No Tutors From Middle Class

No Teachers From Middle-Class Backgrounds

Other test prep firms will often make hiring decisions based on nothing more than an applicant’s own test scores. It is both possible and common for high-scoring students to make poor educators, and this is simply because test-taking and teaching test prep are different skills.

At Eduversity, we consider upper-percentile test scores to be necessary but not sufficient. High test scores are only a bare-minimum prerequisite for Westwood Prep’s instructor applicants. We also look at academic performance at the graduate levels, diversity of courses taken, business knowledge and teaching experience.

BOTTOMLINE: Eduversity only allow academic personnels from HIGH socioeconomic status to join its ranks.

High Socioeconomic Status  

Every individual belongs to a certain socioeconomic status, based on family income, parental education level, parental occupation, and social status.

Westwood Prep recognizes the students’ success ultimately depends on the calibre of the teacher. This relationship can be associated with the socioeconomic class the instructor belongs to.

Parent’s financial status has been cited as another important factor that influence students English language achievement.

Quality Formal Education

People who are considered lower class typically can not afford a good education at a private school which is considered to offer a better English language teaching subject.

Students from lower socioeconomic families may have school circumstances that contribute to language development problems. Such children often attend schools that have high student-to-teacher ratios, provide poor quality instruction, and lack access to academic resources (e.g., textbooks) that foster language development.


Parents who are not well-resourced may not have enough ability or emphasis for providing private English tutorship for their children’s academic attainment. This may cause children’s academic difficulty to accumulate increasingly over time.

Provision Of Literacy Resources

Besides the family factor as assistance, students also seek for some useful resource such as text/course books, dictionaries, materials or any technological support to provide necessary information for their English language development.

Adequately-resourced parents are able to provide their young children with high- quality child care, books, and toys to encourage children in various learning activities at home.

Families with low socioeconomic status often lack the financial, social, and educational supports that characterize families with high socioeconomic status. Having inadequate resources and limited access to available resources can negatively affect families’ decisions regarding their young children’s development and learning.

Active Parenting Style

There are views that speaking English at home enhances the learning of language.

People of high socioeconomic statsu have easy access to information regarding their children’s health, as well as social, emotional, and cognitive development. In addition, they often seek out information to help them better prepare their young children for school and college.

They often present a positive attitude and expressing educational expectations toward their children. Generally, parents with higher education levels know more about proper parenting styles and have more approaches for addressing difficulties in their relationships with their children.

Families not from high socioeconomic class, by necessity, focus time on the acquisition and assessment of basic needs. Economic stress causes an increase in parental emotional distress and results in harsher, more authoritarian parenting practices.

Brain Surface Area

Income is logarithmically associated with brain surface area. Research found that among children from lower income families, small differences in income were associated with relatively large differences in brain surface area, whereas among children from higher income families, similar income increments were associated with smaller differences in surface area.

These relationships were most prominent in regions supporting executive functions, language, and reading and aiding development of cognitive skills that underlie the development of language, such as self-control. Environment deprivation is associated with deficits in IQ and inhibition of cognitive development. People from high socioeconomic famiies practise the use of improved expressive and receptive English language.

Indeed, disparities in the development of language processing will inevitably lead to a decreased performance in vocabulary, phonological awareness, and syntax at later developmental stages of a person.

The Brain Deficits Mediate The Relationship Between Institutional Deprivation And Self-Control, A Precursor To Strong Language Skills

Home Literacy Environment – Syntax And Language Acquisition

High socioeconomic homes have rich home literacy environments and the reverse is true for low socioeconomic familes. High socioeconomic familes provide emotional and verbal responsivity, include acceptance of the child, organization of the environment, provision of appropriate play materials, and active maternal involvement with their children.

In their study, total number of words spoken in the home varied greatly between families, and word usage was the single strongest determinant of child vocabulary growth. The well-resourced parents use complex and varied language buffer their children and support normative or advanced language development in children. On the other hand, less educated parents have been shown to be likely to use fewer words, less complicated syntax, and fewer references to events not in the present when communicating with their children.

High socioeconomic familes adopt parental use of language and evidence of reading as a leisure time activity that predicts cognitive and language development.

Low Cognitive And Emotional Development

Negative outcomes prevalent among the lower socioeconomic families include low IQ, educational attainment and achievement, and increased social–emotional problems.

With regard to the indirect effect of occupation and income on reading ability, parents with low Socioeconomic status often have more negative emotions, emotional exhaustion such as dissatisfaction and unhappiness, and experience more financial pressure.

The undesirable relationship may deprive children of advantageous psychological circumstances that benefit their cognitive development.

By contrast, parents in high socioeconomic families have much more time, energy and knowledge about education, and they are inclined to express more warmth and affection in order to cultivate a favorable parent–child relationship.

Early acquisition vocabulary and conceptual knowledge, which, in turn, predicted printed word recognition, a precursor to strong reading.

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