The interrelationship between family and education levels in the United States is a direct relationship. This is a finding based on a study carried out on mothers. A mother who has a higher educational level is likely to have a smaller family than a mother who has a lower educational level. This is mainly because once a woman stops schooling, there is a greater probability that she will get married and start raising a family. On the other hand, a schooling lady is likely to clear school first before indulging in raising a family. As a result, by the time they are beginning to raise their families, they are slowly approaching menopause. This implies that the likelihood of bearing many children is minimal.
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This relationship between education and family could also be analyzed on the basis of attainment of knowledge between children from poor families and rich families. Children from poor families are likely to lack access to quality education. On the contrary, children from rich families are able to access any education that they desire. As result, the children from poor families have no control over the life that they lead later in life. Lack of quality education implies that they lack accessibility to good jobs. In the end, the rich continue becoming rich while the poor become poorer.
Studies in the United States have shown that irrespective of the financial capability, children from a smaller family are able to acquire better quality education as compared to those from larger families. This conclusion is drawn based on the theory of resource dilution. This is due to the fact that smaller family’s parents are able to allocate more time, finance and patience to their children’s education. This is unlike those parents who have large families. They hardly have enough time to particularly deal with each child’s needs. As a result, the education quality of hese children is much lower than those from small families. This theory fits perfectly with the classic notion of quality-quantity trade-off.
However, the studies carried out on these interrelationships are not consistent. They differ between countries and even within countries. This implies that the assumptions of regression analysis are contradicted due to the complexity of the data collected. The variance in the findings of the studies could be due to the constraints that each economy is subjected to. These constraints are virtually different. However, comparisons can still be made despite the fact that these variances continue to exist.
In the recent years, there have been tremendous technological advancements. As a result, women in developed countries are able to continue studying from home as they raise their families. Hence, the studies that initially showed that women have to stop schooling so as to raise families are slowly being overtaken by time and technology.
Studies carried out in developing countries do not give similar results to those carried out in the US. Unlike in the United States where the relationship between family size and education is negative, in developing countries is true. This is based on the studies carried out in Vietnam. The study shows that the relationship is only negative for families of six members and above. However, for families of less than six members, the relationship is positive. This is also the case on studies carried out in Botswana and Kenya in Africa. In these African countries, large families tend to have a positive impact on the level and quality of education.
These differences could be due to the fact that these developing countries are not technologically advanced. As a result, the mothers and fathers in these countries have ample time to ensure that their children attain quality education.. This is especially the case for mothers as they are less likely to be career women. On the contrary, they are left at home to take of the children. Differences of the findings within a country could be due to socioeconomic development differences between rural and urban areas. For example, a study carried out in Indonesia’s urban areas showed that the relationship between children’s schooling and family size was positive for older generations and negative for younger generations. However, in the rural areas, there was no comparable relationship between family size and children’s schooling for either generation.
The studies are, however, similar in terms of the quality of education dependant on the social class of one’s family. Studies in both the developed and developing countries have shown that children from rich families tend to attain higher levels of education as compared to those children from poor families. This is due to the budget constraints that each category of families aces. Despite the fact that the poor parents would want to provide their children with better education, they are not in a position to do that.
From the above analysis, it is evident that the relationship between education and family is completely dependent on the dependent variables and constraints. It is also highly dependent on the level of technology in the area of study. This is because the behaviors of the samples are affected by the conditions that they are subjected to. Therefore, as countries continue to develop technologically, the interrelationships of family and education also change. Researchers on this study must, therefore, keep up with the development changes in the area of study so as to be able to make reliable and informed conclusions. This will clearly provide explanations for the nature of their findings. It will also aid in making comparisons.