To effectively offer services, educational institutions need to consider and account for the various complex factors that influence the delivery of education. As they do this, the institutions will ensure that learners receive education that is as relevant as it is appropriate. For a full understanding of the forces that shape the delivery of education to be gained, the institutions need to conduct an evaluation of the microsystem. The microsystem is composed of such factors as cultural influences which have tremendous influence on access to and the delivery of education. An analysis of the microsystem that shapes the education received by a Muslim child from a poor neighborhood was recently conducted. This analysis revealed that this child is essentially at the mercy of several societal factors which collude to limit access to education.
Family Involvement Cultural Issues and Influences
The relationship between culture and education is an issue that the academic community strives to understand. While it is acknowledged that these factors are closely linked, there lacks consensus on the nature of the relationship (Giorgetti, Campbell & Arslan 2017). With the goal of understanding how culture influences education, an interview involving the student mentioned above and his mother was conducted. This interview revealed that the student’s culture discourages the Western style of education and challenges the family to limit its involvement in the delivery of education. The child lamented that it had taken the intervention of the authorities to persuade the parents to enroll him in school. Another cultural issue that emerged through the interview is the impact that culture has on the perspectives of the family regarding academic performance. The student and the mother shared that their culture does not place emphasis on academic excellence. Instead, it urges students to focus on morals and character development. Furthermore, the student’s culture calls on the family to participate in molding the student to become religious and embody the values that the religion campaigns for. Overall, it was observed that the student’s culture has a damaging impact on education as it discourages formal education while giving too much focus to religious studies. Researchers have observed that when there is a clash between religious beliefs and the values that underlie Western education, it becomes difficult to ensure the smooth and effective delivery of education (Ali, 2016). It is therefore not surprising that the student’s family was reluctant to enroll him in a Western school.
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School Operations Cultural Issues and Influences
As is clear from the discussion above, cultural issues and influences determine how the family is involved in the delivery of education. This discussion has shown that culture can push families to sabotage the delivery of education. Apart from family involvement, the interview conducted also examined the impact that cultural issues have on how the child’s school operates. This school is located in a poor neighborhood that is predominantly made up of Muslims. As can be expected, the school has struggled to enroll children from this community. Musharraf and Nabeel (2015) authored an article in which they explore how religion affects school operations. They note that many schools in Muslim-minority countries do not attract Muslim students because of their failure to offer religious topics which are in line with Islamic beliefs. This observation confirms what was revealed during the interview. The child’s school suffers low student numbers because many members of the community find the education that the school offers to be inconsistent with Islamic values and teachings.
For any school to be successful in offering education, it needs the full support of parents. As made clear in the discussion above, the child’s school grapples with serious challenges that stem from low levels of support from parents. In addition to lack of support, the school also faces the challenge of hostile student attitudes and lack of commitment. Apart from the child and his mother, the interview also included a session with the school’s administrator. He lamented that since its establishment, the school has registered worryingly high levels of indiscipline. For example, he described an incident where a female teacher was assaulted by one of the students. Truancy and substance abuse are other manifestations of indiscipline that the school continues to witness. The administrator blamed these problems on lack of parental involvement and a culture which encourages rebellion. This school is a reflection of the damage that negative cultural attitudes and practices can have on how schools operate.
Factors and Organizations Affecting Child’s Education
The interview was extensive as it examined various factors and organizations which have significant influences on the child’s education. Budgetary allocations and a sense of community are some of the factors that were found to affect the education. It was noted that the school receives little funding from the local and state governments. As a result, it is unable to purchase the equipment and the resources that it needs to deliver quality education. In fact, some teachers are forced to pay for school supplies with their own money. The fact that the child has been unable to develop a sense of belonging also has adverse impacts on his education. He complained that since the family moved to the neighborhood, they have struggled to find acceptance. As a result, the child performs poorly and fears that he will drop out of school. The case of this child underscores the need for all stakeholders to fulfil their obligations and ensure that all children enjoy equal and unhindered access to quality education. If the US is to achieve integration and harmony, it should invest more in the education of poor and minority children.
Influence on Education Received
The overall education that the child receives falls below guidelines and cannot be expected to have a positive impact on his development or wellbeing. Being from a poor and minority family that does not recognize the value of education, this child is unlikely to fulfill the purpose of education. All the factors discussed above combine to limit the child’s access to quality education. For example, the indiscipline that the school experiences creates a toxic culture which makes smooth and engaging learning nearly impossible. Furthermore, this indiscipline exposes the child to behaviors which may hamper character development. The limited funding that the school receives further hinders access and quality. In a private session with the child, he confessed that he contemplates abandoning his studies and pursuing music. This confession underscores the damaging effects of negative social and economic forces. Without adequate funding, schools are unable to invest in the programs needed to promote healthy child development. Furthermore, lack of sufficient funds leaves teachers feeling frustrated and robs them of motivation. Students bear the brunt as they are provided with sub-standard education. There is no doubt that urgent interventions are needed to ensure that the child receives quality education. For this to be achieved, his parents, the school, and government authorities must consolidate their efforts. While their parents abandon the harmful cultural beliefs and practices, the school should lobby for greater support whereas the authorities provide adequate funding.
In conclusion, there exist glaring disparities in education. The poor and minorities lack access to quality education. This was revealed during the interview with the child and his mother. As a result of cultural attitudes which discourage the pursuit of education, the child lacks commitment and does not enjoy the support of his family. The school also experiences challenges which erode its capacity to deliver adequate and quality education. It is clear that action must be taken. This action should not be limited to the case of this child. Concerned stakeholders should strive to ensure that every American child enjoys access to the kind of education that enables them to exploit opportunities for development.
References
Ali, M. A. (2016). Islamic and Western education systems- perceptions of selected educationists in Malaysia. Journal of Education and Education Management, 3 (2), 250-276.
Giorgetti, F. M., Campbell, C., & Arslan, A. (2017). Culture and education: looking back to the future of education. Paedagogica Historica, 53 (1-2), 1-6.
Musharraf, M. N., & Nabeel, F. B. (2015). Schooling options for Muslim children living in Muslim-minority countries- a thematic literature review. International Journal of Social Science and Humanities Research, 3 (4), 29-62.
