Do students who grow up in economically challenged communities view education as a means to financial independence?
Since 2007, the Institute for Student Empowerment has conducted one of the nation's longest and most in-depth independent studies measuring the attitudes and behaviors of students who grow up in impoverished communities, regarding education and its impact on their future financial well being. After years of working in the classroom. Institute representatives created a survey designed to capture empirical data related to the subject. Below you will the results of the survey.
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Scroll down and view the details of the "White Paper" below.
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White Paper
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Theory of Change Model
Challenge:
A significant number of children emanating from economically challenged environments, struggle to connect a quality education to their future financial well-being. The inability to make that critical connection often leads to high levels of tune-out, tardiness, absenteeism, disengagement, and dropout.
Solution:
Districts must put-forth an effort to identify the students who suffer from said challenge and supply them with specialized training and curriculum that assists in making the connection.
Results:
When we strengthen the critical thinking/problem solving skills requisite to connecting a quality education to future financial independence, we tap into an instinctual and primal motivator, inherent in children who emanate from impoverished communities ... "Survival." Listen closely to a significant number of students who come from impoverished communities and you will hear them speak of playing in the NBA, becoming rappers, or street hustlers, as a means to gain future financial security. They simply do not see education as a means to that end. When we help them qualify and quantify education we assist in shifting the paradigm from going through the motions, to vigorous and active participation.
Challenge:
A significant number of children emanating from economically challenged environments, struggle to connect a quality education to their future financial well-being. The inability to make that critical connection often leads to high levels of tune-out, tardiness, absenteeism, disengagement, and dropout.
Solution:
Districts must put-forth an effort to identify the students who suffer from said challenge and supply them with specialized training and curriculum that assists in making the connection.
Results:
When we strengthen the critical thinking/problem solving skills requisite to connecting a quality education to future financial independence, we tap into an instinctual and primal motivator, inherent in children who emanate from impoverished communities ... "Survival." Listen closely to a significant number of students who come from impoverished communities and you will hear them speak of playing in the NBA, becoming rappers, or street hustlers, as a means to gain future financial security. They simply do not see education as a means to that end. When we help them qualify and quantify education we assist in shifting the paradigm from going through the motions, to vigorous and active participation.