Helicopter Parents: The Effect Of Socio -Economic Status On Privilege Obtained By Public School Students
Helicopter Parents: The Effect of Socio-Economic Status on Privilege Obtained by Public School Students
Introduction
In today's society, Socio-Economic Status (SES) plays a significant role in shaping individual educational experiences. Students from higher socioeconomic backgrounds often receive special treatment, which is indirectly produced from the influence of parents involved or known as "Helicopter Parents." This concept describes parents who are very active and involved in the lives of their children, trying to ensure that they get all the best, including in the aspect of education. In the context of public schools in Medan, the influence of SES is clearly seen on occasions and treatment received by students.
The Concept of Helicopter Parents
Helicopter Parents are parents who are extremely involved in their children's lives, often to the point of being overly protective and controlling. They are known to be very active in their children's education, often attending parent-teacher conferences, volunteering in the classroom, and even advocating for their children's interests. This level of involvement can have both positive and negative effects on children's educational experiences.
On the one hand, Helicopter Parents can provide their children with valuable resources and support, such as access to private tutors, extracurricular activities, and educational materials. This can help their children to excel academically and develop important skills and values. However, on the other hand, Helicopter Parents can also create an unhealthy dynamic, where their children become overly reliant on them and lack the confidence and independence to make their own decisions.
The Effect of Socio-Economic Status on Privilege
Recent research has shown that the socioeconomic background of students not only affects their learning achievement, but also the privilege they get at school. This study involved 123 respondents from four public high schools in Medan, using quantitative methods with data collection techniques through a questionnaire. The results of the analysis showed that there was a significant influence between the socioeconomic and privilege status obtained by students, with a significant value of 0.000 smaller than 0.05. This means that the null hypothesis is rejected and alternative hypotheses are accepted, showing a strong relationship between SES and student privilege.
The Impact of Socio-Economic Status on Student Motivation and Achievement
The study found that students from higher socioeconomic backgrounds often receive preferential treatment from teachers and school staff, which can create feelings of injustice among other students. This can lead to a decrease in motivation and confidence among students who feel that they are not receiving the same opportunities as their peers. On the other hand, students who have higher trust in the Fair World (BJW) tend to be more able to face difficult situations and adapt to the surrounding environment, even though they may not have the same privilege as their classmates.
The Role of Trust in the Fair World
Trust in the Fair World (BJW) plays a significant role in the way students respond to the injustice they experience. Students who have higher trust in BJW tend to be more able to face difficult situations and adapt to the surrounding environment, even though they may not have the same privilege as their classmates. Conversely, students who feel that injustice occurs around them may experience a decrease in motivation and confidence.
Conclusion
This research highlights the importance of understanding how socioeconomic status can affect the educational experience of students in public schools. Parents who are more involved, in this case Helicopter Parents, have the potential to provide significant benefits for their children, creating a greater gap in access to fair education. Therefore, efforts to create a more inclusive and fair educational environment must be strengthened, so that all students, regardless of their socioeconomic background, can have the same opportunity to develop and succeed.
Recommendations
Based on the findings of this study, the following recommendations are made:
- Increase access to resources and opportunities: Schools and policymakers should work to increase access to resources and opportunities for all students, regardless of their socioeconomic background.
- Promote a culture of inclusivity: Schools should promote a culture of inclusivity, where all students feel valued and respected, regardless of their socioeconomic background.
- Provide support for students from lower socioeconomic backgrounds: Schools should provide additional support for students from lower socioeconomic backgrounds, such as tutoring, mentorship, and counseling.
- Encourage parental involvement: Schools should encourage parental involvement, but also provide support and resources for parents who may not have the means to be as involved as others.
Limitations of the Study
This study has several limitations, including:
- Small sample size: The study only involved 123 respondents, which may not be representative of the larger population.
- Limited scope: The study only focused on public high schools in Medan, and may not be generalizable to other contexts.
- Self-reported data: The study relied on self-reported data, which may be subject to bias and error.
Future Research Directions
Future research should aim to build on the findings of this study, by exploring the following research questions:
- How can schools promote a culture of inclusivity and reduce the effects of socioeconomic status on student privilege?
- What are the long-term effects of socioeconomic status on student motivation and achievement?
- How can policymakers and educators work together to create a more inclusive and fair educational environment?
By addressing these research questions, we can gain a deeper understanding of the complex relationships between socioeconomic status, student privilege, and educational outcomes, and work towards creating a more equitable and just educational system for all students.
Frequently Asked Questions: Helicopter Parents and Socio-Economic Status
Q: What is a Helicopter Parent?
A: A Helicopter Parent is a parent who is extremely involved in their child's life, often to the point of being overly protective and controlling. They are known to be very active in their child's education, often attending parent-teacher conferences, volunteering in the classroom, and even advocating for their child's interests.
Q: How does Socio-Economic Status (SES) affect student privilege?
A: Research has shown that students from higher socioeconomic backgrounds often receive preferential treatment from teachers and school staff, which can create feelings of injustice among other students. This can lead to a decrease in motivation and confidence among students who feel that they are not receiving the same opportunities as their peers.
Q: What is the role of Trust in the Fair World (BJW) in student motivation and achievement?
A: Trust in the Fair World (BJW) plays a significant role in the way students respond to the injustice they experience. Students who have higher trust in BJW tend to be more able to face difficult situations and adapt to the surrounding environment, even though they may not have the same privilege as their classmates.
Q: How can schools promote a culture of inclusivity and reduce the effects of socioeconomic status on student privilege?
A: Schools can promote a culture of inclusivity by providing equal access to resources and opportunities for all students, regardless of their socioeconomic background. This can include providing additional support for students from lower socioeconomic backgrounds, such as tutoring, mentorship, and counseling.
Q: What are the long-term effects of socioeconomic status on student motivation and achievement?
A: Research has shown that students from higher socioeconomic backgrounds tend to have higher levels of motivation and achievement, while students from lower socioeconomic backgrounds tend to have lower levels of motivation and achievement. This can lead to a cycle of disadvantage, where students from lower socioeconomic backgrounds are less likely to succeed academically and professionally.
Q: How can policymakers and educators work together to create a more inclusive and fair educational environment?
A: Policymakers and educators can work together to create a more inclusive and fair educational environment by providing equal access to resources and opportunities for all students, regardless of their socioeconomic background. This can include providing additional support for students from lower socioeconomic backgrounds, such as tutoring, mentorship, and counseling.
Q: What are some strategies for parents to promote a culture of inclusivity and reduce the effects of socioeconomic status on student privilege?
A: Parents can promote a culture of inclusivity by:
- Encouraging their child to participate in extracurricular activities and sports
- Volunteering in the classroom and at school events
- Advocating for their child's interests and needs
- Building relationships with teachers and other parents
- Encouraging their child to develop a growth mindset and take risks
Q: What are some strategies for teachers to promote a culture of inclusivity and reduce the effects of socioeconomic status on student privilege?
A: Teachers can promote a culture of inclusivity by:
- Providing equal access to resources and opportunities for all students
- Building relationships with students and their families
- Encouraging student participation and engagement
- Providing additional support for students from lower socioeconomic backgrounds
- Advocating for their students' interests and needs
Q: What are some strategies for policymakers to promote a culture of inclusivity and reduce the effects of socioeconomic status on student privilege?
A: Policymakers can promote a culture of inclusivity by:
- Providing equal access to resources and opportunities for all students
- Increasing funding for schools and programs that serve students from lower socioeconomic backgrounds
- Implementing policies that promote diversity and inclusion
- Providing professional development for teachers and educators
- Advocating for the needs and interests of students from lower socioeconomic backgrounds.