Answer

Education Prompts

Impact of “seen” and “unseen” Barriers on Low-income Students

Despite the common credence that college education is the core of society’s success, most low-income students hardly graduate from college due to the “seen” and “unseen” barriers mentioned by Vicki Madden. Madden mentions financial challenge as a ‘seen’ barrier since we can notice when the barrier is a financial challenge. Low-income students face the barrier of financial challenges and cannot finance their college education. Hence students like Kelvin are forced to defer their education (Madden 4). Madden argues that “…miscommunication about paperwork or parent’s slight rise in income leads to a reduction in financial aid, however small, that can be enough for a student to consider withdrawing.” This barrier causes students with financial challenges to discontinue their education due to deferment and even drop out, making them fail to graduate. There is also an ‘unseen’ barrier known as social isolation and alienation. Social isolation and alienation are hardly noticed as it is the gap between the economic classes of low-income students from minor colleges and students from Ivy schools (Madden 7). This barrier can be unbearable for some low-income students, especially when judged as per their financial background. As a result, social isolation and alienation may inhibit low-income students from continuing with their education due to the hindrance of studying confidently and freely or may lead to a decline in performance, hence failing to graduate.

Traits for Academic Achievement Among Asian-Americans

The bedrock of success among the Asian-American students is quite usual, and once it could be viewed as a mother wit. The first trait in Asian-American students is the belief to work hard. Asian-American families relate achievement to effort made (Pittinsky 3). Pittinsky asserts that “…if you want to do better, you can — you just have to work harder.” Secondly, prioritizing education among Asian-Americans accounts for their academic achievements (Pittinsky 3). Pittinsky states that Asian-American parents make the necessary efforts to take their children to good schools (3). The trait shows the students the need to prioritize their education, hence, good academic achievements. The third trait that Pittinsky states are a defined role as a student by Asian-Americans. The students are made to view education as the only way to achieve success in life. Therefore, there is a need for Asian-Americans to define their roles as students. Lastly, self-esteem as an outcome is practiced by most Asian-American students. As other students are rewarded for any effort made, Asian-American parents reward excellence. Otherwise, they believe that parents and students should figure out what should be done to improve the children’s performances (Pittinsky 3).

Impact of the Positive Label of Being High Achievers on Some Asian-Americans

The frequently assumed knowledge that shows diverse Asian-American students to be academically fit ignores other students’ experiences in the same community. Maxwell asserts that “…oft-cited data that portray a diverse community of students as uniformly academically successful ignore the experiences of students like 15-year-old Mr. Kay.” According to Maxwell, “…discussion of Asian-American students, whether stellar or struggling, is often absent.” This leads to nonattendance by their teachers. Therefore, low-performing Asian-Americans struggle with their studies at school. Maxwell mentions in her article that Asian-Americans do not have advocates as other groups since it is assumed that they are not at risk as other groups such as blacks and Latinos (9). Maxwell notes that it is a huge mistake for this assumption because it generalizes Asian-Americans as a group that does not need attention, hence poor academic performance.