate information about higher education, tuition fees and student stipends and finances. Sample Among the variety of sampling types I have chosen purposeful sampling (“a non-probability sampling strategy in which the researcher selects participants who are considered to be typical of the wider population (sometimes referred to as judgmental sampling” (Connor et al, 2001, p.12). Following Lee’s recommendation, the author of the present research proposal has identified the groups of research interest: 1. Potential entrants from different social classes and ethnic groups, who are presently taking qualifications that would give them an access to an undergraduate courses in 2006-2007. The author has selected a sample of 223 students from 20 British colleges and schools. 2. Non-HE (higher education) entrants aged 20-22. This group of participants can be conceptualized as those who were being qualified to enter higher education institutions, but had decided not to do so (112 in sample). 3. Current students of higher education institutions from different social and ethnic groups. A sample contains 1000 students of 14 institutions in England and Wales, who entered graduate courses in 2005-2006. In order to identify the descendants from lower social classes and ethnic minorities, it is necessary to use certain questions such as those related to their family income and their parents’ qualifications as well as those which indicate particular race or non-British origin (e.g, place of birth, nationality and others). In order to achieve the highest validity, it is vital to ensure that students from lower social class constitute at least 40 per cent of each part of the sample as well as representatives of ethnic minorities (these two characteristics are often combined). Thus, the survey should be undertaken in the areas with high ratios of national minorities comparing to the whole population (Southampton, Portsmouth, Sheffield). Methods The method used for testing hypotheses is cross-sectional survey. Furthermore, it is important to measure both dependent and independent variables and study a sample of the UK population as well as those who are have the refugee status and study at school or college. By this means, social position and ethnic group will be associated with levels of academic success. All necessary data will be taken from school and college databases and processed by the software, available in our university. As we have two main variables, which are to be investigated simultaneously, the author will use bivariate data analysis. The research intends to study the relationship between ‘one or more independent variable(s) with one dependent variable’ (Gaston, 1985, p.185). Academic success is considered to be the dependent variable, while independent variables include social status and class. In this case, it would be convenient to use specially developed questionnaire consisting of 65-70 questions, including such sections as general information about the person (race, social class), information about academic success (examination and test results) and, what is really important for qualitative aspect of the research, information about plans for future of the participants. Following abovementioned standards (specific sample selection, number of questions in the questionnaire) , I ensure that the research validity error will be no more than 5 per cent. Measurement First of all, determining the reasons for entry to higher education institution, the questions about self-improvement and personal interest should be included as well as those about the beneficial interest for future career. In order to measure academic success, I have chosen the dependent variable of ‘highest year of school completed’. The sociologists should also examine average trimester or semester examination marks of each student in order to see average academic ‘dynamics’. In addition, in order to determine academic success, the questions related to diligence and self-organization should be included. For instance, students should be asked about the percentage of lectures/seminaries they used to attend, about their participation during their qualification studies and library work. In order to have the general picture of studies, students should be asked if they have got enough information concerning their school or college; if not, which information they need the most. Furthermore, measuring career ambitions, it is necessary to develop adequate questions in questionnaire such as ‘Are you going to be employed in your professional area after completing your studies?’; ‘What do you expect from your career?’ and others. The first question can be seen as filter question, since those students who are not going to make a professional career, will not answer following questions about career expectations. In order to explore the influence of education of career ambitions, I would like to include such questions as ‘Do you believe your educational level will in future influence your career opportunities?’; ‘Do you think higher education will allow you more effective career promotion?’. That is to say, each researcher should follow certain ethical principles while conducting the research. The general principles of my research are confidentiality and voluntariness. It is also important to inform respondents on the research itself and its goals, highlighting special importance of each particular ‘contributor’ (participant). Bibliography 1. Crane, D. Social Class Origin and Academic Success: The Influence of Two Stratification Systems on Academic Careers. Sociology of Education, 1969. 42: 1-17. 2. Connor H, Dewson S, with Tyers C, Eccles J, Regan J, Aston J. Social Class and Higher Education: issues affecting decisions on participation by lower social class groups. DfEE Research Report, 2001. Available at: http://www.xula.edu/xulanexus/issue3/Pratt.html# 3. Edwards, O. Components of Academic Success: A Profile of Achieving Black Adolescents. Journal of Negro Education, 1976. 45: 408-422. 4. Gaston, J., Wolinsky, F. and Bohleber, L."Social Class Origin and Academic Success Revisited. Sociology of Education, 1976. 4: 184-187. 5. Lee, C. An Investigation of Psychosocial Variables Related to Academic Success for Rural Black Adolescents. Journal of Negro Education, 1984. 53: 424-434. 6. Murphy, D. Educational Disadvantagement: Associated Factors, Current Intervention, and Implications. Journal of   Education, 1986. 55: 495-507. Read More