Editing Education (section)

=== Sociological ===
Sociological factors center not on the psychological attributes of learners but on their environment and societal position. These factors encompass [[socioeconomic status]], [[ethnicity]], [[cultural background]], and [[gender]], drawing significant interest from researchers due to their association with inequality and [[discrimination]]. Consequently, they play a pivotal role in policy-making endeavors aimed at mitigating their impact.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|p=17}}  |2={{harvnb|Bécares|Priest|2015|pp=1–2}} |3={{harvnb|Hart|2019|pp=582–583}} |4={{harvnb|Warren|2009|pp=4–5}}  }}</ref>

Socioeconomic status is influenced by factors beyond just [[income]], including [[Economic security|financial security]], [[social status]], [[social class]], and various attributes related to [[quality of life]]. Low socioeconomic status impacts educational success in several ways. It correlates with slower cognitive development in language and memory, as well as higher dropout rates. Families with limited financial means may struggle to meet their children's basic nutritional needs, hindering their development. Additionally, they may lack resources to invest in educational materials such as stimulating toys, books, and computers. Financial constraints may also prevent attendance at prestigious schools, leading to enrollment in institutions located in economically disadvantaged areas. Such schools often face challenges such as teacher shortages and inadequate educational materials and facilities like libraries, resulting in lower teaching standards. Moreover, parents may be unable to afford private lessons for children falling behind academically. In some cases, students from economically disadvantaged backgrounds are compelled to drop out of school to contribute to family income. Limited access to information about higher education and challenges in securing and repaying [[student loans]] further exacerbate the situation. Low socioeconomic status is also associated with poorer physical and [[mental health]], contributing to a cycle of social inequality that persists across generations.<ref>{{multiref | {{harvnb|Bartlett|Burton|2007|pp=146–149}} | {{harvnb|Murphy|Mufti|Kassem|2009|p=123}} | {{harvnb|APA staff}} | {{harvnb|Maluccio|Hoddinott|Behrman|Martorell|2009|pp=734–735}}}}</ref>

Ethnic background correlates with cultural distinctions and language barriers, which can pose challenges for students in adapting to the school environment and comprehending classes. Moreover, explicit and implicit biases and discrimination against [[ethnic minorities]] further compound these difficulties. Such biases can impact students' self-esteem, motivation, and access to educational opportunities. For instance, teachers may harbor stereotypical perceptions, albeit not overtly [[racist]], leading to differential grading of comparable performances based on a child's ethnicity.<ref>{{multiref |1={{harvnb|Murphy|Mufti|Kassem|2009|p=122}}  |2={{harvnb|Archer|Francis|2006|pp=11–12}} |3={{harvnb|Isik|Tahir|Meeter|Heymans|2018|pp=1–2}} |4={{harvnb|Bartlett|Burton|2007|p=166}}  }}</ref>

Historically, gender has played a pivotal role in education as societal norms dictated distinct roles for men and women. Education traditionally favored men, who were tasked with providing for the family, while women were expected to manage households and care for children, often limiting their access to education. Although these disparities have improved in many modern societies, [[gender differences in education|gender differences persist in education]]. This includes [[bias]]es and [[stereotype]]s related to gender roles in various academic domains, notably in fields such as [[science, technology, engineering, and mathematics]] (STEM), which are often portrayed as male-dominated. Such perceptions can deter female students from pursuing these subjects.<ref>{{multiref |1={{harvnb|Bartlett|Burton|2007|pp=157–161}} |2={{harvnb|Murphy|Mufti|Kassem|2009|p=119}} |3={{harvnb|Sullivan|2019|pp=[https://books.google.com/books?id=oTWoDwAAQBAJ&pg=PA3 3–7]}} }}</ref> In various instances, discrimination based on gender and social factors occurs openly as part of official educational policies, such as the [[Treatment of women by the Taliban#Education|severe restrictions imposed on female education]] by the [[Taliban]] in [[Afghanistan]],<ref>{{multiref | {{harvnb|Marsden|1998|p=[https://archive.org/details/talibanwarreligi0000mars/page/88/mode/2up 88]}} | {{harvnb|Johnson|2018|p=[https://books.google.com/books?id=g2lNDwAAQBAJ&pg=PA74 74]}} }}</ref> and the [[school segregation]] of migrants and locals in urban China under the [[hukou]] system.<ref>{{multiref | {{harvnb|Xu|Wu|2022|pp=433–434}} | {{harvnb|Musterd|2023|p=[https://books.google.com/books?id=7t7oEAAAQBAJ&pg=PA96 96]}} }}</ref>

One facet of several social factors is characterized by the expectations linked to stereotypes. These expectations operate externally, influenced by how others respond to individuals belonging to specific groups, and internally, shaped by how individuals internalize and conform to them. In this regard, these expectations can manifest as [[self-fulfilling prophecies]] by affecting the educational outcomes they predict. Such outcomes may be influenced by both positive and negative stereotypes.<ref>{{harvnb|Murphy|Mufti|Kassem|2009|pp=116, 126–127}}</ref>