Breaking Down the Stigma of Socioeconomic Status in Education

From a little structure to a grand hall, each filled with neatly arranged chairs and tables, they stand as a refuge from the virus of ignorance, a place to learn and to grow. A sturdy chalkboard stands, eagerly awaiting the warm smile of an educator who is expected to ignite children’s hopes in pursuing their dreams. Everyone calls this place a “school”, and some proclaim, “Education begins here.”

Education aims to enlighten the nation’s generation, as its profound influence can shape Indonesia’s progress. One crucial indicator of education that demands serious attention is the academic performance of students, typically represented in the form of grades or letters to assess their proficiency in mastering the material.

In education, the development of a student’s knowledge is a journey that involves various factors, including socioeconomic status. Socioeconomic status refers to the prestige someone holds based on their position in society and their material possessions. Family socioeconomic status is often the strongest factor influencing a student’s academic performance.

The issue then sparked the curiosity of Muhammad Abduh, S.Pd., M.Pd., a lecturer in the Elementary School Teacher Education Program at the Faculty of Teacher Training and Education (FKIP), Universitas Muhammadiyah Surakarta (UMS), to investigate its validity. Through a research titled “In what ways students’ socio-economic status affects academic performance?” He explored how socioeconomic status affects students’ academic performance. This research successfully made its mark in the International Journal of Evaluation and Research in Education, indexed in Scopus Q2.

Many questions piling up in our heads were finally answered when we met the lecturer at the UMS PPG Office on Wednesday, November 1st.

“It is true that there is some kind of influence. People often say that poor students are helped with scholarships, such as PIP (Indonesia Smart Program) or other financial assistance. But when it comes to academic performance, it doesn’t have much impact. In fact, other factors are stronger in influencing the academic performance of students with low socioeconomic status,” The lecturer explained.

From the lecturer's insight we gather that it is important to choose the right action to support students with low socioeconomic status. Because according to him money is only one of the many factors influencing students’ academic performance.

“Socioeconomic status in education has been an issue for a long time. From the many references I studied, there was an interesting discussion regarding the academic perspectives of students, parents, and teachers,” he added.

Most students with low socioeconomic status perceive themselves differently from other students. In reality, not all of them can overcome this situation, especially if they hear taunts emphasizing that they are different just because of the school fee aid.

“Students receiving education fee aid tend to be ashamed and different from other students,” said Abduh based on the data.

Indirectly, he added, students with low socioeconomic status feel different in a negative way. Without immediate attention and guidance, such a self-concept can pressure the student.

“The danger lies when this issue triggers stress, and the stress level will affect students’ learning motivation. If the motivation to learn is gone? Surely, they will experience academic failure,” he explained.

Our conversation with Abduh was filled with emotion when we touched upon the unfortunate circumstances of impoverished students who often receive education in schools with a shortage of teachers.

“Teachers play a crucial role, as they represent parents in school. As representatives of parents, it is only right for teachers to understand the various backgrounds of their students, especially those with low socioeconomic status,” He hopes.

The FKIP lecturer concluded that a professional teacher always maintains a positive perception and assumption toward each of their students without exception. Teachers must believe that every student possesses intellectual capabilities.

“Furthermore, a teacher’s understanding of a student’s background is the foundation for designing quality education. Delivering high-quality education is essential in schools located in low socioeconomic environments, where most students require greater academic attention,” he expressed.

One of the noteworthy discoveries in Abduh's research is the significant impact of parenting styles on a student's learning motivation. The pessimistic mindset of parents can lead to a dimmed learning aspiration in students, almost like feeling defeated before even starting. Their enthusiasm dwindles as if their ambition has vanished.

“Parents of students with low socioeconomic status often have their minds preoccupied with questions like, 'What are we going to eat today?' They will prioritize day-to-day needs over providing adequate learning facilities for their children,” said him.

Families with low socioeconomic status are often working around the clock to support their families, leaving them with limited time to participate in their children's education journey. This is in stark contrast to the parenting styles of parents with higher socioeconomic status.

“Economically capable parents will pay more attention in educating their children. They show enthusiasm and emotional support that can be a source of encouragement for their children to improve their academic performance. In addition to economic capability, parents’ high educational background makes it very likely for them to assist children struggling with learning.”

Low-education parents often think that education is not very important. For them, the most important thing is that the child can help meet the family's daily needs. Sometimes, parents with low socioeconomic status see school as a routine without considering its long-term implications. Therefore, there needs to be cooperation between parents and teachers to provide the best support to students with low socioeconomic status to prevent academic failure.

As our conversation came to an end, Abduh again emphasized how crucial education is for everyone. Some of us may not be aware of educational inequality, and it becomes even more critical if teachers and parents overlook it.

“Inequality in education is absolute, there is no end to it. This then leads to negative stigmas, such as low academic performance, low motivation, and so on. I hope to identify patterns in how teachers handle students with low socioeconomic status in future research, which is currently in progress.”

In summary, Universitas Muhammadiyah Surakarta, represented by its Faculty of Teacher Training and Education, aims to pioneer top-notch education to everyone, leaving no one behind.

Writer: Genis Dwi Gustati

Editor: Al Habiib Josy Asheva

Translator: Farizal Luqman Majid