How a person’s socioeconomic status affect their chances of succeeding financially and professionally

 

 

How can a person’s socioeconomic status affect their chances of succeeding financially and professionally? How does socioeconomic status influence health?

 

 

Sample Solution

A person’s socioeconomic status plays a significant role in the trajectory of their success financially and professionally. According to research from the World Bank, a person’s educational attainment, health, and economic opportunities are largely determined by their social and economic background (2016). Low-income individuals often lack access to resources such as healthcare, higher education, and career development assistance that can contribute to upward mobility and financial security (Choppin et al., 2014). As such, those with lower incomes have fewer opportunities for advancement than those with higher incomes. This discrepancy is further exacerbated by disparities in housing costs which can lead to inadequate living conditions that limit an individual’s ability to move forward financially or professionally (Lin & Churland, 2013).

In addition to limited resources available due to low income levels impacting an individual’s likelihood of succeeding financially or professionally, there are also systemic disadvantages that may be experienced based on one’s socioeconomic class (Siddiqui et al., 2017). For example, research suggests employers may view applicants differently based on factors such as race or gender in addition to whether they come from high-income or low-income backgrounds (Williams & Holme 2015). Moreover, unequal access to career networks and unpaid internships perpetuate this imbalance of opportunity between different classes as these types of positions often provide critical information about job openings and industry trends (Grossman & Kimball 2011; Siddiqui et al., 2017). Consequently an individual’s chances of succeeding financially or professionally might be reduced if they lack the necessary resources due to their socioeconomic status.

In conclusion, it is clear that an individual’s socioeconomic status has a significant impact on their chances for achieving financial stability. Those coming from low-income backgrounds may face distinct challenges when trying to secure steady employment or receive adequate training as well as unfair treatment from prospective employers all due solely because of where they come from socioeconomically. Therefore it is essential for policymakers and other social actors alike work together towards reducing these disparities so everyone has equal access regardless of background working toward financial success.

Sequentially, the lessons following on from this all activities focussed on numeracy. Students need to have a key understanding of mathematics in order to incorporate these skills in to the programming activities. REFER TO LITERATURE HERE. WHY DO STUDENTS NEED TO KNOW THIS. There are lots of opportunities in Computer Science when numeracy can be applied. In every activity students conducted, they related to real life examples (Appendix). As can be seen from students work, we started from the foundations of basic addition of two integers then built on this once the foundations where in place. Teaching Standard 4 states that as teachers we need be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these (DfE, 2011). The lesson plans support this and it was vital I knew about students capabilities and the series of lessons built on their already existing knowledge. If students lacked in numeracy skills, they would not have been able to progress through the activities as students were required to test the outcomes of each program (student work). If students do not understand basic number systems, BIDMAS and data type’s students would not know if their outcome was correct. To support learning, students had a printed version of the comparison operators that would be used in the activities.

The activities conducted differentiated in difficulty with students progressing at their own rate. Throughout all the lessons there were plenary’s to collaborate learning and discuss key features of Python and their coding.

Assessment took place throughout the series of lessons. This was the first 3 lessons of a series of 8. Students conducted various programming activities after being taught the content. Brown and Knight (1994) stated that assessment is important as it is a performance indicator for both staff and students and provides opportunities to remedy mistakes. High quality verbal feedback was given during every programming activity and this motivated students. Teaching Standard 5 states that we should give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. (APPENDIX) I used terms such as ‘almost’ and ‘nearly’ during verbal feedback encouraging the correct response from the student, rather than them relying on me giving them the answer; a term Davies (1998) called evaluative listening.

Students began to learn from their mistakes and highlight mistakes in their evaluations. Nightingale et al. (1996) stated that assessment should also focus on team-working, problem solving and communication skills. These skills are transferable skills that can be used in many different subject areas, plus in society. Not only did the discussions during my lesson highlight this but it gave chance for me to

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