Reviewing the educational course of children is mainly a matter of great significance. First, children are the future generations of our contemporary societies. Second, children have the rights and obligations to be brought up in the best educational conditions possible. Third, it is the duty of the family and the other members of the society to work on ensuring that children are subjected to good learning conditions. Fourth, there are no better ways of investing on future prosperity other than creating a framework for investing in children. Fifth and finally, it is by understanding the effects of family backgrounds of our children that we will be in a position to come up with frameworks that we could apply to provide them with quality education (Dahl & Lochner, 2012).
The key variable in this context is family backgrounds. Notably, it is evident that family backgrounds of children vary a lot. Unfortunately, studies have proved that the performance of children in different levels of education has a close relationship to the family backgrounds where they are brought up. For example, children who are raised in families where all their basic needs and necessities are met are likely to perform better than their counterparts who are brought up under harsh family conditions. Apart from that, families that are well off are likely to invest highly in the education of their children by taking them to schools that offer education of high quality. In the long run, there will be a huge difference in the levels of learning of children from these two family backgrounds (Dahl & Lochner, 2012).

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Studies have proved that family backgrounds play vital role in the educational performance of children. More specifically, children are likely to thrive more in families that are financially stable in contrast to the ones that are poor. Accordingly, not all children who come from wealthy backgrounds do well in their academics. In fact, some of them are associated with poor performance bearing in mind that they are likely to find no apparent reason for investing in their studies (Dahl & Lochner, 2012).

Various variables are likely to affect this perception. For example, the success of children is a dependent variable that is determined by the ability of the children to utilize the resources that they are provided with to perform well in their studies. The level of riches and availability of learning resources is, on the other hand, an independent variable that determines whether children will perform well in their studies or not. In retrospect to that, the intervention of parents is also an independent variable that determines whether students will remain focused in their studies or not (Dahl & Lochner, 2012).

Various sociological theories have been developed thus far to explain distinct societal concerns. A great example is feminism theory. Notably, the core reason behind the development of feminism theory is to enhance the essence of gender equality in the contemporary society. It is in that regard that the theory has been applied in educational contexts of women from different cultural backgrounds to provide a justification of why focus should be redirected at ensuring that empowerment of women has been apprehended (Dahl & Lochner, 2012).

The idea of feminism theory can be used to explain issues that surround the Saudi women who study abroad. Understandingly, Saudi Arabia is amongst the global regions where the issue of gender inequality has been a stumbling block for the development of women. Thus, by using the idea of feminism theory, Saudi women who go to study abroad tend to do so to enhance their underlying abilities to help address the issue of gender inequality. It is supposedly believed that the fact that access to education amongst women is more apparent in countries like the United States means that it empowers women to work on reducing the problem of gender disparity. Feminism theory can also be used to mean that both women and men should have equal opportunities for contributing towards the development of the societies. Hence, it is not surprising that Saudi women are moving abroad where there is full educational empowerment (Anderson, 2011).

    References
  • Anderson, N. H. (2011). Integration theory and attitude change.Psychological review, 78(3), 171
  • Dahl, G. B., & Lochner, L. (2012). The impact of family income on child achievement: Evidence from the earned income tax credit. The American Economic Review, 102(5), 1927-1956.