Lack of Education in areas of poverty Health, Medicine, Nursing Essay
Global Societal Problem, Argument , Solution
Write: This Final Paper, an argumentative essay, will present research relating the critical thinker to the modern, globalized world. In this assignment, you need to address the items below in separate sections with new headings for each.
In your paper,
Identify the global societal problem within the introductory paragraph.
Conclude with a thesis statement that states your proposed solutions to the problem. (For guidance on how to construct a good introduction paragraph, please review the Introductions & Conclusions (Links to an external site.) from the Ashford Writing Center (Links to an external site.).)
Describe background information on how that problem developed or came into existence.
Show why this is a societal problem.
Provide perspectives from multiple disciplines or populations so that you fully represent what different parts of society have to say about this issue.
Construct an argument supporting your proposed solutions, considering multiple disciplines or populations so that your solution shows that multiple parts of society will benefit from this solution.
Provide evidence from multiple scholarly sources as evidence that your proposed solution is viable.
Interpret statistical data from at least three peer-reviewed scholarly sources within your argument.
Discuss the validity, reliability, and any biases.
Identify the strengths and weaknesses of these sources, pointing out limitations of current research and attempting to indicate areas for future research. (You may even use visual representations such as graphs or charts to explain statistics from sources.)
Evaluate the ethical outcomes that result from your solution.
Provide at least one positive ethical outcome as well as at least one negative ethical outcome that could result from your solution.
Explain at least two ethical issues related to each of those outcomes. (It is important to consider all of society.)
Develop a conclusion for the last paragraphs of the essay, starting with rephrasing your thesis statement and then presenting the major points of the topic and how they support your argument. (For guidance on how to write a good conclusion paragraph, please review the Introductions & Conclusions (Links to an external site.) from the Ashford Writing Center (Links to an external site.).)
The Global Societal Problem, Argument, and Solution Paper
Must be 1,750 to 2,250 words in length (approximately between seven and nine pages; not including title and references pages) and formatted according to APA style, as outlined in the Ashford Writing Center’s APA Style (Links to an external site.) resource.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.).
Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional guidance.
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
For assistance on writing Introductions & Conclusions (Links to an external site.) as well as Writing a Thesis Statement (Links to an external site.), refer to the Ashford Writing Center resources.
Must use at least eight scholarly sources.
Source Document Requirements:
Multimedia sources (such as videos) may be used, but no more than two such sources may be used. If multimedia sources are used, they must be authored and distributed by credible sources, such as universities, law schools, medical schools, or professors, or found in the Ashford University Library.
Government sources may be used, but no more than two such sources may be used. Examples include whitehouse.gov, state.gov, usa.gov, cdc.gov, and so forth. These websites can be used to make a stronger point about your proposed solution within the argument.
Where documents are used for source materials, those must be peer-reviewed, scholarly journal articles, and academically published books. Popular media sources (e.g., newspapers, magazines, television and radio shows, etc.) must not be used. Materials from advocacy groups (e.g., Greenpeace, Human Rights Campaign, National Organization for Women, etc.) must not be used.
Sites such as ProCon.org and Wikipedia must not be used.
Religious texts must not be used.
The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.) table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, contact your instructor. Your instructor has the final say about the appropriateness of a specific source for an assignment. The Integrating Research (Links to an external site.) tutorial will offer further assistance with including supporting information and reasoning.
Must document in APA style any information used from sources, as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.).
Must have no more than 15% quoted material in the body of your essay based on the Turnitin report. References list will be excluded from the Turnitin originality score.
Must include a separate references page that is formatted according to APA style. See the Formatting Your References List (Links to an external site.) resource in the Ashford Writing Center for specifications.
Lack of Education in Areas of Poverty
Student’s Name
Institutional Affiliation
Lack of Education in Areas of Poverty
The impacts of poverty are complex and trigger a range of diverse challenges for families and their children. One of the notable areas where poverty bears significant impacts is in the achievement of education. Education is a vital prospect in social mobility among people in every nation. Lack of education automatically implies the inability to secure a good job, innovate, and explore socioeconomic mobility. Unfortunately, the cost of education in the US and the rest of the world keeps increasing, something that creates concern on the socioeconomic mobility among poor individuals. Resources must be mobilized, and solutions must be developed to address the looming wide-range lack of education in areas of poverty. This paper explores the lack of education in areas of poverty, its short-term and long-term impacts, and homeschooling as an ideal solution that could be implemented to address the challenges.
Background Information
Places with lower socioeconomic ranking face notable challenges when it comes to educational success. Amidst its steadily growing economy, the US still has a notable challenge with poverty. In 2015, the US Census Bureau indicated that close to 20% of children in the US still lived in poverty (Gribble & English, 2016). That data implied that 1 in 5 school-going children lived in households with annual incomes of less than $24399 (Ray, 2017). The federal government’s free and reduced lunch program data indicates that 51% of pre-K through 12th grade living in low-income households. In both cases, the understanding that poor children dominate most schools in the US poses multiple questions in the nation’s motivation to have all its citizens educated.
The impacts of a lack of education are understandable if the problems are not addressed maturely. With a lack of education in a particular demographic segment, one can be assured of not achieving a well-paying job. In that essence, poverty attracts more poverty. Studies indicate that 30% of children from poor areas do not finish school, a problem that escalates when they are unable to secure any jobs (Adams, 2015). Additionally, individuals who do not earn high school diplomas in the US by age 20 are seven times more likely to stay persistently poor between the ages of 25 and 30. It is worth remarking that the poverty rate among single-mother households is 31%. To that effect, 1 in 3 single mothers lives in poverty (Ray, 2017). With the high prevalence of poverty in various demographic segments, questions are raised on whether the nation is ready to combat its impacts.
There are various barriers to education that children living in poor places face worthy of serious discussions. Primary among the factors is the lack of funding for education. The cost of education keeps escalating. In the US, an individual needs at least $17,797 annually to secure a college education in public institutions (Ray, 2017). The amount arises to $46,014 when one is considered for private institutions. With limited scholarship options, poor children remain incapable of securing efficient education. The other challenge that faces learners in poor areas is the lack of resources. Just the ability to attend school should not imply access to quality education. Some poor areas do not have the necessary resources to accommodate their educational needs. In some of such institutions, learners are subjected to a lack of teachers or untrained individuals. The most vital predictor of learning is effectiveness among teachers (Endress, 2011). Without teachers, it becomes impossible for learners to acquire the necessary knowledge and skills. On the same note, learners need well-equipped classrooms for learning purposes. The moment that institutions lack resources such as classrooms, children can even be discouraged from attending those schools.
Exclusion and lack of preparedness are some of the ills linked to education in poor areas. Learning has been linked scientifically to proper nutrition. Children need to have proper diets to enable them to learn effectively. Proper nutrition helps in the development of cognitive abilities (Chaves-Ribeiro & Palhares, 2017). On the same note, children in learning institutions need the energy to interact in class sessions and even to participate in physical activities. When overwhelmed with hunger and malnourishment, it becomes highly unlikely for those children to participate actively in particular learning activities. The other challenge that arises from poverty is the distance from learning institutions. Some children must cover long distances to reach their schools. Longer travels come with fatigue that can inhibit efficient learning among some children. Also, traveling longer distances puts children at the risk of attacks or engagement in unnecessary activities. Teachers and parents lose an element of control over their children when such children must move long distances from their schools to their homes and vice versa. Ultimately, children from poor areas must battle discrimination in learning institutions. Learning in uncontrolled places means that some children do not have the necessary supervision from their teachers. As such, they are easy targets of attacks from other children. Developing strategies to combat some of the above barriers to education among children from poor areas may just open avenues for better learning outcomes in the future.
Proposed solution
Involving parents in the active education of their children should elevate the outcomes of learning in poor areas. Parents are vital to the growth and development of their children. At their younger age, children depend primarily on their parents (Cook et al., 2013). That implies the power that parents have in according to their children the orientation that they deserve. In places where poverty is dominant, it can be challenging to guarantee quality education for children. Hence, enhancing homeschooling with the active participation of parents should be a solution. Parents can employ the resources that they have to cut movement costs and costs of managing schools to educate their children. Homeschooling can also limit some of the risks that children can face on their way to schools that are located far away from their homes.
Currently, homeschooling is becoming a popular solution to various challenges in academia. Studies indicate that 62% of US learners are subjected to homeschooling at some point in their education. The progress is also reflected in various demographic segments. The minority ethnic groups are fast adopting homeschooling. In 1990, less than 10% of minority ethnic groups indulged in homeschooling (Édison-Prado, 2017). Currently, 32% of homeschooled children are from minority ethnic groups. The significant increment could be vital to delivering the necessary outcomes among the poor who cannot access some services in education, bearing their socioeconomic status.
Review of Literature
Various studies have been conducted to assess and solve various problems linked to lack of education in areas indulged in poverty. The studies emphasize the nature of the problems before suggesting possible solutions. It is worth remarking that the studies may not be representative of all the children in the US or the world. However, the findings in the studies should create a platform for finding solutions.
The first study was conducted by El Hassan et al., 2018, to explore the possibilities of managing educational disparities caused by diverse socio...