Beyond Ethnic Boundaries: Hard Work as the Universal Key to Academic Success - Free Report Example

In the modern corporate world, education has developed into the most standardized approach to ethnicity. The proponent of meritocracy describes the concept that every student is entitled to significant success despite their ethnic background. Hard work is the main factor needed in education to show the student's ability and success (Finley, 2018). In most cases, education in the United States has offered students a common background from various ethnic backgrounds to perform and display their success only through working hard. In current society, migration is common globally (Finley, 2018). Students seek education advantages from different nations and regions, thus resulting in mixed races in the classroom. For instance, western Europe recorded many non-European immigrants who moved intending to advance or gain more establishment in education (Mcduff et al., 2019). However, research has shown that having a standardized educational system exposes students of all races to a common ground to attain their educational objectives. Hard work displayed by the students is the main factor that dictates their success.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Order now

Popular opinion dictates that the student's academic success depends mainly on the quality of textbooks and teachers. However, most students believe that the main factor that dictates their performance in class is their efforts and abilities regardless of their ethnic backgrounds. Hard work among students is the main factor that dictates their performance abilities (Mcduff et al., 2018). For instance, by avoiding unpopular labels such as ethnic background, students from different ethnic backgrounds are convinced that they have similar opportunities to be successful. They must be active in determining to strike a balance between the extremes of achievements at an average level. Most of students adopt the attitude that the indifferences to hard work is the main element that implies both casual regard and confidence in their capabilities to attain academic success (Mcduff et al., 2018). Therefore, racial and ethnic differences are considered the inferior factors in education that determine an individual's academic performance and achievements.

Students, when given common academic ground, resources, and equipment, the ethnicity value does not affect their ability to achieve in educational activities. However, the individuals' hard work is considered a significant concern used to dictate the performance and success achievements. In a school environment composed of students from different backgrounds, the system provides equal resources regardless of race to make a familiar environment for the students to perform (Finley, 2018). Hard work, other than ethnicity, becomes the significant factor that determines the success of a student. Hard work is considered as the only secret to success instead of relying on ethnic backgrounds. A hardworking student displays consistent and focused hard work which means ignoring distractions for a significant time. Hard work involves changing approaches and strategies used in achieving academic objectives. The concept of ethnicity is not considered as the strategy or factors that support a student’s success.

Therefore, hard work among students is considered the most in dictating the students’ success since it helps the students build discipline. A hardworking student is much more interested in achieving success as compared to students relying on ethnic backgrounds. Hard work teaches one value that is necessary for performing towards achieving success in academic work. Some of the values learned with hard work include understanding the importance of perseverance, patience, and stopping excuses (Finley, 2018). Depending on ethnic background, it would be considered a reason since the student would only focus on achieving little success depending on the association with a specific race. Therefore, regardless of ethnicity, more hardworking students are all entitled to similar education achievements, with hard work being the only factor that affects the success abilities.

On the other hand, the research that views the performance between white and African American students shows the difference in academic achievements. All have similar grounds to perform equally, with success being the only factor influencing students' accomplishments (Mcduff et al., 2018). However, racial differences are viewed as a factor that affects the students' educational achievement due to the difference in their facility. Over history, the white race had a significant advantage over the immigrants. The schools for the white students were equipped with more advanced and quality equipment and resources, unlike the immigrant schools. Having a progressive environment to perform academic practices, the white race had a significant advantage over the other immigrant races. The white-race schools were much improved with suitable structures, teachers, and excellent curricula that dictated the student’s abilities in academics. Therefore, the schools for white students recorded higher success levels than the other immigrant schools (Mcduff et al., 2018). Thus, the theory of the difference in ethnic backgrounds influences academic success. However, with the increasing number of immigrants, the idea does not apply since most schools in the United States and Europe have enrolled a different number of students from diverse ethnic rounds. When their outcome is varied, it is evident that racial backgrounds do not determine the student's success.

References

Finley, A. M. (2018). Fostering success: Belongingness pedagogy for English language learners. BC TEAL Journal, 3(1), 37-48. https://ojs-o.library.ubc.ca/index.php/BCTJ/article/download/273/314

Mcduff, N., Tatam, J., Beacock, O., & Ross, F. (2018). Closing the attainment gap for students from black and minority ethnic backgrounds through institutional change. Widening Participation and Lifelong Learning, 20(1), 79-101. http://eprints.kingston.ac.uk/40647/1/Ross-F-40647-AAM.pdf