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EFFECTS OF
SOCIOECONOMIC STATUS ON THE ENROLLMENT OF PUPILS INTO SCIENCE CLASSES
CHAPTER ONE
1.0 BACKGROUND
OF STUDY
The hope
that parents hold for their children’s success in life is often first vetted
through their children’s success in school. Indeed, doing well academically is
related to doing well in life economically (Butler, Beach, & Winfree, 2008).
Yet for many children, chances of academic success are diminished because of
poverty (Ducan & Brooks-Gunn, 2000); family economic status is a strong
predictor of children’s academic outcomes (Sirin, 2005). Children’s academic
success is considered to be a key mechanism for disrupting the
intergenerational transmission of poverty
(Orfield, Losen, Wald, & Swanson, 2004). However, researchers and
practitioner need to know more about the processes that link family economic
status with children’s academic outcome to effectively intervene in the
intergenerational transmission of poverty.
Education is
the best legacy a nation can give to her citizens especially the youths. This
is because the development of any nation or community depends largely on the
quality of education of such a nation. It is generally believed that the basis
for any true development must commence with the development of human resources.
Much then is said that formal education remains the vehicle for socio-economic
development and social mobilization in any society.
Nigeria like
any other development nations has witnessed prolong military rule and aborted civilian
administration, which necessitate the promulgation of decrees, edicts and laws
concerning educational practices at federal, state and local government levels. The inconsistent continuation of government,
due to coup d’etat de-emphasized the continuity in the implementation of
educational laws and policies since 1970’s till the present time. This
gradually laid the foundation of fallen standard in education at the primary
school level of education (Shittu, 2004).
Danesy
(2004) opined that poverty of parents has elastic effects on their children
academic works as they lack enough resources and funds to sponsor their
education and good school, good housing facilities and medical care and social
welfare services. Mba (2001) lamented that poverty of the parent has made
education and learning impossible for children in the rural areas. He lamented
that poverty has further caused other problems, such as disease, frustration,
poor performance, and psychological problems and so on. Good parenting support
by strong economic home background could enhance strong academic performance of
the pupil.
Frequent
changes of ministers and commissioners for education by successive government
coupled with the politicization of education by political parties that
emerged in the country’s political scene
since 1979 have also brought about disparity in educational practices, which
caused differential academic performance and class room functioning of both
teachers and pupils, from state to state (Danesty, 2004).
These
measures have not improved the socio-economic and educational status of
families in the country. They have rather increased their sufferings and
widened the socio-economic gap between families. Johnson (1996) lamented that
in contrast, some parents become poor due to these hard measures, such that
they can no longer provide adequately for good education of their children.
Also, they can no longer provide shelter, clothing and special need of their
children in school (such as provision of text books, school uniforms and good
medical care and so on).
High level
of illiteracy, poverty and low socio-economic status coupled with high rate of
paternal and maternal deprivation of pupil’s academic choice, which was
necessitate by poor-economic situation
of the country has thrown many farmer and old rural dwellers into untold
financial problems such as poverty, lack of money to purchase necessary
textbooks and working materials for their wards who are supposed science
students. Also, many rural and suburban dwellers can no longer pay the school
fees of their wards. These ugly situation have prompt pupils to drop out of
school to engage in subsistence farming and become housemaids or engage in
other menial jobs to support their academic pursuit or fall back to an
easier-to-fund class of education. Hence, many pupils have since taken school
as a secondary assignment and school attendance on rotational basis. The
resultant problem posed by this, is poor academic performance in school examination.
Parents with
low socio-economic status often lacks the financial, social and educational
support that characterizes families with high socio-economic status. Lower
income families have inadequate or limited access to community resources that
promote and support children’s development and school readiness. At secondary
school level, children hailing from low socio-economic status are trained to
respect authority and obey orders that employers like in manual laborers.
Conformity and obedience are encouraged rather than individual critical
thinking and evaluative abilities amongst the pupils at this.
It is good
to note that the quality of parents and home background of a pupil goes a long
way to predict the quality and regularity of the satisfaction and provision of
a child’s functional survival and academic needs. Poor parental care with gross
deprivation of social and economic needs of a child, usually yield poor
academic performance of the child. On the other
hand, suffers parental and material deprivation and care due to divorce
or death, or absconding of one of the
parent, the child’s schooling may be affected as the mother alone may not be
financially buoyant to pay school fee
especially for a scientifically career oriented student, purchase books and
uniforms, such child may play truant, thus his performance in school may be
adversely affected (Shittu, 2004).
Danesy and
Okediran (2002) lamented that street hawking among school pupils have
psychologically imposed other problems, like sex networking behaviour, juvenile
delinquent behaviour, which takes much of the pupils’ school time that
necessitate the poor academic performance and drop out syndrome noticed among
school pupils. Nevertheless, they also lamented that the maternal and paternal deprivation
of the essential needs of the pupils have prompted their poor performance.
Education
not only providesknowledge, but also inculcates values, training of instincts
and fostering the right attitude and habits. So the quality of education
obtained by students is of great concern to most parents. The various economic,
sociological, political, financial, familial and cultural positions of parents
in general have impact on both the quality and standard of education to wards
in a quest for attaining enviable attributes. Education is considered as a
human right that should be accorded to all human beings, in fact, it was the
reason why a lot of international human right bodies consider education as a
fundamental human right. The first and perhaps the greatest challenge facing
Nigeria and making it difficult for good quality education that is capable of
bringing about sustainable development is corruption and inadequate attention.
Education in
Jos North a city in the Middle Belt of Nigeria with a population of about
900,000 residents based on the 2006 census, Popularly called "J-town"
or "Jesus Our Saviour" by the residents, the administrative capital
of Plateau State and a Local Government Area in Plateau State, Nigeria, is not
exonerated from the same general menace. These issues underscore the need for
this study.
1.2 STATEMENT OF PROBLEM
Nigeria
today is regarded as a third world country as a result of developmental
redundancy. The common assertion of sociologist that the responsibility of
training a child always lies in the land of the parents and the education can
be an instrument of cultural change which is being taught from home is relevant
in this discourse. It is not out of place to imagine that parental
socio-economic background can have possible effects on the academic line of
pupils in school. Whatsoever affect the development environment of children
would possibly affect their education or disposition to it.
In line with
the above assertion, Hill, Henry, and Wilson (2004) also argued that socio-economic
status of parent do not only affect the
academic line, but also makes it impossible for children from law background
not to compete well with their counterparts from high socio-economic background
under the same academic environment.
From the
issues above, the problem of this study to investigate the effects of
socioeconomic status on the enrollment of pupils into science classes in Jos
North.
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