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Socioeconomic Status, Ethnicity and the Context of Achievement in Minority Education.

Teachers have a unique position and opportunity by virtue of their profession to be able to present and guide students along a path of discovery. Educators, mentors, parents, communities are all responsible for accomplishing milestones when considering closing the achievement gap for students of various cultural, social, and economic backgrounds in their quest for knowledge. The achievement gap, in spite of multiple longitudinal efforts and struggles for educational system reform continues to persist in school’s diverse population. The outcomes of the educational process for the minority student population, especially for African Americans and Hispanics are always at the center of performance analysis and deemed to be greatly improved. We aim to understand achievement gaps in terms of the particular educational and socio-cultural context of family background (mothers’ influence). In addition, educational strategies that teachers of culturally diverse learners or of a minority background design for reducing literacy gap will be discussed. Socioeconomic status, ethnicity, parental influence, linguistic achievement, pre-K. Journal of Instructional Pedagogies Socioeconomic status, Page 2 Introduction Teachers have a unique position and opportunity by virtue of their profession to be able to present and guide students along a path of discovery. Educators, mentors, parents, communities are all responsible for accomplishing milestones when considering closing the achievement gap for students of various cultural, social, and economic backgrounds in their quest for knowledge. The achievement gap, in spite of multiple longitudinal efforts and struggles of educational reform system continues to persist in school’s diverse population. Either it is a reflection of the contextual effects of the social segregation existent in our society (Bankston & Caldas, 1998; Entwisle & Alexander, 1992) or the direct effect of the quality and resources of schools serving disadvantaged groups of students (Biddle &Berliner, 2003), the achievement gap is still a prevalent educational issue. Another explanation for the poor educational performance of minority disadvantaged students is related to the existent differences in culture and family structure prevalent in the pockets of poor neighborhood nationwide districts (Murray, 1994 as cited in Finch, Faberman, Neus, Adams and Price-Baker, 2002). The outcomes of the educational process for the minority student population, especially for African Americans, and Hispanics are always at the center of performance analysis and deemed to be greatly improved. The goal for the paper is to understand achievement gaps in terms of the particular educational and socio-cultural context of family background (mothers’ influence). In addition, educational strategies that teachers of culturally diverse learners or of a minority background design for reducing literacy gap will be discussed. Socio-cultural, Socioeconomic, Race and Parenting Effects on Language Development in