CHAPTER I
INTRODUCTION
RATIONALE
Eve, a first year Mass Communication student of the University of the Philippines Cebu is categorized under Bracket A in the university’s STFAP. Her bracket assignment shows that her parents have an annual gross income of P1, 000, 000 or above. She points out that she does not really think about how much money she will spend in the course she chose. Payments and other fees are also not entirely her main concern in choosing a college course. On the other hand, Claire, a first year Management student of the same university is categorized under Bracket E₂. This bracket assignment entitles students having an annual gross family income of P50, 000 or less with free tuition fee and monthly stipend. Unlike Eve, she thinks twice about how much money she will spend in the course she chose to enroll. She also considers payments and other fees as top priority in choosing a college course.
Economic status defines the life of an individual in such a way that one will always refer to his/her financial stakes as regards to his decisions. It is the factor which deeply shapes his/her lifestyle and alters his/her preferences. He/she will weigh down his/her choices depending on what is covered within the boundaries of his/her economic status and if not, he/she will come to find alternatives in order to serve his/her needs. Most of the time, an individual bends his/her supposedly first preference in order to make way for other more important implications. In most cases, these more important implications include food for the family, healthcare, and education for all. It is when the other member of the family also needs a portion of the meager family income that the individual is forced to adjust his/her preferences. His/her choices will always reflect his/her financial background because one is always careful not to give out more than what he takes in.
While it is true that man’s place in society is entirely determined by the amount of money he/she takes in to meet his/her basic needs and to provide for his/her family, economic status alone is not the only factor which proves to be essential in the decision-making of an individual. As stated by Paulma (1992), there are institutional as well as personal factors pinpointed as major influences to the choices an individual makes, some of these include the influences of other people, the prestige of the college, the individual’s skills and abilities which relate to his/her choice of college course and sometimes though, his/her choice of college course may also be due to mere uncertainty. It is deemed important to include these factors in this study in order to fully understand the impact of economic factors and more so, socially-related factors in the decision-making of students.
The students’ choice of college course is a crucial part of their decision-making because it is considered by most people as the first real decision that every privileged individual has to face. In the world culture, education is a major concern to all types of families, regardless of their financial capacity. Parents, those who are fortunate enough to claim cultural investments, give extra effort to send their children to good schools which serves standard and quality education. Those who are not culturally and economically fortunate, those who only earn a meager income even in a long day’s work are also noted to make extra effort in sending their children to school, maybe to schools which fall short behind other well-established institutions but offers education nonetheless. Parents also see education especially college education as the tool to achieve successes in life. It is seen by most to be one of the effective means of getting out from a poverty-driven society and to enjoy the best of what life has to offer. There is ofcourse, nothing better than having a college degree. It will improve and redefine an individual’s perspective in life. He will get to interact with different kinds of people which will prove to be very helpful in his future. And most importantly, he will get to appreciate and learn many things in his college experience. This only goes to show that education, most especially college education is not just the Filipino dream but as well as the world’s. Choosing a college course is therefore labeled to be a crucial part in the process of decision-making because many factors are compromised, some even given up, in order to land the college course which best fits the individual and his family’s capacity to support his education.
This study aims to determine the relationship of economic status and the students’ choice of college course and to understand the many implications an individual undergoes in order to make his/her choices suitable for his/her and his/her family’s cause. There are varying factors as to why and how students land their respective college courses, yes, but the study conducted by Rojewski (1997) on The Effects of Economic Disadvantaged Status and Secondary Vocational Education on Adolescent Work Experience and Post-Secondary Aspirations showed that it all boils down to the individual’s economic status to mold his/her decision-making. More than a few studies, including that of Rojewski (1997), Weinger (2000) and others have been conducted to try and determine the relationship between one’s economic status and one’s preferences. But preference is too broad a word that it is necessary to break it down into smaller, more concise pieces. That is why we have come down to the choice of college course in order to represent a small yet crucial part of an individual’s preference and decision-making.
STATEMENT OF THE PROBLEM
This study aims to determine the influence of economic status to the choice of course of first year UP Cebu students.
Specifically, it aims to answer the following questions:
Does economic status influence the choice of course of first year UP Cebu students?
If yes, in what way does it influence the students’ choice of course?
If no, what are the other factors that influence the choice of course of first year UP Cebu students?
SIGNIFICANCE OF THE STUDY
This study aims to determine the relationship between the economic status and the choice of course of first year UP Cebu students. This will aid in understanding the impact of the students’ economic status as regards to their choice of college course. It will highlight the effects of financial constraints in education, which is first and foremost a free right for everyone.
This study will open opportunities for the lower economic class to be given the chance to pursue their fields of specialty regardless of their financial incapability. This will serve as an eye-opener to the other factors that adolescents consider in choosing their college course aside from that of their own, personal choices.
The underlying aim of this study is to make visible the effects of belonging in the lower economic class to an individual’s choices not just as regards to his education but more so, to the many decision he undertakes.
Wednesday, March 30, 2011
Monday, March 14, 2011
chapters 3 & 4
CHAPTER III
STUDY FRAMEWORK
Kahneman and Tversky’s Classical Utility Theory
Kahneman and Tversky’s Classical Utility Theory state that an individual’s decisions are mostly dependent upon economic factors. This is basically because economic factors determine the most suitable choice for the individual. Classical utility theory looks at decision making as choices between prospects and says the economic reason for selecting choice “A” over choice “B” is because the decision-maker has an expectation that “A” will produce greater utility than “B”, and that selecting “A” adds to overall utility – in that it doesn’t work against the utility we currently enjoy. Indeed, the normative model of rational choice assumes most people both should and do operate as classical economists say and make decisions based on maximizing utility.
In a series of experiments done in order to testify to Kahneman and Tversky’s Classical Utility Theory, it was found out that the subjects disproportionately maintained the influence of their status quo when presented with alternatives. In these series of experiments, it was found out that the status quo had a predictable and large effect on decision-making. It was also found out that the more choices the subjects were given, the stronger the bias for maintaining the status quo.
Ellsberg’s Theory of Ambiguity Effect
Ellsberg’s Theory of Ambiguity Effect which states that there are vital factors on which an individual base his decisions. These vital factors, in turn, should be known to an individual in order to influence him the choice he makes. This is because the decision making is affected by the information gathered or the lack of information about certain matters. It is the nature of the person to lean his decision on the side by which he assumes to have favorable outcomes. He wants to make sure that his decision would benefit him and not the opposite. On the other hand, when he is also unsure of the outcome, he usually assumes that it would be unfavorable for him. Thus, he does not choose it over the latter.
Ellsberg’s Theory of Ambiguity Theory is also known as heuristic. It is termed heuristic because it also refers to experience-based techniques for problem solving, learning, and discovery. exhaustive search is impractical. Examples of this method include using a "rule of thumb", an educated guess, an Heuristic methods are used to speed up the process of finding a good enough solution, where an intuitive judgment, or common sense. In more precise terms, heuristics are strategies using readily accessible, though loosely applicable, information to control problem solving in human beings and machines.
With the knowledge on the vital factors which influence decision making, The person will be able to land a most suitable decision. An individual is then dependent on the information he gains on certain choices. In many cases, though, the information he ought to seek cannot be supplied.
THEORETICAL FRAMEWORK
Among the number of theories which claim to explain the process of decision making undergone by an individual, the Kahneman and Tversky’s Classical Utility Theory are two of the most highly renowned in the world. This is basically why the proponents have chosen these two theories to explain further the relationship between the economic status and the decision making of individuals.
Kahneman and Tversky’s Classical Utility Theory explains the impact of economic factor in the decision making of individuals. This is most evident in such a way that the decisions made by an individual are basically dependent on his capacity to sustain his decision. One cannot land a decision that is beyond his economic boundaries. An individual is always tied to his financial capacity because this is what determines the decisions he will make. This theory also states that status quo is a critical reference point in the decision making of individuals. Status quo, for this matter, is the standpoint of an individual in his society. This is thoroughly determined by his economic status.
Ellsberg’s ambiguity theory states that there are economic reasons behind certain decisions. As regards to his economic background, he therefore considers two of the outcomes: the favorable outcome and the unfavorable outcome. The effects of the given information would gear towards the decision that the person would make. He thinks of two general outcomes: the favorable and the unfavorable. Usually, the favored outcome is chosen. It is easier for anyone to choose it because they have a feeling of relief rather than choosing the one which is unfavorable.
Fig. 1 Theoretical Framework
Conceptual Framework
There may be a correlation in the decision making and the economic status of a person. There is a theory on the impact of economic status on decision-making by Kahneman & Tversky’s which is the Classical Utility Theory. This theory states the impact of Economic reasons for selecting certain choices. Behavioral economics says decisions are strongly influenced by the point
of reference against which the decision is judged, and that reference point is often the status quo.
On the other hand, a theory on the influence of factors in process of decision making or the theory of Ambiguity effect by Daniel Ellberg can show the vital factors that affect decision making. These are the economic and social factors gathered from different sources. These informations are from their parents, friends, peers, mentors and the media. After consolidating all these, they have come up with the presumed favorable or unfavorable outcomes. It is his nature to choose the former over the latter that is why he avoids making the choices which will lead him to be in unfavorable situations.
In addition, economic status is not the only factor that is deemed important for the choice of college course. There are still other factors which college entrants consider, such as the influences of their peers and families. They regard others’ opinions and use them to aid their decision as to what course to take in college.
Fig. 2 Conceptual Framework
Operational Framework
It is specified that there is a correlation in the decision making of first year UP Cebu students and their economic status. According to the classical utility theory, the economic status has an impact on the decision making of a person. First Year UP Cebu Students consider their economic status in choosing a course. Their Economic Status is determined by their STFAP bracket assignment.
In the theory of ambiguity effect, it is elaborated that there may be a correlation between the choice of course and the economic status because these factors are vital in the process of decision making. These factors include: less payments, scholarships offered and job opportunities in the chosen course. In the courses offered in the University of the Philippines-Cebu, there are quiet some differences in these opportunities offered to different courses. Scholarships like DOST (Department of Science and Technology) scholarships are offered only for the BS Computer Science, BS Math and BS Biology courses which may affect the choice of course of 1st year UP Cebu students.
In addition, some people gather information from family members, peers and friends that taking up a certain course would give him more job opportunities when he finishes college compared to other courses. Some information may be factual or not, but these informations greatly affect the decision making of 1st year UP Cebu students.
Many would also consider if taking up a certain course would require him to spend minimum amount. He would consider lab fees, expensive requirements and the like that are required in taking up a certain course. If he cannot sustain the payments, he would likely not take up that certain course.
Fig. 3 Operational Framework
CHAPTER IV
METHODOLOGY
Respondents and Locale of the Study
The respondents are 56 first year college students or 20% of the whole first year population of the University of the Philippines Cebu enrolled in all courses offered by the university. This study covers the whole population consisting of 266 enrollees for the 2nd semester of the SY 2010-2011 only. The population is divided into eight courses with these corresponding enrollees: 54 in BS Management, 35 in BS Biology, 17 in BS Math, 50 in BS Computer Science, 21 in BA Political Science, 35 in BA Psychology, 31 in Mass Communication and 23 in Fine Arts.
Sampling Procedure
A stratified random sampling technique is utilized in this study. This is a method of a sampling in which the population is divided into smaller groups. In stratified random sampling, the groups are formed based on members' common characteristics. A random sample from each stratum is taken in a number proportional to the population’s size. These subsets of the strata are then pooled to form a random sample. The respondents are randomly selected from a master list of the University of the Philippines Cebu first year students provided by the University’s College Secretary Office (CSO). The researchers select 20% of the whole first year population or 56 respondents from the university.
Research Design
This study adopts the correlational survey design. This design uses survey questionnaires that are distributed to the respondents. Its main objective is to determine the relationship between the economic status and the choice of course of first year University of the Philippines Cebu students. This study also aims to identify the other factors which have possibly influenced their choice of course.
A focus group discussion is then conducted to support the initial data gathered by the questionnaire. The discussion is also used to gather more information from the respondents that are not revealed in their answers.
Data Collection
Each of the randomly selected respondents is given a questionnaire which they are tasked to fill up and to provide with accurate information.
The respondents are then divided into groups of five for the focus group discussion. The researchers decided that it is essential to conduct a focus group discussion limited to five people in order to create a more personal and comfortable atmosphere within the group. This has also prodded the respondents to provide more information than what they have initially provided in the questionnaire. The allotment for the collection of data will be for two weeks.
Having gathered all the necessary data, the researchers classified the responses according to the relationship of their economic status to their choice of course.
Instrumentation
In order to determine the relationship of the students’ economic status with their choice of course, questionnaires are distributed for the respondents to answer. The questionnaire is divided into three parts; personal information, financial background and choice of college course accordingly.
The first part of the questionnaire determines the personal information of the respondents which comprises name, age, sex and their course and year. The second part determines their financial background basing from their STFAP bracket assignment. The third part is in Likert Scale form, wherein the respondents indicated whether they strongly agree, agree, are undecided, disagree, or strongly disagree to the given statements. The statements given in the questionnaire are factors which are broken down to further emphasize the relationship between the students’ economic status and their choice of college course and to promote consistency as regards to the respondents’ answers.
Data Analysis
In order to determine the relationship between the economic status and the choice of course of first year University of the Philippines Cebu students, the answers in the questionnaires coupled with the focus group discussion are grouped accordingly.
The respondents’ STFAP bracket assignment and their answers in the Likert Scale on the questionnaires are duly compared and analyzed with the aid of The Statistical Package for the Social Science Software (SPSS).
The respondents’ answers in the focus group discussion are also classified under these factors: economic factor, others’ influence, prestige of the college, skills and abilities related and uncertainty.
STUDY FRAMEWORK
Kahneman and Tversky’s Classical Utility Theory
Kahneman and Tversky’s Classical Utility Theory state that an individual’s decisions are mostly dependent upon economic factors. This is basically because economic factors determine the most suitable choice for the individual. Classical utility theory looks at decision making as choices between prospects and says the economic reason for selecting choice “A” over choice “B” is because the decision-maker has an expectation that “A” will produce greater utility than “B”, and that selecting “A” adds to overall utility – in that it doesn’t work against the utility we currently enjoy. Indeed, the normative model of rational choice assumes most people both should and do operate as classical economists say and make decisions based on maximizing utility.
In a series of experiments done in order to testify to Kahneman and Tversky’s Classical Utility Theory, it was found out that the subjects disproportionately maintained the influence of their status quo when presented with alternatives. In these series of experiments, it was found out that the status quo had a predictable and large effect on decision-making. It was also found out that the more choices the subjects were given, the stronger the bias for maintaining the status quo.
Ellsberg’s Theory of Ambiguity Effect
Ellsberg’s Theory of Ambiguity Effect which states that there are vital factors on which an individual base his decisions. These vital factors, in turn, should be known to an individual in order to influence him the choice he makes. This is because the decision making is affected by the information gathered or the lack of information about certain matters. It is the nature of the person to lean his decision on the side by which he assumes to have favorable outcomes. He wants to make sure that his decision would benefit him and not the opposite. On the other hand, when he is also unsure of the outcome, he usually assumes that it would be unfavorable for him. Thus, he does not choose it over the latter.
Ellsberg’s Theory of Ambiguity Theory is also known as heuristic. It is termed heuristic because it also refers to experience-based techniques for problem solving, learning, and discovery. exhaustive search is impractical. Examples of this method include using a "rule of thumb", an educated guess, an Heuristic methods are used to speed up the process of finding a good enough solution, where an intuitive judgment, or common sense. In more precise terms, heuristics are strategies using readily accessible, though loosely applicable, information to control problem solving in human beings and machines.
With the knowledge on the vital factors which influence decision making, The person will be able to land a most suitable decision. An individual is then dependent on the information he gains on certain choices. In many cases, though, the information he ought to seek cannot be supplied.
THEORETICAL FRAMEWORK
Among the number of theories which claim to explain the process of decision making undergone by an individual, the Kahneman and Tversky’s Classical Utility Theory are two of the most highly renowned in the world. This is basically why the proponents have chosen these two theories to explain further the relationship between the economic status and the decision making of individuals.
Kahneman and Tversky’s Classical Utility Theory explains the impact of economic factor in the decision making of individuals. This is most evident in such a way that the decisions made by an individual are basically dependent on his capacity to sustain his decision. One cannot land a decision that is beyond his economic boundaries. An individual is always tied to his financial capacity because this is what determines the decisions he will make. This theory also states that status quo is a critical reference point in the decision making of individuals. Status quo, for this matter, is the standpoint of an individual in his society. This is thoroughly determined by his economic status.
Ellsberg’s ambiguity theory states that there are economic reasons behind certain decisions. As regards to his economic background, he therefore considers two of the outcomes: the favorable outcome and the unfavorable outcome. The effects of the given information would gear towards the decision that the person would make. He thinks of two general outcomes: the favorable and the unfavorable. Usually, the favored outcome is chosen. It is easier for anyone to choose it because they have a feeling of relief rather than choosing the one which is unfavorable.
Fig. 1 Theoretical Framework
Conceptual Framework
There may be a correlation in the decision making and the economic status of a person. There is a theory on the impact of economic status on decision-making by Kahneman & Tversky’s which is the Classical Utility Theory. This theory states the impact of Economic reasons for selecting certain choices. Behavioral economics says decisions are strongly influenced by the point
of reference against which the decision is judged, and that reference point is often the status quo.
On the other hand, a theory on the influence of factors in process of decision making or the theory of Ambiguity effect by Daniel Ellberg can show the vital factors that affect decision making. These are the economic and social factors gathered from different sources. These informations are from their parents, friends, peers, mentors and the media. After consolidating all these, they have come up with the presumed favorable or unfavorable outcomes. It is his nature to choose the former over the latter that is why he avoids making the choices which will lead him to be in unfavorable situations.
In addition, economic status is not the only factor that is deemed important for the choice of college course. There are still other factors which college entrants consider, such as the influences of their peers and families. They regard others’ opinions and use them to aid their decision as to what course to take in college.
Fig. 2 Conceptual Framework
Operational Framework
It is specified that there is a correlation in the decision making of first year UP Cebu students and their economic status. According to the classical utility theory, the economic status has an impact on the decision making of a person. First Year UP Cebu Students consider their economic status in choosing a course. Their Economic Status is determined by their STFAP bracket assignment.
In the theory of ambiguity effect, it is elaborated that there may be a correlation between the choice of course and the economic status because these factors are vital in the process of decision making. These factors include: less payments, scholarships offered and job opportunities in the chosen course. In the courses offered in the University of the Philippines-Cebu, there are quiet some differences in these opportunities offered to different courses. Scholarships like DOST (Department of Science and Technology) scholarships are offered only for the BS Computer Science, BS Math and BS Biology courses which may affect the choice of course of 1st year UP Cebu students.
In addition, some people gather information from family members, peers and friends that taking up a certain course would give him more job opportunities when he finishes college compared to other courses. Some information may be factual or not, but these informations greatly affect the decision making of 1st year UP Cebu students.
Many would also consider if taking up a certain course would require him to spend minimum amount. He would consider lab fees, expensive requirements and the like that are required in taking up a certain course. If he cannot sustain the payments, he would likely not take up that certain course.
Fig. 3 Operational Framework
CHAPTER IV
METHODOLOGY
Respondents and Locale of the Study
The respondents are 56 first year college students or 20% of the whole first year population of the University of the Philippines Cebu enrolled in all courses offered by the university. This study covers the whole population consisting of 266 enrollees for the 2nd semester of the SY 2010-2011 only. The population is divided into eight courses with these corresponding enrollees: 54 in BS Management, 35 in BS Biology, 17 in BS Math, 50 in BS Computer Science, 21 in BA Political Science, 35 in BA Psychology, 31 in Mass Communication and 23 in Fine Arts.
Sampling Procedure
A stratified random sampling technique is utilized in this study. This is a method of a sampling in which the population is divided into smaller groups. In stratified random sampling, the groups are formed based on members' common characteristics. A random sample from each stratum is taken in a number proportional to the population’s size. These subsets of the strata are then pooled to form a random sample. The respondents are randomly selected from a master list of the University of the Philippines Cebu first year students provided by the University’s College Secretary Office (CSO). The researchers select 20% of the whole first year population or 56 respondents from the university.
Research Design
This study adopts the correlational survey design. This design uses survey questionnaires that are distributed to the respondents. Its main objective is to determine the relationship between the economic status and the choice of course of first year University of the Philippines Cebu students. This study also aims to identify the other factors which have possibly influenced their choice of course.
A focus group discussion is then conducted to support the initial data gathered by the questionnaire. The discussion is also used to gather more information from the respondents that are not revealed in their answers.
Data Collection
Each of the randomly selected respondents is given a questionnaire which they are tasked to fill up and to provide with accurate information.
The respondents are then divided into groups of five for the focus group discussion. The researchers decided that it is essential to conduct a focus group discussion limited to five people in order to create a more personal and comfortable atmosphere within the group. This has also prodded the respondents to provide more information than what they have initially provided in the questionnaire. The allotment for the collection of data will be for two weeks.
Having gathered all the necessary data, the researchers classified the responses according to the relationship of their economic status to their choice of course.
Instrumentation
In order to determine the relationship of the students’ economic status with their choice of course, questionnaires are distributed for the respondents to answer. The questionnaire is divided into three parts; personal information, financial background and choice of college course accordingly.
The first part of the questionnaire determines the personal information of the respondents which comprises name, age, sex and their course and year. The second part determines their financial background basing from their STFAP bracket assignment. The third part is in Likert Scale form, wherein the respondents indicated whether they strongly agree, agree, are undecided, disagree, or strongly disagree to the given statements. The statements given in the questionnaire are factors which are broken down to further emphasize the relationship between the students’ economic status and their choice of college course and to promote consistency as regards to the respondents’ answers.
Data Analysis
In order to determine the relationship between the economic status and the choice of course of first year University of the Philippines Cebu students, the answers in the questionnaires coupled with the focus group discussion are grouped accordingly.
The respondents’ STFAP bracket assignment and their answers in the Likert Scale on the questionnaires are duly compared and analyzed with the aid of The Statistical Package for the Social Science Software (SPSS).
The respondents’ answers in the focus group discussion are also classified under these factors: economic factor, others’ influence, prestige of the college, skills and abilities related and uncertainty.
Monday, February 14, 2011
Review of Related Literature
A CORRELATIVE STUDY ON THE ECONOMIC STATUS AND THE CHOICE OF COURSE OF FIRST YEAR UP CEBU STUDENTS
A Research Paper
Presented to the
Humanities Division
University of the Philippines
Cebu College
In Partial Fulfillment
Of the Requirements for the Course
Communication II
By:
Basalo, Gerime Mae A.
Benigay, Easterlyn Kwan
January 2011
This chapter is organized accordingly to comply with the study’s objectives. First, it is important to understand how adolescents make certain decisions. Then, the implications of a college education as well as the other factors which affect the choice of a college course are discussed. Lastly, it is equally important to understand and define economic status, including the advantages and disadvantages of its corresponding social classes. With these guidelines, the relationship between the students’ economic status and their choice of college course can be derived.
Decision-Making of Adolescents
Brockman and Russell (1992) stated that in the process of decision-making, one takes into account the probable consequences of his decision. He weighs down all his choices before landing into a final decision. One skill that is most utilized in the process of decision-making is a person’s reasoning capability. This includes knowing probability and the capacity to think systematically and abstractly. An efficient decision-maker should be able to list relevant choices, identify potential consequences of each choice, assess the likelihood of each consequence actually occurring, determine the importance of these consequences, and combine all this information to decide which choice is the most appealing.
Brockman and Russell (1992) also believe that there are different factors which influence an adolescent’s decision-making. These may include cognitive, psychological, social, cultural and societal factors. The way of reasoning and perception refers to the cognitive skill, which is centered on the mental processes of an individual. However, the decisions made by adolescents vary as they mature with age. They are influenced by their experiences and they tend to rely on their own judgment. The influences brought about by the adolescent’s family or peer group refers to his psychological and social skills. Religion, economic class and ethnicity are also part of the cultural and societal factors which influence the decision-making of adolescents. The only way to understand how teenagers make decisions is also to understand the many challenges that they are facing today. There is a need to comprehend the information they possess, what information they choose to use and their cognitive ability. Indeed there have been many studies on the decision-making of adolescents which takes into consideration the Piagetian stage of cognitive development, social and psychological influences such as the effects brought about by peer pressure, or factors regarding their involvement in ethnic and minority groups. The individual components of a teenager’s decision-making are therefore highlighted in these studies.
The College Education
According to McGuire (n.d.) in his article in the CollegeView, it is important to get a college education to have more opportunities. He said that it’s a “gateway to better options”. Also, he said that being in a college school would allow one to think and develop his knowledge which would give him an edge over other job applicants in the future. While one is still taking up a college course, he can already build up connections that will be of great help especially when he will be applying for jobs, a college degree may also be an edge for promotion. He closes his article by saying that the benefit from getting a college degree is not just getting oneself a job. There are still many benefits beyond it. However, many High School students do not see its importance because most of them only see the hardship on how to pay for the degree.
According to Malm and Jaminson (1952), an institution which takes control over six or more hours of the time of a teenager will really have a great influence in his life. Aside from the time element, there are still reasons why an institution should be pointed for the traits that a teenager has. First, he gets to learn a lot of things from the subjects taught in the four corners of the classroom such as Mathematics, Science and English. Second, it is only in school that a “professional help” is provided in order for him to survive the coming struggles of life. Third, he can find his peers here and can fit in with people whom he share the same interests with. Fourth, the school will also develop his social being because of the group processes that he will undergo as part of his studies. Fifth, an introduction to the community is also catered in school which is way different from their comfort zones, their homes. Sixth, they can already have the feeling of handling “responsibilities and serious problems” as they go through the process of schooling.
According to Dr. Fritz Grupe (2011), “eighty percent of college-bound and high school students have not yet chosen a major”. On the other hand, some college students still shift to other courses twice or even thrice in his college years.
Robinson (2011) suggested that before choosing a major, the students should first look into the campus resources. The academic advisors should be given importance. They are not only there to select classes for the students but they can also guide them in choosing college majors. These academic advisors know the nature of every course in the school very well. The students should be acquainted with the School Faculty and Chairs. They can share insights that the students might have left out while deciding for majors to take up. They can lead the college students into “new directions within careers and ultimately the majors required to succeed”. They can also recommend the students to have a talk with certain people in order to get informations about different majors. The students should also seek help from the Career Centers because they are effective “campus resource”. Aside from giving them good points for choosing majors, they also give the ideas for new careers after graduating in College.
Katharine Hansen (2008) concludes that there is nothing better than finishing a college degree. Because for one, it will improve an individual’s outlook in life. He will get to interact with different kinds of people which will prove to be very helpful in his future. And ofcourse, he will get to appreciate what people term as the “college experience”.
Factors Influencing the Choice of College Course
A thesis entitled “Factors Affecting the Choice of Mass Communication as a Course Preference among Mass Comm students in Cebu City” by Carla Camille Faustino Basa-Martinez and Ordinah Navasquez Sagun (2002) aimed to determine the factors that may have influenced the course preference of Mass Comm students in Cebu City. The study was done in four universities that are offering the stated course. The proponents randomly selected 20 first year students from every school. Through the study, the proponents have noted that most of them took up Mass Comm not because they like it but mainly because they were not yet certain as to what course they really want to take up. It is also their way to still go to school even while they are still undecided. Others take it because they think it would be easy for them because of their capabilities inclined with the course. The economic factors have the least weight that influence the course preference of Mass Comm students in Cebu City.
According to Paulma (1992) in her doctorate thesis entitled “The Personal Factors Influencing Enrollment Decisions of College Entrants in Tertiary Institutions, DECS-Region X”, there are “personal as well as institutional factors” that the upcoming College students are considering in making plans for College.
Paulma (1992) also stated that in public colleges, students are more influenced by the institutional factors than those who are from the private colleges. One example of this institutional factor is the “employment opportunities after graduation”. Also, the decision making for the choice of course by public colleges students are greatly influenced by the opinion of their parents. The “prestige or reputation” of the college is generally taken into consideration in the decision making stage. Moreover, the “curricular programs or offerings” ranked number one in the top eleven institutional factors that are important in this stage.
According to Reynolds (2010), many college students base their choice of course on the “requirements, practicalities, and personal bent”. Students may pick courses that they might find easy. Others also take a specific course depending on who their future professors may be because they look into the characteristics that they want their professors to have. He also believes that the General Education subjects matter as well as the course needed for the specialization of the student. In addition, some take a specific course that will be of great help to them when they finally get a graduate course. He also mentioned that some of them are only forced to take certain because of the availability of the schedule. Lastly and most importantly, he also thinks that many students choose their course because of personal interest. They choose their courses because it is related to their personal interests.
Reynolds (2010) added that few of the factors which students claim to have influenced their college preference are career opportunities, the varying techniques to teaching and learning in particular courses and universities, satisfaction and feeling of fulfillment and above all, quality education. However, the socio-economic status and gender of applicants’ do not show a distinguishable relationship to their choice of courses. A certain relationship among these factors are only determined in the behaviors of the applicants in this particular field of study.
In the website of Higher Education Research (2010), the students engaged in the same fields of study also have the same factors which they claim to have influenced their decision-making. This only goes to show that a particular college course has a unitary factor that college applicants find most important in the process of choosing their college degree.
Furthermore, the website of Higher Education Research (2010) claimed that in the field of Business and Engineering, for instance, the applicants are more specific in the employment rates of this particular field of study. The applicants in the Arts and Sciences however, do not share the same consideration. Twenty-six percent of Business applicants rated the importance of opportunities for flexible study as a strong or very strong influence on their college choice. Whereas only eight percent of engineering applicants rated this as a strong or very strong influence with theirs. The employers are also a factor which appears to be very essential to the Business college applicants. They are concerned with what their future employers might think of their college course, possibly because this will grant them job opportunities and successful investments. This is evidently a strong or a very strong influence on Business applicants having reached seventy-one percent compared to the meager forty-nine percent of those students enrolled in the field of sciences. Education applicants, however, rely on their high-end transcript to get them through college. Health applicants indicate the satisfaction of graduates from the course as a very influential factor with regards to their course preference than those who belong in any other field. Therefore, the factors which have influenced the course preference of college students are varied according to the particular field of study they are engaged. There is a clear implication that the priorities of one subgroup differs from another because their diverse interests, values and emphases are also taken into account.
In the research conducted by The College Board Art and Science Group (2000), students were asked to rate the factors which were most important in their college application and enrollment decisions. The factors important to their parents were also taken into account. Academic quality garnered eighty-four percent of the over-all ratings and was classified by the students and their parents as very important in their decision-making. Affordability factors also garnered very high ratings which only confirmed that financial concerns are very much important to students. The research found out that the importance of an affordable education has risen dramatically over the years. Infact, it nearly reached up to forty percent in 2007, breaking the record in thirty-five years. It has indeed become an ordeal which is most likely evident nowadays compared to the past millennia. Good social activities also became a major factor which influenced college choice. It climbed up to thirty-seven percent in 2007, putting it next to affordability concerns in choosing a college degree.
Economic Status
According to the website of Business Researchers Network (2003), the society is divided into socio-economic class. This is determined by the family income, parental education level, parental occupation, and social status in the community such as contacts within the community, group associations, and the community’s perception of the family. Typically, families with high socio-economic status are more capable of sending their children to good schools and enroll in whichever further degree they desire. They are more exposed to a wide range of choices and possibilities in order to meet the kind of education they would prefer. They also have access to healthcare and are equipped with the information on the social, emotional and cognitive aspects of their children. More so, their children are more knowledgeable when it comes to the basics of learning because those with high socio-economic status have easier access to quality education than others. On the other hand, families who have low socio-economic status are less capable of acquiring quality and standard education for their children. They are less equipped with knowledge on healthcare due to limited resources in the community. Their children are more likely to choose a school or college that is within their economic means as to meet the financial demands of their education.
As further implied in the website of the North Central Regional Educational Laboratory (NCREL) (1995), the socioeconomic status is determined by the “family income, parental education level, parental occupation, and social status in the community”. Families with higher status in the community are said to have more capabilities in rearing their children to have a good education because they have the resources needed for the development of the children. They can also provide their children with the things that will help nourish them. In the same way, these parents will really seek information to help them get ready the kids for school. On the other hand, families who have lower economic status will have a hard time to support the education of the child financially, economically and other support that parents from the higher class can provide. The parents who are members of the lower class may not have the capabilities to join their children while doing school works. They may not have the knowledge regarding “childhood immunizations and nutrition” that are very much vital in the child’s development.
According to Maiese (2004), social status is the “degree of honor or prestige attached to one's position in society”. It is also associated with the capabilities of individuals to hold on certain beliefs or principles which are vital in the society. The social roles are distinguished as to what are the important cultures that are existing in the society are.
Maiese (2004) also believes that sometimes, the inequality in position and wealth may dominate so much that the people may go along with it without being aware. However, when there is resistance, “social conflict results”. “Domination conflicts” may be perceived depending on who higher or lower positions in terms of the socioeconomic or political power. The conflicts may occur between individuals, groups of people or within a country. Those who have high status are said to have more authority and privilege over other people who have low status. The former’s ideals, principles, feelings and the like are often given more weight of importance. There is also a sort of stereo typing when it comes to the services offered in the society like the resources, health services, education and job opportunities. Some give these benefits just relying on the “skin color, gender, or ones profession”. There are really different factors that will determine the social position of the people in the society. These include “individual's race, ethnicity, gender, age, skin color, economic class, caste, religious sect, and regional grouping”. However, there are still more factors aside from those mentioned. The labeling of who really are superior in a certain society depends on the norms that they follow. People have the tendency to mark other people according to their own perception or standards.
According to Havighurst and Taba (1949), having a social class in our society is evident. Most of the people are aware that they have a place in the social scale. These are labeled as the upper, lower, and the middle class.
In the website of Travel Documents System (1996), it was stated that even though there is only little impact on those who have high economic class with regards to meeting the family’s basic needs, some of them are still prone to experiencing the effects of a poverty-driven society. Those who have incomes below fifty percent of the country’s average income are those that belong to the lower economic class. He also stated that relative poverty is greater when more of the country’s income amasses among the ten percent highest earners and most citizens have income further below these salaries.
According to Kephart and Jedlicka (1991) social class really plays a role in the way a family lives but no matter what, generally, “the higher the status”, the more comfortable the life of a family gets. However, there are also exemptions to this. Even some lower-class feel more blessed than other members of the higher-class. On the other hand, a few wealthy people also feel unfavorable because of the consequences they face because of their riches, but in most cases, stability of income and good educational background are vital factors for a prosperous marriage and a family life.
Furthermore, the website of Travel Documents System (1996) emphasized that the economic status in the Philippines has a major implication in such a way that the Philippine economy is unstable and partly relies in the world market. In this case, the Filipino people comprise a great portion of the lower class. And only a small portion of the population is filled up by the higher class citizens.
Economic Status and the Choice of Course
In the study conducted by Weinger (2000) on Economic Status: Middle Class and Poor Children’s Views, he insisted that it was essential to determine the socio-economic background of the students. This was obtained through the highest educational level reached by their parents. With this, the study found out that socio-economic background does not seem to affect the reasons of the students in choosing a college. However, there are some comparisons which can be derived from the preference of the higher class and the lower class. But over all, these comparisons are not very significant to their decision-making. The prestige of the university and the social and cultural activities in the campus were determined to be more of a concern to those who belong to the higher class than those who do not. On the other hand, the lower class has more pressing factors to consider. They are more focused on into the greater number of opportunities, the use of information technology, the availability of rental housing and the accessibility from home. These factors pertain to the fact that those who belong to the lower status quo have more concerns as to the choice of college than those who belong to the higher status quo. These findings suggest that for those who do not have cultural capital, the capability to comply their basic needs is more important than their choice of college.
The thesis on The Effects of Economic Disadvantaged Status and Secondary Vocational Education on Adolescent Work Experience and Post-Secondary Aspirations by Rojewski (1997) emphasizes that the disadvantaged economic status of high school graduates is a major factor that influences their choice of degree program in college in this case, vocational degree programs. The research showed that students who belong to the higher economic class were more likely to be employed than those who belong to the lower side of the spectrum. This is primarily because those who were enrolled in a standard vocational program in college mostly belong to the higher class. It is evident that only the higher class can afford a standard vocational education than those who belong to the lower class. This poses a great impact on the employment rate of those with high means of living than those who do not. The findings of this study on the relationship of a disadvantaged economic status and choice of vocational education of high school students could be useful in making education accessible even to those who rely on limited resources. Education is a free right therefore, it should be regarded with equity and fairness despite the differences posed by economic classes.
BIBLIOGRAPHY
Internet Sources:
Hansen K. (2008) Retrieved January 21, 2011 from http://www.quintcareers.com/college_education_value.html
Higher Education Research. (2010). Factors Influencing Choice of College.
Retrieved January 20, 2011 from
http://www.dest.gov.au/archive/highered/eipubbs/99-3/8.htm
Maiese, M. (2004). Social Status. Retrieved November 18, 2010 from
http://www.beyondintractability.org/essay/social_status/
McGuire, J. (n.d). Importance of College Education: Why it is important to go to
college. Retrieved December 5, 2010 from
http://www.collegeview.com/importance_of_college_education.html
Reynolds, C. (2010). Factors Affecting the Choice of Course in College.
Retrieved November 17, 2010 from
http://www.ehow.com/list_5890546_factors_affecting_choice_courses_college.html
Travel Documents System. (1996). Philippines. Retrieved January 21, 2011 from
http://www.traveldocs.com/ph/economy.htm
Dr. Fritz Grupe (2011) College Freshmen Face Major Dilemma Retrieved
January 25, 2011 from http://www.msnbc.msn.com/id/10154383
Thesis:
Basa-Martinez C.C., C., & Sagun, O.N.(n.d). Factors Affecting the Choice of
Mass Communication as a Course Preference among Mass Comm
Students in Cebu City. (Unpublished Undergraduate Thesis, University of
thePhilippines-Cebu College)
Polytechnic University of the Philippines (2010). My Thesis Proposal.
(Undergraduate Thesis, Polytechnic University of the Philippines)retrieved
from http://www.slideshare.net/rap3r/my-thesis-proposal#text-version
Paulma, E. (1992). The Personal and Institutional Factors Influencing Enrollment
Decisions of College Entrants in Tertiary Institutions, DECS-Region X.
(Doctorate Thesis, Cebu Normal University)
Rojewski, J. (1997). The Effects of Economic Disadvantaged Status and
Secondary Vocational Education on Adolescent Work Experience and
Postsecondary Aspirations. (Unpublished Masteral Thesis, The University
of Georgia)
Books:
Havighurst, R., & Taba, H. (1949). Adolescent Character and Personality. United
States of America: John Wiley & Sons, Inc.
Jedlicka, D., & Kepharzt, W. (1991). The Family, Society, and the Individual
Seventh Edition. Harper Collins Publisher Inc.
Malm, M., & Jamison, O. (1952). Adolescence. United States of America:
McGraw-Hill Book Company, Inc.
Articles:
Brockman, M. and Russell S., (1992). Decision making/ Reasoning skills.
University of California, University of Arizona. Retrieved January 19, 2011 from http://cals-cf.calsnet.arizona.edu/fcs/bpy/content.cfm?content=decision_making
Business Researchers Network (2003). Economic Status of the Philippines.
Penny Hill Press. Retrieved January 18, 2011 from
http://www.adb.org/DocumentsfERD/Working_Papers/wp034.pdf.
North Central Regional Educational Laboratory. (1995). Retrieved January 18,
2011 from http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea7lk5.htm
Robinson, M. (2011). Helping Teenagers Choose a College Major. Retrieved
January 18, 2011 from http://ezinearticles.com/?Helping-Teenagers-
Choose-a-College-Major&id=1281437
The College Board Art and Science Group. (2000). Factors in College Choice.
Retrieved January 19, 2011 from
http://professionals.collegeboard.com/data-reports-research/trends/studentpoll/millenial/college-choice
Weinger S. (2000). Economic Status: Middle Class and Poor Children’s Views.
Western Michigan University, USA. Children & Society Volume 14 pp.
135-136. PDF File. Retrieved January 20, 2011.
A Research Paper
Presented to the
Humanities Division
University of the Philippines
Cebu College
In Partial Fulfillment
Of the Requirements for the Course
Communication II
By:
Basalo, Gerime Mae A.
Benigay, Easterlyn Kwan
January 2011
This chapter is organized accordingly to comply with the study’s objectives. First, it is important to understand how adolescents make certain decisions. Then, the implications of a college education as well as the other factors which affect the choice of a college course are discussed. Lastly, it is equally important to understand and define economic status, including the advantages and disadvantages of its corresponding social classes. With these guidelines, the relationship between the students’ economic status and their choice of college course can be derived.
Decision-Making of Adolescents
Brockman and Russell (1992) stated that in the process of decision-making, one takes into account the probable consequences of his decision. He weighs down all his choices before landing into a final decision. One skill that is most utilized in the process of decision-making is a person’s reasoning capability. This includes knowing probability and the capacity to think systematically and abstractly. An efficient decision-maker should be able to list relevant choices, identify potential consequences of each choice, assess the likelihood of each consequence actually occurring, determine the importance of these consequences, and combine all this information to decide which choice is the most appealing.
Brockman and Russell (1992) also believe that there are different factors which influence an adolescent’s decision-making. These may include cognitive, psychological, social, cultural and societal factors. The way of reasoning and perception refers to the cognitive skill, which is centered on the mental processes of an individual. However, the decisions made by adolescents vary as they mature with age. They are influenced by their experiences and they tend to rely on their own judgment. The influences brought about by the adolescent’s family or peer group refers to his psychological and social skills. Religion, economic class and ethnicity are also part of the cultural and societal factors which influence the decision-making of adolescents. The only way to understand how teenagers make decisions is also to understand the many challenges that they are facing today. There is a need to comprehend the information they possess, what information they choose to use and their cognitive ability. Indeed there have been many studies on the decision-making of adolescents which takes into consideration the Piagetian stage of cognitive development, social and psychological influences such as the effects brought about by peer pressure, or factors regarding their involvement in ethnic and minority groups. The individual components of a teenager’s decision-making are therefore highlighted in these studies.
The College Education
According to McGuire (n.d.) in his article in the CollegeView, it is important to get a college education to have more opportunities. He said that it’s a “gateway to better options”. Also, he said that being in a college school would allow one to think and develop his knowledge which would give him an edge over other job applicants in the future. While one is still taking up a college course, he can already build up connections that will be of great help especially when he will be applying for jobs, a college degree may also be an edge for promotion. He closes his article by saying that the benefit from getting a college degree is not just getting oneself a job. There are still many benefits beyond it. However, many High School students do not see its importance because most of them only see the hardship on how to pay for the degree.
According to Malm and Jaminson (1952), an institution which takes control over six or more hours of the time of a teenager will really have a great influence in his life. Aside from the time element, there are still reasons why an institution should be pointed for the traits that a teenager has. First, he gets to learn a lot of things from the subjects taught in the four corners of the classroom such as Mathematics, Science and English. Second, it is only in school that a “professional help” is provided in order for him to survive the coming struggles of life. Third, he can find his peers here and can fit in with people whom he share the same interests with. Fourth, the school will also develop his social being because of the group processes that he will undergo as part of his studies. Fifth, an introduction to the community is also catered in school which is way different from their comfort zones, their homes. Sixth, they can already have the feeling of handling “responsibilities and serious problems” as they go through the process of schooling.
According to Dr. Fritz Grupe (2011), “eighty percent of college-bound and high school students have not yet chosen a major”. On the other hand, some college students still shift to other courses twice or even thrice in his college years.
Robinson (2011) suggested that before choosing a major, the students should first look into the campus resources. The academic advisors should be given importance. They are not only there to select classes for the students but they can also guide them in choosing college majors. These academic advisors know the nature of every course in the school very well. The students should be acquainted with the School Faculty and Chairs. They can share insights that the students might have left out while deciding for majors to take up. They can lead the college students into “new directions within careers and ultimately the majors required to succeed”. They can also recommend the students to have a talk with certain people in order to get informations about different majors. The students should also seek help from the Career Centers because they are effective “campus resource”. Aside from giving them good points for choosing majors, they also give the ideas for new careers after graduating in College.
Katharine Hansen (2008) concludes that there is nothing better than finishing a college degree. Because for one, it will improve an individual’s outlook in life. He will get to interact with different kinds of people which will prove to be very helpful in his future. And ofcourse, he will get to appreciate what people term as the “college experience”.
Factors Influencing the Choice of College Course
A thesis entitled “Factors Affecting the Choice of Mass Communication as a Course Preference among Mass Comm students in Cebu City” by Carla Camille Faustino Basa-Martinez and Ordinah Navasquez Sagun (2002) aimed to determine the factors that may have influenced the course preference of Mass Comm students in Cebu City. The study was done in four universities that are offering the stated course. The proponents randomly selected 20 first year students from every school. Through the study, the proponents have noted that most of them took up Mass Comm not because they like it but mainly because they were not yet certain as to what course they really want to take up. It is also their way to still go to school even while they are still undecided. Others take it because they think it would be easy for them because of their capabilities inclined with the course. The economic factors have the least weight that influence the course preference of Mass Comm students in Cebu City.
According to Paulma (1992) in her doctorate thesis entitled “The Personal Factors Influencing Enrollment Decisions of College Entrants in Tertiary Institutions, DECS-Region X”, there are “personal as well as institutional factors” that the upcoming College students are considering in making plans for College.
Paulma (1992) also stated that in public colleges, students are more influenced by the institutional factors than those who are from the private colleges. One example of this institutional factor is the “employment opportunities after graduation”. Also, the decision making for the choice of course by public colleges students are greatly influenced by the opinion of their parents. The “prestige or reputation” of the college is generally taken into consideration in the decision making stage. Moreover, the “curricular programs or offerings” ranked number one in the top eleven institutional factors that are important in this stage.
According to Reynolds (2010), many college students base their choice of course on the “requirements, practicalities, and personal bent”. Students may pick courses that they might find easy. Others also take a specific course depending on who their future professors may be because they look into the characteristics that they want their professors to have. He also believes that the General Education subjects matter as well as the course needed for the specialization of the student. In addition, some take a specific course that will be of great help to them when they finally get a graduate course. He also mentioned that some of them are only forced to take certain because of the availability of the schedule. Lastly and most importantly, he also thinks that many students choose their course because of personal interest. They choose their courses because it is related to their personal interests.
Reynolds (2010) added that few of the factors which students claim to have influenced their college preference are career opportunities, the varying techniques to teaching and learning in particular courses and universities, satisfaction and feeling of fulfillment and above all, quality education. However, the socio-economic status and gender of applicants’ do not show a distinguishable relationship to their choice of courses. A certain relationship among these factors are only determined in the behaviors of the applicants in this particular field of study.
In the website of Higher Education Research (2010), the students engaged in the same fields of study also have the same factors which they claim to have influenced their decision-making. This only goes to show that a particular college course has a unitary factor that college applicants find most important in the process of choosing their college degree.
Furthermore, the website of Higher Education Research (2010) claimed that in the field of Business and Engineering, for instance, the applicants are more specific in the employment rates of this particular field of study. The applicants in the Arts and Sciences however, do not share the same consideration. Twenty-six percent of Business applicants rated the importance of opportunities for flexible study as a strong or very strong influence on their college choice. Whereas only eight percent of engineering applicants rated this as a strong or very strong influence with theirs. The employers are also a factor which appears to be very essential to the Business college applicants. They are concerned with what their future employers might think of their college course, possibly because this will grant them job opportunities and successful investments. This is evidently a strong or a very strong influence on Business applicants having reached seventy-one percent compared to the meager forty-nine percent of those students enrolled in the field of sciences. Education applicants, however, rely on their high-end transcript to get them through college. Health applicants indicate the satisfaction of graduates from the course as a very influential factor with regards to their course preference than those who belong in any other field. Therefore, the factors which have influenced the course preference of college students are varied according to the particular field of study they are engaged. There is a clear implication that the priorities of one subgroup differs from another because their diverse interests, values and emphases are also taken into account.
In the research conducted by The College Board Art and Science Group (2000), students were asked to rate the factors which were most important in their college application and enrollment decisions. The factors important to their parents were also taken into account. Academic quality garnered eighty-four percent of the over-all ratings and was classified by the students and their parents as very important in their decision-making. Affordability factors also garnered very high ratings which only confirmed that financial concerns are very much important to students. The research found out that the importance of an affordable education has risen dramatically over the years. Infact, it nearly reached up to forty percent in 2007, breaking the record in thirty-five years. It has indeed become an ordeal which is most likely evident nowadays compared to the past millennia. Good social activities also became a major factor which influenced college choice. It climbed up to thirty-seven percent in 2007, putting it next to affordability concerns in choosing a college degree.
Economic Status
According to the website of Business Researchers Network (2003), the society is divided into socio-economic class. This is determined by the family income, parental education level, parental occupation, and social status in the community such as contacts within the community, group associations, and the community’s perception of the family. Typically, families with high socio-economic status are more capable of sending their children to good schools and enroll in whichever further degree they desire. They are more exposed to a wide range of choices and possibilities in order to meet the kind of education they would prefer. They also have access to healthcare and are equipped with the information on the social, emotional and cognitive aspects of their children. More so, their children are more knowledgeable when it comes to the basics of learning because those with high socio-economic status have easier access to quality education than others. On the other hand, families who have low socio-economic status are less capable of acquiring quality and standard education for their children. They are less equipped with knowledge on healthcare due to limited resources in the community. Their children are more likely to choose a school or college that is within their economic means as to meet the financial demands of their education.
As further implied in the website of the North Central Regional Educational Laboratory (NCREL) (1995), the socioeconomic status is determined by the “family income, parental education level, parental occupation, and social status in the community”. Families with higher status in the community are said to have more capabilities in rearing their children to have a good education because they have the resources needed for the development of the children. They can also provide their children with the things that will help nourish them. In the same way, these parents will really seek information to help them get ready the kids for school. On the other hand, families who have lower economic status will have a hard time to support the education of the child financially, economically and other support that parents from the higher class can provide. The parents who are members of the lower class may not have the capabilities to join their children while doing school works. They may not have the knowledge regarding “childhood immunizations and nutrition” that are very much vital in the child’s development.
According to Maiese (2004), social status is the “degree of honor or prestige attached to one's position in society”. It is also associated with the capabilities of individuals to hold on certain beliefs or principles which are vital in the society. The social roles are distinguished as to what are the important cultures that are existing in the society are.
Maiese (2004) also believes that sometimes, the inequality in position and wealth may dominate so much that the people may go along with it without being aware. However, when there is resistance, “social conflict results”. “Domination conflicts” may be perceived depending on who higher or lower positions in terms of the socioeconomic or political power. The conflicts may occur between individuals, groups of people or within a country. Those who have high status are said to have more authority and privilege over other people who have low status. The former’s ideals, principles, feelings and the like are often given more weight of importance. There is also a sort of stereo typing when it comes to the services offered in the society like the resources, health services, education and job opportunities. Some give these benefits just relying on the “skin color, gender, or ones profession”. There are really different factors that will determine the social position of the people in the society. These include “individual's race, ethnicity, gender, age, skin color, economic class, caste, religious sect, and regional grouping”. However, there are still more factors aside from those mentioned. The labeling of who really are superior in a certain society depends on the norms that they follow. People have the tendency to mark other people according to their own perception or standards.
According to Havighurst and Taba (1949), having a social class in our society is evident. Most of the people are aware that they have a place in the social scale. These are labeled as the upper, lower, and the middle class.
In the website of Travel Documents System (1996), it was stated that even though there is only little impact on those who have high economic class with regards to meeting the family’s basic needs, some of them are still prone to experiencing the effects of a poverty-driven society. Those who have incomes below fifty percent of the country’s average income are those that belong to the lower economic class. He also stated that relative poverty is greater when more of the country’s income amasses among the ten percent highest earners and most citizens have income further below these salaries.
According to Kephart and Jedlicka (1991) social class really plays a role in the way a family lives but no matter what, generally, “the higher the status”, the more comfortable the life of a family gets. However, there are also exemptions to this. Even some lower-class feel more blessed than other members of the higher-class. On the other hand, a few wealthy people also feel unfavorable because of the consequences they face because of their riches, but in most cases, stability of income and good educational background are vital factors for a prosperous marriage and a family life.
Furthermore, the website of Travel Documents System (1996) emphasized that the economic status in the Philippines has a major implication in such a way that the Philippine economy is unstable and partly relies in the world market. In this case, the Filipino people comprise a great portion of the lower class. And only a small portion of the population is filled up by the higher class citizens.
Economic Status and the Choice of Course
In the study conducted by Weinger (2000) on Economic Status: Middle Class and Poor Children’s Views, he insisted that it was essential to determine the socio-economic background of the students. This was obtained through the highest educational level reached by their parents. With this, the study found out that socio-economic background does not seem to affect the reasons of the students in choosing a college. However, there are some comparisons which can be derived from the preference of the higher class and the lower class. But over all, these comparisons are not very significant to their decision-making. The prestige of the university and the social and cultural activities in the campus were determined to be more of a concern to those who belong to the higher class than those who do not. On the other hand, the lower class has more pressing factors to consider. They are more focused on into the greater number of opportunities, the use of information technology, the availability of rental housing and the accessibility from home. These factors pertain to the fact that those who belong to the lower status quo have more concerns as to the choice of college than those who belong to the higher status quo. These findings suggest that for those who do not have cultural capital, the capability to comply their basic needs is more important than their choice of college.
The thesis on The Effects of Economic Disadvantaged Status and Secondary Vocational Education on Adolescent Work Experience and Post-Secondary Aspirations by Rojewski (1997) emphasizes that the disadvantaged economic status of high school graduates is a major factor that influences their choice of degree program in college in this case, vocational degree programs. The research showed that students who belong to the higher economic class were more likely to be employed than those who belong to the lower side of the spectrum. This is primarily because those who were enrolled in a standard vocational program in college mostly belong to the higher class. It is evident that only the higher class can afford a standard vocational education than those who belong to the lower class. This poses a great impact on the employment rate of those with high means of living than those who do not. The findings of this study on the relationship of a disadvantaged economic status and choice of vocational education of high school students could be useful in making education accessible even to those who rely on limited resources. Education is a free right therefore, it should be regarded with equity and fairness despite the differences posed by economic classes.
BIBLIOGRAPHY
Internet Sources:
Hansen K. (2008) Retrieved January 21, 2011 from http://www.quintcareers.com/college_education_value.html
Higher Education Research. (2010). Factors Influencing Choice of College.
Retrieved January 20, 2011 from
http://www.dest.gov.au/archive/highered/eipubbs/99-3/8.htm
Maiese, M. (2004). Social Status. Retrieved November 18, 2010 from
http://www.beyondintractability.org/essay/social_status/
McGuire, J. (n.d). Importance of College Education: Why it is important to go to
college. Retrieved December 5, 2010 from
http://www.collegeview.com/importance_of_college_education.html
Reynolds, C. (2010). Factors Affecting the Choice of Course in College.
Retrieved November 17, 2010 from
http://www.ehow.com/list_5890546_factors_affecting_choice_courses_college.html
Travel Documents System. (1996). Philippines. Retrieved January 21, 2011 from
http://www.traveldocs.com/ph/economy.htm
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