detail the correlation between student’s economic status and educational prosperity in Development Through Life: A Psychosocial Approach (Newman, 2018, p. 10). A study conducted in Chile sought out to determine positive school outcomes in regard to socioeconomic earning relationships with growth and fixed mindsets of students. I think that someone’s income can affect their grades in school due to stressful home life, less educated parental guidance, and a significant lack of available resources to help complete assignments.
Each school in Chile tests the students on their mathematical and language arts skills and these results were tested by researchers comparing tenth grader’s socioeconomic statuses and mindsets (Claro, 2016). Their mindsets were determined by answering if they agree or disagree with statements on whether or not intelligence levels can be increased or not through learning (Claro, 2016). A point of contention with these results are that they are taken place in Chile which may be vastly different than results of students in the US. The results may not be exactly comparable to students in Florida, but I think that the findings in general would be similar.
Results of the study displayed that students with a lower family income were more likely have a fixed mindset which had significantly lower tests scores than those with growth mindsets (Claro, 2016). “Students from the low-income families who had a growth mindset showed comparable test scores with fixed mindset students whose families earned thirteen times more” (Claro, 2016). This shows how economic status can provide privilege for upper level students and set lower level students behind even if they have a growth mindset. Academic support should be provided for students who have these disadvantages.