GECRT SS 101 Schools and Society Course Description (Fall semester )

The social and behavioral sciences systematically investigate human behavior in individual, social, and cultural contexts. They apply theories and critical thinking processes to understand how human thought and behavior is studied and how it is influenced by one’s settings.

What is human behavior? How do humans influence and are influenced by the world around them? How can we study behavior in a meaningful way given just how complex humans and societies are?

In this course, students use perspectives and frameworks from the social sciences to identify and explore relevant questions. In particular, students will collect and evaluate evidence from which conclusions about the human experience or behavior can be drawn.  Students will explore a specific topic or theme in order to investigate these questions.  

In this section of the course, we will focus on how social scientists study Education & Society. This class will investigate the ways in which formal schooling, schools, and society impact our thinking and shapes our worldview and behaviors. We will primarily focus on how researchers in the field of education approach this study. However, assignments and course activities will also introduce how researchers in other fields approach this same phenomenon. 

Student assignment samples:

3 Levels of Text Protocol example displayed in class (Discussion Circle 1)

LEVEL 1: Literal (Read the Text Aloud)

"The 1966 Coleman Report concluded that variations in children’s math and reading skills were mostly a product of children’s families, not their schools" (Domina et al., 2019, p. 24).

LEVEL 2: Interpretation (What You Think About It)

This means family background—like income, education, or home life—matters more than what school a child attends. It surprised me, because I always thought schools had the biggest impact. It makes me think about how unfair it is that some kids don’t get the same support at home as others.

LEVEL 3: Implications (Why It Matters to You / School / Society)

As a future educator or policymaker, this shows I can't just rely on schools alone to close achievement gaps. Families and communities need support too. It also pushes me to think about how schools can partner with families better to help all students learn.

Reference

Domina, T., Gibbs, B., Nunn, L., & Penner, A. (2019). Education and Society: An Introduction to Key Issues in the Sociology of Education. Berkeley: University of California Press. https://doi.org/10.1525/9780520968301 (Reference entry should use hanging style, but Google sites does not support it)

Discussion Circle 1
Alisa Reznik

GECRT-SS-101
09/09/2025
Level 1: Literal (Read the Text Aloud)

“One of the big questions in the sociology of education is the role that schools play in the stratification system. Do schools provide an avenue for social mobility, allowing youth from relatively disadvantaged backgrounds to rise above their parents’ socioeconomic status (SES)? If they do, then in this way they would be a compensatory institution. Or do schools reproduce existing inequality, legitimating it through unfair practices that are thought of as meritocratic but which really favor the advantaged? If they do, then from this perspective schools would be an exacerbatory institution. Or are schools mostly neutral—largely reflecting existing inequalities without changing them much?” (Domina et al., 2019, p. 24).

Level 2: Interpretation (What You Think About It)

I think private schools increase inequality among students because they provide more opportunities that allow them to advance in the social stratification system, giving them a broader background and greater knowledge. At the same time, public schools do not significantly change this inequality.

Level 3: Implications (Why It Matters to You / School / Society)

It is a critical thinking class, so I am thinking about how students with different backgrounds can get equal opportunities. I am considering how schools can create or change their curricula in order to support students who do not have sufficient opportunities. It’s important for society to reduce inequality and make sure that schools do not make social differences worse.  

Critical Question Background Report
GECRT-SS 101: Schools and Society
Group Investigation Report
Student Name

1.     What is the critical question your group would like to investigate?
 Our group is exploring this question: Which one is more strongly related to student achievement: School resources or family background? This is a major topic in education, especially when discussing fairness and opportunity. We’re curious about which factor has more weight when it comes to students’ success. This question matters because it can shape how we think about the role of schools. If schools can make up for disadvantages at home, then they are not just learning spaces - they are tools for equality. We want to understand what students think about this issue based on their own experiences.

2.     Why is your group interested in this question?
 We chose this question because it reflects real-life situations. We’ve all seen students from low-income families succeed in school. Some of us believe that strong school resources play a bigger role than family background. Good teachers, academic support, safe buildings, and technology can give students opportunities they may not have at home. We want to explore whether students agree with this. We are interested in hearing what college students think - what helped them most in their own journey? We believe that their voices will help us better understand how school and family shape achievement.

3.     What makes it a social science question?
 This is a social science question because it looks at human experiences within institutions - like families and schools - and asks how those systems affect outcomes. In this course, we use interviews with students who are 18 or older to explore their views. We are not doing experiments or collecting statistics. Instead, we will talk to students, listen to their perspectives, and find patterns in what they share. This method is part of social science because it helps us explore how people understand their own social world, especially around education and inequality.

4.     Who is impacted by this question?
 This question impacts students, families, teachers, and policymakers. If students feel that school resources made the biggest difference in their success, then decision-makers should focus on improving schools - especially in under-resourced areas. If students feel family support is more important, schools might think about how to connect more with families or provide wraparound services. By interviewing students directly, we can hear from the people most affected. Their stories and opinions give insight into what actually supports learning, beyond what the numbers say.

5.     In what contexts is this question meaningful? Why?
 This question matters in many school settings - whether urban or rural, well-funded or not. It is especially meaningful when we think about students who have fewer resources at home. If students believe schools helped them succeed despite challenges, that supports more investment in school funding and programs. We hope our interviews will show how real students experience this issue. Their voices can help us understand whether school systems truly offer equal opportunities - or if family background still holds more power. That understanding is key to building fairer and effective schools.

Sarah Wulfert

GECRT-SS 101 Section 11

9/16/2025

Critical Question Background Report

1.What is the critical question in the social sciences that you would like to investigate?

The critical question in the social sciences that I want to investigate is how social media negatively affects the brain, and how peer pressure plays a critical role. I want to know what effects it has on the mind and the way that we view the world and those in it. When I look at my screen time, I often get disappointed in myself and the amount of time I spend on social media. I often correlate it with my being lazy and not paying enough attention in school. 

2. Why is your group interested in this question?

My group is interested in this question for many different reasons. We all use social media, and we all agree that it affects the way that we see things. It plays such a big role in mental health. We are curious to see the effects on our minds. We also want to see if other college students would agree or disagree with the role that social media has in our lives. We want to see how college students use social media and how much they let it affect their lives.

3. What makes it a “social science” question?

This is a social science question because it affects human behavior. It plays a big role in the way that we view things and the world around us. We will be able to ask other college students if they agree or disagree with social media and the role that it plays in our lives. It will show us a lot about the way others see and use social media as well.

4. Who is impacted by this question?

I believe that people of all ages are affected by this question, but we will focus specifically on how college students are impacted by social media. From the time that you get your first phone and start using social media, it starts to play a role in your life. Sometimes you won’t realize the effects right away, but slowly they will start to creep in. The mind is very delicate at a young age, so the effects start early, and you really start to see them the older you get. When you attend college and are on your own for the first time, you will start to see the effects firsthand and how they play a significant role in your life. 

5. In what contexts is this question meaningful? Why?

This question is meaningful because most people have been affected by social media and the toll that it can take on their lives. Almost everyone owns a phone and has some form of social media on it. People need to sit back and realize what it is doing to their lives. How much time is it taking from them, and how is it affecting their mental health? Social media is everywhere and cannot be easily avoided. It has an effect on everyone at some point. We need to see what it is really doing in our lives.

GECRT-SS 101 Section 11 

Alex Wortham 

1.  What is the critical question in the social sciences that you would like to investigate?

My critical question in the social sciences that I am interested in investigating is “how does our genetics and experience shape who we are, and which is more significant?”

2.  Why is your group interested in this question?

My group is interested in the overall question of “how does growing up affect us” we are all interested in this question because all of our critical revolve around this idea of experience changing certain was you react to different situations and why we react to them the way we do, to the best of what I know this is the main reason we are interested in this question as a whole.

3.  What makes it a “social science” question?

“How do our genetics and experience shape who we are, and which is more significant?” is considered a “social science” question because it investigates human behaviors, interactions, and how societies function because of this. Based on data and scientific methods for us to understand how people and groups act, how they seem similar, how they draw each other in, and how they shape society’s structure. This question goes deeper as well because it dives down into, not just how we do things that we do, but also why as well. This is also tied down to genetics and our experiences throughout our lives.

4.  Who is impacted by this question?

I believe that personally, I am affected by this question as well as many others. I believe that throughout my life, all the struggles and exciting things, so many different outcomes could have happened to change my future. Would I still be here typing out this essay for college at UMKC or any college essay in general if I didn’t go into foster care or stayed in a different home? Would I be going through the experiences like dates with my girlfriend and hanging out with my foster family, and older brother? Would I even know half the people I do know now if anything had been a bit different? There are a lot of what-ifs to this, and by digging deeper into how as well as why we do things based on our genetic nature and going through life because of those around us, as well as how our decisions help us to understand how different things could have been or be based on multiple different choices and outcomes. I believe this question can connect to others and myself by helping and preparing for the future. Knowing your mistakes in the past can help you and help those around you whether it’s a family member struggling, a friend in need, a lover needing reassurance, or even your very own children. By knowing what to do, you can give those you love and who love you a better future, just with your personal and individual experiences.

5.  In what contexts is this question meaningful? Why?

In this context, I believe that this question is meaningful because of how I am personally impacted by this question. As I had stated before, knowing your mistakes allows you and those around you a better future with different opportunities and ideas. By realizing how my parents messed up, I can be better, and by knowing things that went bad can help me give good advice to my children and my friends. I can be there for those around me and help those who are going through what I went through, and help those people the same way I dealt with it myself, and see if it helps. Even the smallest facts, like me getting a worse grade in a class for deciding not to try, since I knew I would pass the class even if I had failed the final, can help me right now by allowing me to try my hardest to do the best I can. This is why I believe that this question is meaningful to me and others around me.

Assignment: Annotated Bibliography - Part 1

Your Name

Institution Name

Course Number: Title

Instructor’s Names

Month Day, Year

Article 1

APA Citation
Thomson, S. (2018). Achievement at school and socioeconomic background — an educational perspective. npj Science of Learning, 3(1). https://doi.org/10.1038/s41539-018-0022-0 (Reference entry should use hanging style, but Google sites does not support it)

1. Summary
This article examines the well‐established link between a student’s socioeconomic background and their achievement in school. It reviews empirical evidence (both past and newer studies) about how socioeconomic status (SES) influences academic performance, through multiple channels such as parental education, home learning environment, resources at home, etc. The author argues that although the influence of SES is well documented, the mechanisms by which it operates (for example, through expectations, resources, attitudes, home environment) are less well understood. The paper also discusses that school resources matter, but in many cases they seem to have a more limited or indirect effect compared with family or home‐based SES factors.

2. Assessment & Evaluation

The strengths of this article include its recency (published in 2018), which means it draws on up-to-date data and research. It is clear, well written, and synthesizes multiple studies rather than relying on a single dataset. Being open access, it allows full viewing of its methods and evidence, and it offers a thoughtful discussion of limitations and complexities. However, there are some limitations. The article is more of a perspective or review piece than a rigorous quantitative causal analysis. This makes it strong in summarizing past findings but weaker if one is seeking strong causal estimates of the effects of school resources versus family background while controlling for all confounding variables. Additionally, while it mentions school resources, it does not deeply model or compare different types of school resources - such as teacher quality, facilities, or funding - across all contexts. Its generalizability may also vary depending on the country or context. 

3. Reflections / Connections

This article supports the idea that family background tends to have a stronger direct association with student achievement than many school resource measures do, though school resources still matter. It suggests that to answer my question well, I’ll need to pay attention not just to whether school resources matter, but what kinds (teacher quality, class size, instructional materials, etc.), and how family background works (home conditions, parental involvement, etc.). It gives strong evidence that family background plays a large role, and points to where school resources sometimes help but often not as much. 

Article 2

APA Citation
Houtenville, A. J., & Conway, K. S. (2008). Parental effort, school resources, and student achievement. Journal of Human Resources, 43(2), 437–453. https://www.jstor.org/stable/pdf/40057353.pdf (Reference entry should use hanging style, but Google sites does not support it)

1. Summary
In this empirical study, the authors use data from the U.S. National Educational Longitudinal Study (NELS) to estimate an education production function that includes parental effort as well as school resources. They attempt to parse out how much parental effort contributes to student achievement, and compare that with school‐level resource inputs (e.g., funding, material resources). Their key findings include: parental effort has a strong positive effect on student achievement, which in many cases is larger than the effect of increases in school resources. Also, they find that as school resources increase, parental effort may decline somewhat (a “crowding out” effect).

2. Assessment & Evaluation

The strengths of this study include its strong empirical design, which uses longitudinal data. The inclusion of both family input (parental effort) and school resource variables allows for a direct comparison of their relative contributions. The analysis also attempts to control for confounding variables through value-added modeling. However, there are several limitations. The data are U.S.-based, so the context may limit generalizability. Even in well-constructed models, unobserved variables - such as the quality of the home environment or innate ability - may remain difficult to control for. The measure of “school resources” can be somewhat blunt or aggregated, and parental effort is self-reported, which may introduce bias. Additionally, the data are from 2008, so more recent shifts, such as the rise of digital resources and policy changes, are not captured. 

3. Reflections / Connections

This article is very relevant: it suggests family inputs, especially parental effort, might have a stronger effect on achievement than many school resources do. That is directly relevant to your “which more strongly related” question. It gives a good quantitative contrast you can use: e.g., how much of variation is explained by parental effort vs school resources. Also useful to compare with contexts outside the U.S., because maybe the balance differs. I will use this to argue that family background (including the behaviors, not just SES) is highly predictive, but that school resources are still necessary (and sometimes have some effect) — which can set up a nuanced answer rather than a one‐sided one.

Article 3

Hanushek, E. A., & Woessmann, L. (2017). School resources and student achievement: A review of cross-country economic research. In N. C. Gustafsson (Ed.), Festschrift in Honor of Jan-Eric Gustafsson (pp. 1–25). Gothenburg: University of Gothenburg. https://hanushek.stanford.edu/sites/default/files/publications/Hanushek%2BWoessmann%202017%20from%20Gustafsson%20Festschrift.pdf (Reference entry should use hanging style, but Google sites does not support it)

1. Summary

This article reviews international economic research on how school resources and family background affect student achievement. It focuses on measurable school inputs like class size, per-pupil spending, and teacher qualifications. The authors find that more money or smaller classes by themselves do not lead to strong gains in student performance. However, teacher quality and effective resource use are closely tied to better outcomes. Family background (such as parental education and SES) remains one of the most powerful predictors of academic success across countries.

2. Assessment & Evaluation

The strengths of this article include its summary of findings from many countries, which provides a valuable global perspective. It prioritizes well-designed studies, including quasi-experimental research, and is written by respected experts in education economics. However, there are some limitations. It is a book chapter rather than a peer-reviewed journal article, though it remains scholarly and credible. It does not provide many specific examples of classroom-level practices and focuses more on resource trends than on individual student data.

3. Reflections / Connections

This article is a strong match for my critical question because it directly compares school resources and family background. It shows that family background is usually the stronger factor but that smart use of school resources - especially through good teachers - can still make a difference. I can use this to argue that simply adding more money to schools is not enough without focusing on how that money is used. This source helps me explain why school policy should look at both resource quality and home environments to improve achievement.

Assignment: Annotated Bibliography-Part 1

Andy Angeles Camargo

UMKC

Course Number: GECRT-SS 101

Michael Wei, Ph.D.

September 30, 2025

Article 1

APA Citation

Bruhn, J. G., & Lowrey, J. (2012). The good and bad about greed: How the manifestations of greed can be used to improve organizational and individual behavior and performance. Consulting Psychology Journal: Practice and Research, 64(2), 136–150. https://doi.org/10.1037/a0029355

1. Summary

Greed is an inherent aspect of both everyday life and history, and at times, it can even be beneficial. The issue arises when greed leads to negative behaviors. The journal article uses "cultural typology" to differentiate between positive and negative forms of greed. The authors argue that since greed cannot be eliminated from our lives, it should be channeled for positive purposes, such as improving the well-being of individuals and society.

2. Assessment & Evaluation

The article features clear and concise language and writing. Its purpose is to measure greed and explore whether it can lead to positive behaviors. However, since the article is 13 years old, its relevance to modern times may be limited. Additionally, it takes a somewhat broad approach to defining what constitutes good or bad greed.

3. Reflections / Connections

The article is very relevant to my topic because it clearly defines both positive and negative behaviors. It also offers practical solutions for alleviating the negative effects of greed. Furthermore, I appreciate how the article emphasizes the contrast between greed and other values.

Article 2

APA Citation

Nikelly, A. (2006). The Pathogenesis of Greed: Causes and Consequences. International Journal of Applied Psychoanalytic Studies, 3(1), 65-78. https://doi-org.proxy.library.umkc.edu/10.1002/aps.50

1. Summary

This article explores the nature, origins, and harmful effects of unchecked greed on mental health, physical health, society, and the environment. It argues that much of the suffering in the world comes from human greed and self-indulgence. The pursuit of personal material gain creates a serious imbalance in society’s social and economic goals. This leads to problems such as social inequality, addictions, and environmental damage. The essay clearly connects the inner toll on individuals, like mental and physical issues, with the wider problems that affect society.

2. Assessment & Evaluation

The article is relevant because it discusses both the personal (mental and physical) and societal (economic and environmental) effects of greed, which aligns with your research question. It is a broad essay that provides a solid ethical and philosophical basis. However, it has a weakness: it is a review rather than an empirical study. This means it summarizes existing data but does not offer new quantified results. It effectively counters arguments that highlight the positive aspects of greed.

3. Reflections / Connections

This article supports the negative side of my critical question. I will use it to show that greed ultimately leads to destruction, even if there are some temporary benefits for individuals or the economy, as mentioned in Article 1. I can compare the harmful effects on society (Nikelly, 2006) with the mixed personal outcomes (Hoyer et al., 2024) and the positive results for organizations (Bruhn & Lowrey) to create a balanced final argument.

Article 3

APA Citation

Hoyer, K., Zeelenberg, M., & Breugelmans, S. M. (2024). Greed: What Is It Good for?. Personality & social psychology bulletin, 50(4), 597–612. https://doi.org/10.1177/01461672221140355

1. Summary

This article uses a large Dutch survey to answer the question, "What is greed good for?" The results show a clear divide: greedy people tend to earn more money, like a higher household income, but they also feel less satisfied and happy in life. Their relationships are often shorter, which suggests mixed benefits when it comes to evolution. The authors conclude that greed can help people become wealthier, but it has serious psychological and social downsides for those who are greedy. This shows that the "good" side of greed is limited, while the "bad" effects are very personal.

2. Assessment & Evaluation

This article is very relevant to today’s discussions on the topic of greed. Its use of a large sample size helps ensure the findings are strong and can apply to a wide range of people. The study’s main contribution is that it clearly shows the difference between greed and self-interest. It also highlights the trade-off between what is good for your finances and what is bad for your mental well-being. However, it mainly focuses on individual behavior rather than looking at larger social trends.

3. Reflections / Connections

This article focuses on how greed affects individuals. It shows that greed can bring financial benefits but has negative emotional consequences. This suggests that even the positive aspects of greed can be harmful. When I combine this with Article 2, which discusses the broader social harm, the difference between the two becomes striking.

Annotated Bibliography – Part 2
Student Name

1. How many points of view are reflected across all of the articles?

There are three main points of view reflected across the articles.

2. Describe those points of view.

• Socioeconomic and family background matters most: Thomson (2018) argues that family background, especially parental education and home environment, plays the strongest role in shaping student achievement.

• Parental effort is more impactful than school funding: Houtenville and Conway (2008) show that how much effort parents put into their child’s education often has a greater effect than how much money is spent at the school level.

• School resources matter, but only certain kinds: Hanushek and Woessmann (2017) explain that school funding alone doesn't help much unless it’s spent on effective things like good teachers. They also say family background still matters more in most countries.

3. Which points of view are the most credible? Why?

The most credible views are those backed by strong empirical data. The studies by Houtenville and Conway (2008) and Hanushek and Woessmann (2017) both use large-scale data and careful methods. Hanushek and Woessmann (2017), in particular, pull from cross-country comparisons and focus on causality. Their work is widely respected in education economics.

4. Which points of view are the least credible? Why?

Thomson (2018)’s article is the least strong in terms of empirical methods. It reviews existing research and gives useful insights, but doesn’t offer new data or test specific models. It’s still helpful but less rigorous in measuring exact effects.

5. Why do social scientists evaluate alternative points of view?

Because complex problems like student achievement have many causes. Social scientists want to avoid bias, so they test competing ideas to find what’s actually true or most likely. This also helps build better policies based on evidence, not just opinions.

Annotated Bibliography – Part 2
Jayden Strawn

1. How many points of view are reflected across all of the articles?

There are three main points of view reflected across the articles. Each one looks at student comparison from a different angle — emotional and psychological, social and online, and academic and evaluation-based.

2. Describe those points of view.

·         Emotional security is the strongest factor behind comparison: Prihadi (2021) focuses on the emotional side, showing that students compare themselves when they don’t feel valued or accepted.

·         Social media is the main source of modern comparison: Ye ( 2019) argues that social media, explaining how platforms like Twitter make comparison easier and more frequent, often hurts friendships.

·         Evaluation systems (Test and Exams vs evaluating progress over time) play a smaller role in comparison: Moasheri (2022) claims that academic evaluation, showing how grading systems and feedback methods can cause or reduce comparison, depending on how fair and structured they are.

3. Which points of view are the most credible? Why?

The most credible viewpoints are the emotional and social media perspectives from Kam and Prihadi (2021) and Ye (2019). Both studies use solid research methods, larger sample sizes, and data that connect strongly to real student behavior. Kam and Prihadi’s psychological approach is backed by proven theories about self-worth and belonging, while Ye’s study on social media reflects what most students experience daily. Together, they give reliable, research-based explanations for why students compare themselves to others.

4. Which points of view are the least credible? Why?

The academic and evaluation-based point of view (Moasheri et al., 2022) is the least credible. The study used a very small sample of only 20 students and 12 instructors from one university, which limits how much the results can be applied to other schools. It also focuses more on grading methods than on social comparison itself, so its connection to the main question is weaker. Because of these limits, its findings are less reliable compared to the other two studies that used larger samples and stronger research methods.

5. Why do social scientists evaluate alternative points of view?

Social scientists evaluate alternative points of view to understand issues from multiple sides and avoid bias. Comparing different perspectives helps them see the bigger picture and create more accurate, fair conclusions. It also helps show how emotional, social, and academic factors all connect to explain why students compare themselves to others.

Data Collection (Interview 5 students. Here I just interviewed one student as a sample)
Student Name

Student C (Use student's real name on your assignment)
Point of View 1: Socioeconomic and family background matters most. Do you agree or disagree?
Student C: I agree. If you grow up in poverty or your parents didn’t finish school, you often start off behind other students. In my case, my parents didn’t go to college and couldn’t help me with homework or explain academic stuff. We didn’t have money for tutors or extracurriculars, and I didn’t grow up in a reading environment. That made school harder for me early on. Even when I wanted to catch up, I didn’t always know how. I think students from wealthier families just have more tools and support from the beginning, and that gives them a big advantage.

Point of View 2: Parental effort is more impactful than school funding. Do you agree or disagree?
Student C: I disagree. I know some people believe parents are the most important factor, but sometimes parents are working all the time or dealing with other things and just can’t be as involved, even if they care. My parents worked long hours and didn’t speak much English, so they couldn’t really help with my schoolwork. But my school offered after-school tutoring, summer programs, and support from teachers and counselors who really looked out for students like me. That made a huge difference. If schools didn’t provide those things, I honestly don’t think I would have made it to college.

Point of View 3: School resources matter, but only certain kinds. Do you agree or disagree?
Student C: I agree. It’s not just about how much money a school gets, but how that money is used. One year, our school bought a bunch of laptops, but no one trained the teachers on how to use them well, so they just sat around. On the other hand, when the school hired more support staff, like a reading specialist and college advisor, more students started getting help and thinking about their futures. Also, when they hired new math teachers who actually explained stuff in a way we could understand, test scores went up. So yeah, school resources can make a big impact, but only if they’re the right kind and used in ways that help students learn directly.

Data Analysis and Results
Student Name

1. Describe the patterns you see in the data. What ideas emerge from the patterns?
There are some clear patterns across the interviews. Most students agreed that school resources matter - but only when spent on things that actually help, like strong teachers and academic support. All five students agreed with Point of View 3. That’s a big common theme. Another pattern is that students believe parents matter a lot. Four out of five agreed with Point 2 about parental effort being more important than funding. However, one student (Student C) disagreed and gave a strong explanation, showing that school support can make up for low parental involvement. The first point of view—about socioeconomic and family background - was more mixed. Three students agreed, saying it plays a big role in shaping opportunities. Two students disagreed, saying motivation and effort can overcome background challenges. So, overall, most students believe family and parents matter, but school can also be a powerful force, depending on how it’s run.

2. To what extent does the interview data match what you learned from your research? Why?
The interview data mostly supports the research. Thomson (2018) says family background plays a major role in student outcomes. Three students supported this idea, especially Student C, who explained how coming from a low-income family made school harder. That fits well with the research. Houtenville and Conway (2008) said parental effort is often more powerful than school funding. Most students agreed with that, especially those who had involved parents. Finally, Hanushek and Woessmann (2017) argue that school funding matters only when used well, and all five students confirmed this idea. Their comments about effective teachers and targeted resources directly support that research finding.

3. To what extent does the interview data not match what you learned from your research? Why?
There’s one main way the interview data didn’t fully match the research. While the articles focused on data showing family background as the strongest factor, two students, Student B and Student D, said they don’t believe socioeconomic background matters the most. They emphasized effort, mindset, and school environment more than home environment. Their responses challenge the idea that background is the top factor. This may be because their personal experiences shaped their beliefs, especially if they had success despite limited family resources. It shows that individual experiences can lead to different interpretations, even when data says one thing.

4. What are the strengths and limitations of these results?
A strength of this data is that the responses are detailed and personal. The students gave thoughtful answers, especially Student C, who really explained how background and school support affected him. Another strength is the diversity in responses: Some agreed with research, others didn’t, which makes the data more balanced and interesting. A limitation is that it’s a small sample size, only five students. Also, they’re all college students, which might bias the results. They’ve already made it to college, so they may believe effort and school support matter more than background, compared to people who didn’t go to college. Their views may not fully represent people from all education paths.

5. In what ways do the patterns help answer your critical question?
The patterns help answer the critical question by showing how different factors - family background, parental effort, and school resources - interact in real life. Students confirmed that all three matter, but they emphasized that certain kinds of school support can help overcome challenges from home. This supports a more complex answer to the question, showing that there isn’t just one factor that determines success. Instead, it’s about how schools and families work together. The pattern also shows that students notice when money is spent wisely, like on good teachers. That insight helps explain how to make school systems more effective.

Data Analysis and Results

Betsy Benavides

1. Describe the patterns you see in the data. What ideas emerge from the patterns?

The data I collected reveals several patterns about how many different factors influence the academic achievement of students. Students A, B, and C believe that socioeconomic status and parental involvement play important roles in providing resources, stability, and emotional support to a student's success. While students D and E believe that these types of factors have little to no effect on a student's own motivation and academic success.  Across all the students I interviewed, the idea that some sort of support system, which does not have to come necessarily from home, is beneficial to making a difference in student outcomes is something they can all agree on. However, the interviewees do differ with the idea that environment and peer influence can affect overall success. With some of them viewing peers and the school environment as strong motivators to be successful. While others agree more on the idea that success is based on internal drive rather than surroundings. All in all, the data I collected shows that academic performance is shaped by complex combinations of personal determination, available resources, and support systems available to students from the people and environment around them.

2. To what extent does the interview data match what you learned from your research? Why?

The interview data I collected does match what I learned from my research to a large extent, especially in showing that academic achievement is influenced by multiple external factors like socioeconomic status, parental involvement, school environment, and peer influence. Munir et al. (2023) found that socioeconomic status strongly affects a student's academic performance through differences in income that affect resources and educational opportunities available. This aligns with what interviewee A, B, and D experience, having more or fewer advantages based on their family’s financial situation. The interview data also support Fan and Chen’s (2001) meta-analysis, which concludes with the idea that high parental expectations and involvement are linked to better academic outcomes. Several of the students I interviewed reaffirmed this finding, explaining how their parents' encouragement, accountability, and parental interest motivated them to perform better in school. The interviewees also showed that even without parental involvement, students are still able to succeed because of the support from others around, like teachers and peers. Similarly, Korir and Kipkembois (2014) findings show that school environment and peer influence significantly impact a student's performance, which matches many of my interviewees' experiences of being motivated by the support of their teacher and hardworking peers.

3. To what extent does the interview data not match what you learned from your research? Why?

While much of the interview data does align with my research, there are also several areas where my interviewees' perspectives do not match what my research suggested. For example, Munir et al. (2023) research concludes that socioeconomic status does have a strong and consistent impact on academic achievement. However, several of the students I interviewed, like students D and E, lived experience of overcoming economic challenges, contradicting the idea that socioeconomic status determines one’s academic success. And it’s more based on personal motivation than one's financial background. In the same way, Fan and Chen’s (2001) meta-analysis findings on parental involvement, especially high parental expectations, predicting academic achievement, are disagreed with by some of the interviewees. Saying that they have succeeded without parental support, relying more on teachers, mentors, and their own personal internal drive. This challenges Fan and Chen’s (2001) research because it shows that alternative support can make up for the lack of parental involvement. Finally, Korir and Kipkemboi (2014) research findings that school environment and peer influence shape students' outcomes are also questioned by my interviewees. Many of the students in my interviews felt that their environments/ peers did not affect their performance much. In all, the interview data show that external factors matter broadly, but their impacts can differ based on person to person.

4. What are the strengths and limitations of these results?

Some major strengths of the data I collected are that the interviews offer rich, personal insight into how students actually experience factors like socioeconomic status, parental involvement, and school environment in their daily academic lives. These firsthand accounts that my interviewees gave me helped bring my research to life by giving real examples of how external and informal influences and motivation work together. Another strength is the range of perspectives that my interviewees provide to my data. Instead of all the participants having the same points of view, they have diverse experiences that paint a more complete picture of how external factors affect academic success. However, the small number of interviewees limited my results as their experiences can not speak for all students. Because my results are based on such a small number of people on campus, they can not provide enough data to be generalized amongst all students. Also, because a lot of my results are based more on personal narratives, influenced by many outside factors like biases, memory loss, and emotions, my data can be one-sided. And in result disproving my research and reflecting a student's more individual academic experience rather than a broad trend amongst students.

5. In what ways do the patterns help you answer your critical question?

 The patterns in my interview data strongly help answer my critical question by showing that external factors such as family environment, socioeconomic status, and access to community/ school resources shape students' internal motivation and academic achievement in multiple ways. For example, many of the students I interviewed described how having supportive parents, a stable financial situation, and a supportive learning environment increased their accountability and willingness to work hard and be successful. Suggesting that external factors can affect internal motivation and academic success. At the same time, the data shows that the influence of external factors affecting academic success is not a universal experience. Some of the students I interviewed explained that even with a low socioeconomic background, limited parental involvement, and minimal support still managed to succeed based on internal drive. In summary, the patterns revealed in my data show that external factors do play a significant role in shaping students' motivation and achievement, but the extent of these factors is based on individual experience and resilience.

A Letter to a Teacher

Brielle Ferguson
GECRT-SS-101 Why Though
November 18th, 2025
Dr. Michael Wei

Dear Mr. Kind,

Even though you will not receive this letter, I want to start off by saying thank you for being a teacher who will always be exceptional to me.

This semester at UMKC, I’m enrolled in a course called Schools and Urban Society. I've deemed this class to be imperative because we explore the crucial role educational institutions play in shaping how students perceive the world around them. Through the information taught in lectures and the in-depth readings assigned, I am able to identify how your role as an educator has shaped my perception of the world, and as a student.

In this course, we utilize the book Education and Society, as a reliable source for structuring the knowledge presented in lectures. Chapter 6 by Jessica Calcro, connects well with my experience within your classroom senior year. This chapter covers social class and teacher-student interactions, but more specifically, what kinds of students are more likely to feel comfortable having a voice, and advocating for themself. It was found that children who come from a more privileged background tend to have more of a voice within the classroom (Domina et al., 2019, p. 102). When students come from a family that has resources, they feel more entitled to the resources offered in school as well. Students who come from poorer families tend to keep more to themselves, missing out on opportunities to connect with the teacher (Domina et al., 2019, p.102). Despite professional agreement over this topic, I never saw this play out in your classroom, due to how you shaped our learning environment. Even though you made it clear when needed that you held the authority, you never over-demonstrated it, making me and every student in the room comfortable to confide in you educationally, and in other subjects. Every student was able to use their voice and felt comfortable doing so with you. Questions I would ask in class didn’t turn into a lecture, but instead a conversation that engaged everyone in the room. While social class differences were noticeable, I believe they never impacted mine or anyone else’s educational experience with you. In chapter 2 by Douglas Downey, he covers inequality within the school system and school-based solutions to deal with these issues. Downey elaborates further, pointing out that inequality is not stemming from the school system nor the government, but in reality, the more central sources of inequality start well outside of the school building (Domina et al., 2019, p. 34). You built relationships with your students, earning trust, which translated academically.

You would go the extra mile to ask me how soccer was going, or even how I was doing mentally. Your attention to my well-being outside of a student made me more comfortable participating and engaging in class, and I know others feel the same.

This is a matter of significance to me because you were promoting equality and inclusion, specifically in a private institution that catered to those of influence. You taught me to advocate for myself, and my education because that is what I deserved. Not because of who I am, or the amount of money my parents paid to the school, but because my needs as a student deserved to be addressed just as much as anyone else's. Your influence helped shape my perception of the world by showing that engaging with others on their personal experiences is fundamental and rewarding. Thank you for creating a space that not only made students comfortable to have a voice, but also encouraged them to do so in a variety of different ways.

Always grateful,
Brielle Ferguson 

Synthesis and Findings
Critical Question: Which one is more strongly related to student achievement: School resources or family background?

Introduction

Student achievement is shaped by many forces, but two of the most debated are family background and school resources. Some argue that what happens at home matters most, while others point to school systems and funding. Our group reviewed three research articles that highlight both sides of the debate: Thomson (2018) emphasizes family background as the key factor; Hanushek and Woessmann (2017) argue that school resources only work when used effectively; and Houtenville and Conway (2008) stress the role of parental effort, which overlaps with family influence. To connect research with real experiences, I interviewed five UMKC students and asked them to react to these viewpoints. This report brings together the research and interview data to answer our question: Which has a stronger relationship with student achievement: School resources or family background?

Finding 1: Family Background Shapes Opportunities Early

Thomson (2018) makes the case that family background, especially parental education and home environment, plays the biggest role in determining student outcomes. In the interviews, three out of five students agreed with this. Student C gave a strong example, saying they struggled in school because their parents didn’t go to college, couldn’t help with homework, and couldn’t afford tutors or extra academic resources. Student E also said that wealthier families give their children early advantages, like learning at home before kindergarten even starts.

These stories match what Thomson (2018) found in the research. Family background influences what kind of neighborhood you grow up in, what schools you attend, and how much support you get outside of class. That early foundation can affect learning for years.

Finding 2: School Resources Make a Difference if Used Right

Hanushek and Woessmann (2017) argue that school funding only boosts achievement if it’s spent on the right things, such as strong teachers and academic support. This view was supported by all five interviewees. Students said that having helpful teachers and tutors made a difference, even when other school resources were lacking. Student C said their school once bought new laptops that were barely used, but hiring new teachers who explained things clearly actually helped more students succeed. Student D and Student A also said that school mattered most when teachers and staff made learning personal and accessible.

So, school resources can matter - but only when used effectively. Students don’t always see the benefit of new buildings or technology unless those tools directly help them learn. This supports the idea that spending money isn't enough; how it's spent is what really matters.

Finding 3: Family Background May Matter More in the Long Run

While students did recognize the value of strong schools, family background came up more often as something that shaped long-term opportunities. Even students who believed in the power of school still admitted that background influences a lot of what happens before kids even walk into a classroom. Student C said their school helped them a lot, but they still felt behind because of limited support at home. Student B, who disagreed with the idea that background matters most, still acknowledged that some students have to work harder because of where they come from.

Thomson’s (2018) findings are consistent with this. He shows that across different countries and systems, family background has a deep and lasting effect on student performance, and school resources can only go so far in changing that.

Conclusion: Family Background Is More Strongly Related - But Not the Whole Story

Based on both the research and the interview data, family background seems more strongly related to student achievement than school resources. Students with stable home environments, educated parents, and early learning opportunities tend to start ahead and stay ahead. While school resources can help close the gap, they often can’t fully overcome what happens at home.

That said, school still matters. Students clearly notice when teachers are effective, and when schools invest in tutoring and support staff, achievement improves. But without the right home environment, schools have to work even harder to make up the difference.

Implications for Me, Others, and Society

This has made me think differently about education. For me, it’s a reminder that success isn’t just about effort - it’s also about the support systems around you. For educators, it’s important to know that not all students have the same home advantages, and schools need to step in to provide extra help when needed. For society, the results show that focusing only on school reform isn’t enough. We also need policies that support families - like early childhood programs, parent education, and income support - if we really want to improve student achievement.

Group Cooperation Report
Student Name

Participation
Everyone in our group pulled their weight. We split up the work pretty early, and each person handled their part without needing reminders. We all finished our articles, did our interviews, and shared our thoughts during meetings. It felt balanced, and no one disappeared or made things harder for the rest of us.

Norms and Leadership
We didn’t set super strict rules, but we agreed to be on time, communicate openly, and respect each other’s opinions. Leadership kind of rotated depending on the task - one of us would take charge of organizing things, someone else would lead discussion, and another would double-check final drafts. It felt like a team effort the whole way through.

Conflict and Resolution
We didn’t have any major drama, but there were moments where we didn’t totally agree - like how detailed we should be with the spreadsheet or what examples to use in the final report. When that happened, we just talked it out. Everyone stayed respectful, and we found solutions pretty quickly. It never got tense or uncomfortable.

Teamwork Quality
Overall, I think we worked really well together. We mainly used GroupMe and Zoom to keep in touch, and everyone responded quickly and respectfully. People showed up, gave honest feedback, and helped each other out. There was a shared goal to do solid work, and I think that helped us stay on track and support one another.

Personal Reflection
I’m happy with how I contributed to the group. I finished my parts on time, gave input during meetings, and tried to stay organized and helpful. One thing I could do better next time is speak up a little more when I’m unsure about something instead of just figuring it out solo. But overall, I felt like a solid team member and I’m proud of what we did together.

Final Signature Assessment

Student Name
Course: GECRT-SS 101 – Schools and Urban Society

When I started this course, Schools and Urban Society, I didn’t fully realize how complex and powerful the world of education really is. I had always thought of schools mostly as places to learn facts, take tests, and prepare for college. But throughout this semester, I’ve come to understand that schools are so much more than that. They are places where inequality can either grow or be challenged. They are institutions that reflect and shape society. And they have the power to change the way people see themselves and their future. This course made me rethink my own experiences in school, and it also helped me grow as a student, thinker, and teammate.

One of the biggest learning moments for me came during our group investigation project. Our critical question was: Which one is more strongly related to student achievement: School resources or family background? At first, I thought the answer would be simple. I believed that school resources had the biggest impact. After all, a great teacher, a safe classroom, and access to learning tools make a huge difference. But as we got deeper into the readings and interviews, I started to see that the answer is more complicated than I expected.

The research really opened my eyes. For example, Thomson (2018) explained how family background - especially things like parental education and the home environment - can shape a student’s entire learning experience. That made me reflect on how much of a head start some kids have just based on what their homes provide. Houtenville and Conway (2008) showed how parental effort can matter even more than school funding. That reminded me of how some students succeed not just because of where they go to school, but because someone at home is pushing them to keep going. Then Hanushek and Woessmann (2017) helped me see that school funding only matters when it's used well—like for hiring effective teachers. That changed how I think about school policy and budgeting.

But what made the biggest impact was hearing from real students in our interviews. Their stories added emotion and personal meaning to the research. Some students agreed that their home life made school easier or harder. Others said that school staff, counselors, or good teachers were the ones who kept them going. One student said that despite his parents not being involved, the school stepped in to fill that gap. Those interviews helped bring the data to life. It made me realize how important it is to center real voices in conversations about education.

This project also helped me grow personally. I learned how to work in a group more effectively. At first, I worried about whether everyone would stay on task or whether we'd communicate well. But I was pleasantly surprised. Our group shared leadership, supported each other, and worked through disagreements in a respectful way. We each took responsibility for our parts, and I think our final product showed what we were capable of. I also got better at listening - not just during interviews, but when talking to my teammates. Sometimes, listening was more important than trying to be the one with all the answers.

Another important takeaway from this class is how education is connected to bigger systems. We talked about schools as places that can reproduce inequality - or push back against it. That idea stuck with me, especially as I reflected on my own school experiences. I was lucky to have teachers who believed in me, pushed me, and gave me opportunities. But I know not everyone had that. Now, I understand that education isn't just personal - it's political, social, and deeply tied to systems of power and access.

This course also helped me understand my own story better. Writing the letter to my late teacher, Ms. Raymond, was one of the most emotional assignments I’ve ever done. It made me realize how deeply one educator’s belief in me changed my future. That assignment reminded me that schools are filled with people - teachers, counselors, and students - who shape each other’s lives in powerful ways. It also showed me how memory, loss, and growth are part of the educational journey too.

I’m leaving this course with more than just academic knowledge. I’m leaving with a better understanding of how society works, how inequality operates, and how we can make things better. I’ve grown as a thinker and a collaborator. I’ve learned how to connect research with real human stories. And I’ve started to see myself not just as a student, but as someone who can be part of conversations about fairness, opportunity, and change in education.

I’m proud of the work I did in this course—especially the investigation project. But more importantly, I’m grateful for how much I’ve learned and how much I’ve grown. This class has changed the way I see schools, the world, and even myself.

Copyright © Dr. Michael Wei