Bright Students in Islamic Primary School From Low Income Family

Abstract

Learning is influenced by resources, context, and student input. High-achieving students who come from underprivileged families have supportive social capital to make up for the low financial and human capital in their families. The question addressed in this article is how to increase social capital in low-income families. This is a qualitative study. Data was collected by interviewing 63 informants, consisting of 28 parents and 35 high-achieving Islamic primary school (madrasah ibtidaiyah and madrasah tsanawiyah) student from underprivileged families in South Kalimantan.The study's findings indicate that trust in the family is unable to emerge and grow as a result of various statements and treatments of parents and other family members toward children. These statements and actions are reflected in parental concern, feelings of security, honesty and integrity, openness, reliability, and competence in the family. Expectations in poor families are relatively unsupportive. The general trend among poor families is that they have low expectations for the future. But hope will grow if parents have broad insights and views. Relationships between generations are built through the togetherness of parents and children and the communication and joint activities that are often carried out between family members. Communication is the most basic thing in building social capital in the family.

Cultural Barriers of Islamic Higher Education Students in Indonesia (Differences Between Gender, Ethnicity, Economy Background, and Parental Education)

“…The support is in the form of exceptional services to ethnic minorities, underprivileged students, and student groups facing academic problems. In line with the recommendations of Juhaidi et al, (2022) support to students is not only in the form of financial support (scholarships) or counseling on psychiatric problems (stress and depression) and careers but support that can fill the gap in their academic culture.…”

First-generation scholar in Indonesian indigenous family tribe: economic, social, and cultural capital

“…In poor families, financial resources had no impact on the completion of education at the primary and secondary levels. They concluded that more financial support is needed in tertiary education [11]. Although parents are aware of the importance of their children's education, economic factors are the cause of the failure of Dayak Meratus children to achieve higher education [12].…”