Social Forces

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Social Forces 1 Learn Assessment: Social Forces Samantha Adler-McGuire School of Education, Liberty University Author Note Samantha Alder-McGuire I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Samantha Alder-McGuire Email: sadlermcguire@liberty.edu

Social Forces 2 Social Forces Social trends change over time, and in return a school curriculum should reflect the changes and needs. These are ten social forces that will affect any person as they go through school in a society always changing (Parkay, 2014). I feel that family engagement is one that needs the most reinforcement with the way society changes. This social force often promotes social, physical, and mental health, it also is needed in the development of students during their elementary learning years (Family Engagement). The dynamic of a family has changed a lot over the years. In the fifties, your typical family was two parents a dad and a mom, with children. The dad was the one who worked and brought home the money, while the mom stayed at home and cleaned, cooked and raised the children. In the seventies, the family dynamic changed when the independence of women was promoted and women were allowed in the workforce, which made the new norm of two working parents. The present-day our country’s divorce rate is high, and hybrid families and households with single parents are common, these trends are showing that with family engagement, children once known and enjoyed are being neglected and the youth is having problems in society because of it. Socioeconomic factors are an indicator of the success of students because families that have to juggle multiple jobs, do not show up for a student in either their academics or sports. Another factor is parental support in a student’s education, A student who experiences a fragile family engagement tends to struggle with any work assigned to them because if their families are not there to say education is important the student’s effort and even their abilities= will be negatively impacted. (Parker, 2014). Low-income public school teachers often choose to have a “No Homework” policy. They choose this policy because students should be able to complete their learning process during

Social Forces 3 school hours. Students in a low-income district won’t do work for school at home. Putting these policies in place allows for the student to not be affected negatively when assigned. School districts that are wealthier tend to do better in state testing because they tend to have strong family relationships (Safe Schools.) Your stakeholders tend to be teachers, parents, students, admin, and community members. The educational system can fail if a stakeholder is not present. Parents attending parent-teacher conferences is low. Parents’ involvement is low and because of that it is showing the students it is not a big deal for education. Teachers and school districts may not be able to fix family engagement, but they are able to put policies in place to help minimize the damage. Differentiated instruction, having highly qualified educators, programs after school, rewards across the district, and teaching social habits will guide the students in taking learning seriously. Education is an investment in yourself, this investment will appreciate over time. This investment will mature when the child is out of the system, this is why many low–income families tend to suffer in family engagement because of financial needs.

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Social Forces 4 References Family Engagement (n.d.). Youth.gov. Https://youth.gov/youth-topics/family-engagement. Parkay, F. W., Anctil, E. J., & Hass, G. (2014). Curriculum leadership: Readings for developing quality educational programs. Pearson Education, Inc. Safe Schools Healthy Students (n.d.). Creating conditions for meaningful family engagement from Pre-K to high school. Https://healthysafechildren.org/sites/default/files/creatingfamengmnt-508.pdf.

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