for school failure and dropout. One of the most significant reasons for this is because of familial socialization within lower SES families. Their level of socialization within the family is much lower than that of a middle or higher class family. Therefore, teachers should be aware of the cultural identities of these and all students, which will represent their learning characteristics and motivation enhancing their learning achievement. Cultural backgrounds of learners are significant because ethnic, racial, linguistic, social, religious or economic differences can cause cultural disconnection leading corruption of motivation to learning. Researchers like Eleuterio (1997) and Hoelscher (1999) observed that classrooms filled with teachers and students who share their cultural identities build trust and foster stronger relationships, which leads to student engagement, higher motivation and excitement about learning together. If a school community truly wants to promote the success of all students, it must recognize how achievement motivation varies culturally within the population it serves. See also Patricia Alexander Book talk References Alexander, P. A. (1998). The nature of disciplinary and domain learning: The knowledge, interest, and strategic dimensions of learning from subject-matter text. In C. Hynd (Ed.), Learning from text across conceptual domains (pp. 263–287). Mahwah, NJ: Lawrence Erlbaum Associates. Altugan, Arzu S. "The Relationship Between Cultural Identity and Learning☆." The Relationship Between Cultural Identity and Learning - ScienceDirect. N.p., n.d. Web. 21 Apr. 2017. Glavin, Chris. "Sociocultural Influences." Chris Glavin. N.p., 05 Feb. 2014. Web. 21 Apr. 2017. Trumbull, Elise, and Carrie Rothstein-Fisch. "The Intersection of Culture and Achievement Motivation." N.p., n.d. Web. External links Article abstracts about reading motivation Motivation Educational psychology