Immigrants-receiving countries keenly evaluate the immigrants coming in. Often, the most sought quality of immigrants is education, skills, and economic stability. This is done to increase productivity in the country rather than increase dependency. While every individual is interested in having quality education, some individual and family factors act as a hindrance. Some individual factors include ability, attitude, and economic ability. Although everybody seeks quality education, not all can reach the expected heights of education, particularly due to education capability. Everyone is talented in their way. Attitude also matters. Some individuals do not think that education is essential and fail to carry on with it after some time. Some family factors include financial capability, attitude towards education, and changes in family relations. According to Portes & Rumbaut (2014), children from poor backgrounds experience a lack of supervision, a balanced diet, and the ability to go school due to the inability of parents to cover their school fees. This affects the quality of education, and most end up not reaching their potential. The attitude of parents is also crucial; some parents fail to believe in education and end up not educating their children. In addition, children whose parents are separated, take time to adjust to these conditions. Single parenthood disrupts education for children.
While most people concentrate on individual and family factors to explain differences in education levels, there are other structural factors missed. Education is not dependent on family and individuals but also on schools and educational structures by the government. Having structures that allow the delivery of quality education is essential. For example, the government should offer free education and ensure that the quality of education delivered is as expected. Better learning conditions and resources should be provided, such as books, to promote education quality.
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Among the various structural factors, the quality of education is the most compelling. Often, rich neighborhoods are isolated from poor neighborhoods. Often, in poor neighborhoods and countries, the quality of education provided is poor compared to that of economically stable countries and neighborhoods. This creates disparities not because students from poor countries or neighborhoods are not bright but because they receive poor quality education due to lack of resources and necessary infrastructure.
References
Portes, A., & Rumbaut, G. R. (2014). Immigrant America. Oakland, California: University of California Press.
