College expectations and choices: Explaining the gaps in college enrollment for high- and low-SES students in China

2019 ◽  
Vol 70 ◽  
pp. 102079 ◽  
Author(s):  
Yi Wei ◽  
Sen Zhou ◽  
Xi Yang
Keyword(s):  
College Enrollment ◽  
Low Ses ◽  
College Expectations ◽  
Low Ses Students

University enabling programs while still at school: supporting the transition of low-SES students from high school to university

2018 ◽  
Vol 46 (3) ◽  
pp. 489-509 ◽  
Author(s):  
Lynette Vernon ◽  
Stuart J. Watson ◽  
William Moore ◽  
Sarah Seddon
Keyword(s):  
High School ◽  
Low Ses ◽  
Low Ses Students

scholarly journals High English Literacy among Students from Low Socioeconomic Backgrounds: Exploring the Challenges

2018 ◽  
Vol 5 (2) ◽  
pp. 4-19
Author(s):  
Nur Fadzilah Muhamad Zamani
Keyword(s):  
Socioeconomic Status ◽  
Sampling Technique ◽  
Structured Interview ◽  
Socioeconomic Background ◽  
Depth Information ◽  
Low Ses ◽  
Contributing Factors ◽  
Low Socioeconomic ◽  
English Literacy ◽  
Low Ses Students

As people agree that socioeconomic status (SES) is one of the contributing factors that hinders one’s literacy development, there are still students who come from low socioeconomic background yet are able to acquire high English literacy despite the presence of life stressors. This study examines the challenges faced by low SES students in acquiring high English literacy and the factors that help them to overcome those challenges.  Three students aged fourteen to sixteen years old were chosen as the sample for this study through purposive sampling technique. A qualitative semi-structured interview was conducted to obtain in-depth information about the topic discussed. Three themes emerged which include individual, family and school that demonstrated the challenges faced by low SES students in acquiring high English literacy and the factors that helped them to overcome those challenges. In brief, the participants agreed that their internal motivation and hard work were the most important factors that kept them positive to fight against challenges and become highly literate in the English language. Keywords: Semi-structured interview, qualitative, socioeconomic status (SES), English literacy, motivation

Signals, Educational Decision-Making, and Inequality

2019 ◽  
Vol 35 (4) ◽  
pp. 447-460 ◽  
Author(s):  
Anders Holm ◽  
Anders Hjorth-Trolle ◽  
Mads Meier Jæger
Keyword(s):  
Decision Making ◽  
Rational Choice Theory ◽  
Educational Inequality ◽  
Monozygotic Twins ◽  
Academic Ability ◽  
Low Ses ◽  
Educational Decisions ◽  
Educational Decision ◽  
Educational Decision Making ◽  
Low Ses Students

Abstract We propose a model of educational decision-making based on rational choice theory in which students use signals about academic ability to make inference about the costs and benefits of different educational options. Our model is simple, extends ideas from previous models, and has testable implications. We test our model using data on Danish monozygotic twins and find that (i) students who receive a positive signal about their academic ability have a higher likelihood of enrolling in and completing a college-bound track compared with those who do not; (ii) the effect of the signal is stronger for students from low socio-economic status (SES) backgrounds than for those from high-SES ones; and (iii) for low-SES students the effect is stronger on enrolment than on completion. Our results suggest that signals about academic ability affect educational decisions in general; they are more important for students who do not have a family ‘push’ to avoid downward social mobility; and they affect educational inequality by making low-SES students too optimistic about their likelihood of completing the college-bound track.

Social Class in Family Therapy Education: Experiences of Low SES Students

2012 ◽  
Vol 39 (1) ◽  
pp. 72-86 ◽  
Author(s):  
Teresa McDowell ◽  
Andrae’ L. Brown ◽  
Nicole Cullen ◽  
April Duyn
Keyword(s):  
Family Therapy ◽  
Social Class ◽  
Low Ses ◽  
Family Therapy Education ◽  
Therapy Education ◽  
Low Ses Students

scholarly journals Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?

2020 ◽  
pp. 251-272
Author(s):  
Ole Kristian Bergem ◽  
Trude Nilsen ◽  
Oleksandra Mittal ◽  
Henrik Galligani Ræder
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Student Motivation ◽  
Structural Equation ◽  
Low Ses ◽  
Student Groups ◽  
Equity In Education ◽  
The Usa ◽  
And Mathematics ◽  
Low Ses Students

AbstractStudents’ motivation in mathematics has been shown to predict their achievement and whether they pursue a later career in STEM (science, technology, engineering, and mathematics). To sustain equity in education, it is important that students are motivated for the STEM fields, independent of their background characteristics (e.g., gender and SES). Previous research has revealed that students’ motivation declines from primary to secondary school. The present study investigates whether this unwanted development may be related to students’ SES, and more importantly, what aspects of teachers’ instruction are related to student motivation for low, medium, and high-SES student groups in grade 5 and 9. We use data from students in grades 5 and 9 and their teachers who participated in TIMSS 2015 in Norway. Multilevel (students and classes), multi-group structural equation modelling is used to answer the research questions. In line with previous research from Germany and the USA, the results showed that SES is more important to student motivation in secondary than primary school, that low SES students’ motivation depends more on their teachers’ instructional quality than high SES students and that this dependency is stronger in secondary school than in primary school. The implications and contributions of the study are discussed.

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