Educational Background and Academic Achievement of Poverty-Stricken College Students—Thinking Based on “Small-Town Swot”
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Zetian Chen, Wenjie Li, Yangchenhui Liu
Recently, the term “small-town swot” has once again exploded all over the Internet due to the incident of the top stream star taking the editorial exam. The special group of “poverty-stricken college students” has also attracted widespread attention. Based on the consideration of “small-town swot”, this paper aims to study the relationship between the educational background of poverty-stricken college students and their academic achievement from the perspective of both hard and soft educational environments, and the three important stages of educational starting point, educational process and educational outcome. The data from the questionnaire survey and empirical analysis were used to obtain significant correlations between family economic conditions, parental education, and regional differences in educational resources, respectively, and college students' academic achievement. In order to reduce this gap, it is necessary to make policy recommendations from the small “family” unit. To reduce this gap, it is necessary to make policy recommendations for economically disadvantaged families to provide better quality family education for their children, starting from the small “family” unit and incorporating family therapy tools such as the Satir’s Iceberg Theory.
Poverty-stricken college students, Education background, Academic achievement