The article, ‘Factors Influencing Academic Motivation of Ethnic Minority Students,’ by Ulviye Isik and other authors seeks to highlight the factors that motivate the ethnic minority students from their perception, especially in education matters. According to the article, some of these motivations yield negative while other positive outcomes. However, some of the evidence given in the article are weak because they are based on one study alone.
It is evident from the article that the issue of ethnic minorities and the challenges that face them has been the center of concern for most researchers and academicians. Children from ethnic minorities do not enjoy the same privileges as their ethnic majority counterparts. The Ethnic Minority Children Group faces several challenges regarding their upbringing, academics, securing employment, and other general issues involving their lives. They are more disadvantaged compared to their counterparts, the ethnic majority children group. The ethnic minority groups in the United States include African Americans, Hispanic Americans, Asian Americans, Native Americans, and Multi-ethnic Americans.
According to the article, one of the factors that motivate the ethnic minority children are the non-ethnicity specific factors. An example is the socio-economic background of a child. The background of a child greatly influences his motivation in school. Although the article does not stress on this issue, it is a very major concern. The article focuses on motivation as a significant factor that influences the academics of the ethnic minority children. It would be prudent for the authors of this journal article to put more weight on the socio-economic background of a child as one of the major influences of their academics. The significant distinction between the ethnic majority and the ethnic minority children is their socio-economic background.
The article highlights several theories that influence the quantity and quality of motivation among ethnic minority children. The quality of motivation is based on the Self-Determination Theory, Goal theory, and the Social Cognitive theory. In contrast, the quantity of motivation is based on the expectancy theory of motivation. The article highlights the various factors depicted by these theories that influence ethnic minority children’s motivation levels. Other factors that affect ethnic minority children’s motivation apart from those described by the theories are family-related, school-related, individual, sex, and social factors. The latter factors are more significant as they are relatable to the issues affecting the ethnic minority children. The focus of the article was on the ethnic minority children from the United States.
To sum up such a sensitive matter, the authors of this article state that most of the factors that affect ethnic minority children’s motivation aside from sex can be managed through various interventions. Factors highlighted in this research can spur the development of interventions that will enhance the academic levels of the ethnic minority children who are often disadvantaged in schools, especially in higher learning institutions. The more a child grows, the more he gets demotivated on matters of education.
Generally, the article is written well, and it has all the qualities to keep the reader glued to it. However, it would have been better if the authors began listing relatable factors that affect the ethnic minority children’s motivation instead of starting with the theories. The general outline of the article is okay for a researcher to understand.