Exploring Chris Hawkins Socioeconomic Status

Chris Hawkins is a middle school history teacher. He grew up in a military family, his father being a colonel in the United States Air Force. His mother was a store manager, and while growing up as a child, Chris was rarely denied having anything he wanted or wished for. Actually, he was completely unaware of the trials and tribulations that poverty had to offer. However, when Chris became a teacher, he quickly learned that a stronger reasoning exists beyond the angry, disrespectful outbursts and apathy that students demonstrate. Further discovery has led him to the harsh reality that students’ socioeconomic status (SES), is directly correlated to physical and mental wellbeing as well as language, memory, and cognitive development.
Students of financially stable parents outperform their counterparts. Wealthier parents possess the resources to provide more and better learning opportunities for their children (Willingham, 2012). Specifically, it is used to describe one’s financial security (wealth) and social status (Sirin, 2005). If one manages to secure a financially sound job, they are able to elevate both their economic and social status. Financial security ensures that students will have access to commodities and necessities required to function mentally, physically, and academically. Education serves as a buffer for obtaining a financially sound job. As a result, greater family income results in an increase of diverse opportunities and experiences. However, the make up of the family unit can drastically effect and/or alter socioeconomic status. For example, if two parents become divorced, then income is reduced and economic status can be negatively impacted. Sometimes, it results in parents moving to poorer neighborhoods, where resources, such as libraries, museums, and educational outlets, are limited or nonexistent. Stimulating resources are more challenging to
Families and students of low SES experience many of these dire consequences. Many low SES students live in unsafe environments. They are exposed to illegal substances, improper housing arrangements/amenities, and overly stressed/worked family members. Many students live in unpredictable environments where there is fighting, inconsistent dwellings, and lack of affection. Research indicates that, at early infant stage, nurturing, cuddling, and overall warmth are necessities. Even in the early 1900s, researchers were clearly aware of the need for childhood affection and attention. At the time, over ten thousand infants were admitted to homes where nurturing was void for a twenty-five year time period. At the conclusion of the aforementioned timeframe, only 45 had survived. Sadly, many of the survivors were proven to be psychologically and social unstable. In the same way, many of today’s students who are void of affection, likewise, indicate similar instabilities. Due to their lack of social interaction and emotional attachments, they are unable to properly respond to their peers and/or teachers. This detrimentally impacts peer interactions in the academic environment. Lack of collaboration and communication can inhibit the exchange of information and