According to Obgu, educational problems of minorities are supposed to have claimed that the problems are genetic, that minorities do not have the type of IQ or "intelligence" required to make a good school work. Others have attributed the lack of an appropriate IQ for academic success to an inadequate home environment and early socialization. Studies have generally concluded that the educational delay of minorities is due to their lower socioeconomic status. Some argue that the educational problems of minorities are due to cultural and linguistic differences and conflicts. They argued that minority children are more or less forced to receive their education in a culturally or linguistically different learning environment than that to which they are accustomed. Minority children have been reported to have difficulty acquiring the content and learning style required to master the educational materials and teaching methods used in school. Some prerequisites for understanding why some minority students do well in school, as minorities are classified into three types: self-reliant, immigrant, and involuntary or caste-like. Autonomous minorities such as Jews and Mormons in the United States are minorities primarily in the numerical sense. They are victims of prejudice and pillorying but not of stratification. They sometimes have a cultural frame of reference that demonstrates and encourages academic success. Immigrant minorities are people who more or less voluntarily left their country of origin for another society because they believed that such a move would result in better economic well-being, better overall opportunities and/or a greater political freedom. These immigrants typically experience initial problems adjusting to the writing environment......experience, academic performance, cognitive development, academic expectations, and responses to intervention programs. Exploring how families with limited material resources managed to create a better future for their children highlights the importance of a family's non-material resources. These resources include families' habits, priorities, belief systems, and lifestyle. The family resilience approach focuses on the ability to withstand and recover from adversity and builds on the growing interest in research on individual resilience. Studies of family resilience have shown that low-SES families can overcome disadvantage and escape the poverty trap. Orthner et al. (2004) concluded that children from poor families could demonstrate an “ability to succeed academically and socio-psychologically despite the lack of economic resources in their homes »..