The relationship between eocio-economic status and equitable educational outcomes in the Australian schooling or Early Childhood Education

The Relationship between Socio-Economic Status and Equitable Educational Outcomes in the Australian Schooling or Early Childhood Education Student’s Name Institutional Affiliation Course Instructor Date The Relationship between Socio-Economic Status and Equitable Educational Outcomes in the Australian Schooling or Early Childhood Education There is a strong correlation between socioeconomic status and educational outcomes among learners. This finding results from various forms of research that have focused on different aspects of the learners' social life, often determined by their families' economic status. There exists an achievement gap between students from low-income families and other families that are better off economically. These findings imply that children from poor backgrounds tend to perform poorly compared to wealthy ones. However, this relationship is more complex, as evident in the fact that not all learners from wealthy backgrounds perform better than those from poor backgrounds. Similarly, there are several cases where learners from poor backgrounds outperform those from wealthy ones. Consequently, student performance in academics depends on several other factors that emanate from their socioeconomic status, which include their familial background, local settings, and academic environment. The student's background or family characteristics are a notable factor influencing the relationship between a school's socioeconomic status and educational outcomes. According to Vadivel et al. (2023), a child's family plays a crucial role in their social, emotional, psychological, cognitive, and economic wellbeing. Parental genetic determine the child’s intellectual capacity, which is then further influenced by the environmental factors. The home atmosphere is important because parents are the first socializing agents for their children. Besides determining the child’s intellectual capacity, parents determine a child's sense of security by providing them with a feeling of belongingness and availability of opportunities. Consequently, the child's surrounding factors, especially at home, determine their academic achievements. Students from households where parents have a higher SES and higher education levels may have a higher regard for learning and more robust dedication to their purpose. These small habits ultimately lead to better education preparedness and higher achievement. Besides the family background, learners' propensity to succeed in academics also depends on the community from which they hail. The overall community is characterized by different variables that affect learning, such as norms and beliefs, ethnicity, gender stereotyping, religious groups, and language background. Bécares and Priest (2015) conducted a study to assess the impact of racial/ethnic and gender inequalities on academic achievement among learners. The study's findings point to another factor that ultimately determines the...