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Socio Economic Margionalization and Manjo Students' Academic Achievement

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Socio Economic Margionalization and Manjo Students' Academic Achievement ADDIS ABABA UNIVERSITY SCHOOL OF GRADUATE STUDIES, AND THE SCHOOL OF PSYCHOLOGY THE RELATIONSHIP BETWEEN SOCIOECONOMIC MARGINALIZATION AND STUDENTS’ ACADEMIC ACHIEVEMENT, THE CASE OF MANJOSOCIAL GROUP IN KAFA ZONE AMARE GEBRU TESFATSION Addis Ababa University Addis Ababa, Ethiopia October 2017 SOCIO ECONOMIC MARGIONALIZATION AND MANJO STUDENTS' ACADEMIC ACHIEVEMENT ADDIS ABABA UNIVERSITY SCHOOL OF GRADUATE STUDIES, AND THE SCHOOL OF PSYCHOLOGY THE RELATIONSHIP BETWEEN SOCIOECONOMIC MARGINALIZATION AND STUDENTS’ ACADEMIC ACHIEVEMENT, THE CASE OF MANJO SOCIAL GROUP IN KAFA ZONE AMARE GEBRU TESFATSION A THESIS SUBMITED TO THE SCHOOL OF GRRADUATE STUDIES OF ADDIS ABABA UNIVERSITY IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN SOCIAL PSYCHOLOGY Addis Ababa University Addis Ababa, Ethiopia Nov. 2017 SOCIO ECONOMIC MARGIONALIZATION AND MANJO STUDENTS' ACADEMIC ACHIEVEMENT ADDIS ABABA UNIVERSITY SCHOOL OF GRADUATE STUDIES, AND THE SCHOOL OF PSYCHOLOGY This is to certify that the thesis prepared by Amare Gebru Entitled: The Relationship Between Socioeconomic Marginalization and Students’ Academic Achievement, The case of Manjo Social group in Kafa Zone submitted in Partial fulfillment of the requirements for the degree of Masters of Arts in Social Psychology complies with the regulations of the University and meets the accepted standards with respect to originality and quality. Signed by the Examining Committee Examiner-----------------------------------Signature-----------------------Date----------------------- Examiner-----------------------------------Signature-----------------------Date----------------------- Advisor-------------------------------------Signature-----------------------Date------------------------ i SOCIO ECONOMIC MARGIONALIZATION AND MANJO STUDENTS' ACADEMIC ACHIEVEMENT Abstract The Relationship between Socioeconomic Marginalization and Students’ Academic Achievement, The case of Manjo Social group in Kafa Zone Amare Gebru Addis Ababa University, 2017 The purpose of this research is to investigate the relationship between socio economic marginalization and students’ academic achievement, the case of Manjo students in kefa zone. (South Western Ethiopia) In this study, students from Manjo cultural group and the mainstream Kefa, teachers and school directors, education experts, community leaders and coordinators of Nongovernmental organizations have participated. Student roaster is another source of data for the study. The methods used in this study is ethnographic. Quantitative data is also used only where it is necessary. Socio economic Scale, interview, and document analysis were the instruments used for data collection. The findings of the study indicated that Manjo families have low socio economic status the bi-variate analysis has indicated that Manjo students’ low academic achievement is strongly correlated with their socio economic marginalization. According to the findings, Manjo students with bright mined are at disappointment because of social exclusion and economic marginalization. As a result, their academic achievement in all levels of schooling is by far behind Non-Manjo students. Parent’s educational background, occupation of parents, type of house, monthly per capita income, study hour and family support are the major factors influencing Manjo students’ academic achievement. The recommendation includes Economic Empowerment of Manjo cultural group, Educating and mobilizing the society against discriminatory attitudes and practices, encouraging the participation of Manjo in social, economic and political life, and providing training for teachers, principals and Parent-Teacher Associations (PTA) on how to handle students with diverse cultural background etc Keywords: Socio economic, marginalization, achievement, Inclusion ii SOCIO ECONOMIC MARGIONALIZATION AND MANJO STUDENTS' ACADEMIC ACHIEVEMENT Acknowledgments First and foremost my earnest gratitude goes to my thesis advisor, Prof. Habtamu Wondimu, for his academic supervision and constructive comments. I also extend my gratitude and heartfelt thanks to my teachers for equipping me with the necessary knowledge and skill of the discipline. I want to express my gratitude to my family for supporting my work in various ways. My appreciation also should go to my lovely friends Fikadu Bogale, Belay Endashaw and Getachew Abebe for editing my work as well as for providing their professional advice. I must also express my respect for Mellese Samuel, Belay Endashaw and Lily Abebe for their support during data analysis and formatting my manuscript. I must also express my gratitude to Kefa Zone education experts (Fikre Gebre, Agegnehu Teferi, Fikadu Gebre, Berhanu Mamo and Kifle woldemichael) and all my informants from different woredas of Kefa Zone who had provided valuable information and encouragement. iii SOCIO ECONOMIC MARGIONALIZATION AND MANJO STUDENTS' ACADEMIC ACHIEVEMENT Table of Contents Table of Contents ..................................................................................................................... iv List of Figures ..................................................................................................................... vii List of Tables ....................................................................................................................... vii List of Acronyms ................................................................................................................. vii Operational Definitions of Terms ....................................................................................... vii CHAPTER ONE ....................................................................................................................... 1 Introduction ............................................................................................................................... 1 1.1. Background ................................................................................................................. 1 1.2. Statement of the Problem ........................................................................................... 3 1.3. General Objective ....................................................................................................... 3 1.4. Specific Objectives ..................................................................................................... 4 1.5. Significance of the Study ............................................................................................ 4 1.6. Scope of the Study ...................................................................................................... 4 CHAPTER TWO ....................................................................................................................... 5 Review of Related Literature .................................................................................................... 5 2.1. Global Picture of Discrimination ................................................................................ 5 2.2. Accepting and Managing Diversities in Schools ........................................................ 6 2.3. Factors Affecting Students Academic Achievement .................................................. 8 2.4. The effect of Social Factors on Student Achievement ............................................. 13 2.4.1. School Related Factors ...................................................................................... 23 2.4.2. Social stratification and Discrimination in Ethiopia ......................................... 25 2.5. The Manjo and Kafa People ..................................................................................... 27 2.6. Socio Economic Situation of the Manjo in Kafa ...................................................... 28 2.7. Political Structure and Participation of Manjo in Ancient Kaffa Kingdom ............. 29 iv SOCIO ECONOMIC MARGIONALIZATION AND MANJO STUDENTS' ACADEMIC ACHIEVEMENT 2.8. Manjos Struggle against Discrimination .................................................................. 30 2.9. Theoretical Framework of the Study ........................................................................ 31 CHAPTER THREE ................................................................................................................. 34 3.1. Background Information of the Study Area ............................................................. 34 3.2. Research method. ...................................................................................................... 34 3.3. Sampling Technique ................................................................................................. 35 3.4. Population of the study ............................................................................................. 35 3.5. Sampling size ............................................................................................................ 35 3.6. Data Collection Instruments and Administration ..................................................... 36 3.7. Instruments of Data Analysis ................................................................................... 37 CHAPTER FOUR ................................................................................................................... 38 FINDIINGS ............................................................................................................................. 38 4.1. The Socio Economic Status of Manjo (family) Compared to the mainstream Kefa
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