What are the Characteristics of School Phobic Children?

This paper presents a critical review of studies delineating the major characteristics of school phobic children. This work focusses on data relevant to the incidence of school phobia, age, sex, ethnic, religious, and social class backgrounds of these children and their families, birth order, intelligence, and academic achievement, presence and nature of precipitating events leading to phobic episodes and onset of related symptoms, and personality characteristics. There have been few systematic surveys of school phobic children so little is known about these characteristics; much work has produced equivocal results. The only consistent agreement is that school phobic children are typically more dependent, anxious, immature, and depressed than nonphobic children.

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Birth Order, Sex, and Achievement Gain of Institutionalized Retardates

Psychological Reports ◽

10.2466/pr0.1966.19.1.327 ◽

1966 ◽

Vol 19 (1) ◽

pp. 327-330

Author(s):

William F. Patton ◽

Charles C. Cleland

Keyword(s):

Academic Achievement ◽

Sex Differences ◽

Birth Order ◽

Social Reinforcement ◽

Achievement Gain ◽

Staffing Patterns ◽

Academic Year

88 institutionalized retardates were dichotomized by sex and by two ordinal positions of birth, i.e., “first-born” and “later-born.” It was hypothesized that later-borns would improve more in academic achievement than first-borns over an academic year regardless of level of achievement. Also, it was hypothesized that females would improve more than males. The first hypothesis was supported, but no general sex differences were found. Results were discussed in relation to varied patterns of social reinforcement indigenous to institutional staffing patterns.

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LGB-Parent Families and the School Context

Sexual Orientation, Gender Identity, and Schooling ◽

10.1093/med:psych/9780199387656.003.0006 ◽

2016 ◽

pp. 99-114

Author(s):

Abbie E. Goldberg

Keyword(s):

Academic Achievement ◽

Social Class ◽

Social Functioning ◽

School Environment ◽

School Context ◽

Geographic Location ◽

Multiple Contexts ◽

The Family ◽

Race Ethnicity ◽

And Bisexual

Children are influenced by multiple contexts, including their families and schools. Research on children with lesbian, gay, and bisexual (LGB) parents has primarily focused on their experiences within their families, with little attention to experiences in the school context. The lack of research on the family–school interface of LGB parent families is troubling because these families are vulnerable to marginalization, exclusion, and stigma in the broader society, which likely extend to the school environment. This chapter reviews research on the academic achievement, social functioning, and bullying of children with LGB parents. When relevant, the author emphasizes race/ethnicity, social class, geographic location, and other key social locations that may shape the experiences of LGB–parent families, then addresses research on LGB parents themselves, including their experiences in selecting and interacting with their children’s schools. The chapter ends with recommendations for educators and practitioners who may encounter LGB parent families.

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A social identity perspective on the social-class achievement gap: Academic and social adjustment in the transition to university

Group Processes & Intergroup Relations ◽

10.1177/1368430218813442 ◽

2019 ◽

Vol 22 (3) ◽

pp. 403-418 ◽

Cited By ~ 4

Author(s):

Jenny Veldman ◽

Loes Meeussen ◽

Colette van Laar

Keyword(s):

Academic Achievement ◽

Achievement Gap ◽

Social Class ◽

Social Identity ◽

University Students ◽

Social Adjustment ◽

First Generation ◽

First Year ◽

The Social ◽

First Year University

First-generation students show lower academic performance at university compared to continuing-generation students. Previous research established the value in taking a social identity perspective on this social-class achievement gap, and showed that the gap can partly be explained by lower compatibility between social background and university identities that first- compared to continuing-generation students experience. The present paper aimed to increase insight into the processes through which this low identity compatibility leads to lower academic achievement by examining first-year university students’ adjustment to university in two key domains: the academic and the social domain. These were examined as two routes through which the social-class achievement gap may arise, and hence perpetuate this group-based inequality. Adjustment was examined both through students’ actual integration in the academic and social domains, and their internally experienced concerns about these domains at university. A longitudinal study among 674 first-year university students (13.6% first-generation) showed that first-generation students experienced lower identity compatibility in their first semester, which was in turn related to lower social, but not academic, integration. Lower identity compatibility was also related to more concerns about the social and academic domains at university. Low identity compatibility was directly related to lower academic achievement 1 year later, and this relationship was mediated only by lower social integration at university. These findings show that to understand, and hence reduce, the social-class achievement gap, it is important to examine how low identity compatibility can create difficulties in academic and particularly social adjustment at university with consequences for achievement.

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The Squeezed Middle: An Exploration of Creativity, Conformity and Social Class on the Academic Achievement of Undergraduate Students within a UK Art School

International Journal of Art & Design Education ◽

10.1111/j.1476-8070.2013.12021.x ◽

2013 ◽

Vol 32 (3) ◽

pp. 345-351 ◽

Cited By ~ 5

Author(s):

Mark Jackson

Keyword(s):

Academic Achievement ◽

Social Class ◽

Undergraduate Students ◽

Art School

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Social class and schizophrenia: A critical review

Journal of Psychiatric Research ◽

10.1016/0022-3956(68)90014-9 ◽

1968 ◽

Vol 6 ◽

pp. 155-173 ◽

Cited By ~ 17

Author(s):

Melvin L. Kohn

Keyword(s):

Social Class ◽

Critical Review

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Cross-Cultural Study of Some Correlates of Birth Order

Psychological Reports ◽

10.2466/pr0.1968.22.3c.1137 ◽

1968 ◽

Vol 22 (3_suppl) ◽

pp. 1137-1142 ◽

Cited By ~ 3

Author(s):

Lutfy N. Diab ◽

E. Terry Prothro

Keyword(s):

Academic Achievement ◽

Small Group ◽

Birth Order ◽

Significant Relationship ◽

College Attendance ◽

Cross Cultural ◽

Cultural Validity ◽

Cross Cultural Study ◽

Arab Students ◽

The Relationship

The purpose of the present study was to test the cross-cultural validity of the relationship found in Western samples between birth order and college attendance, volunteering behavior, and level of academic achievement. Information concerning birth order and family size was obtained on three sub-samples: (a) 200 freshman Arab students, (b) 97 Arab undergraduates, and (c) 45 Arab undergraduates placed on the Dean's Honor List. Ss in samples (b) and (c) were asked whether they would volunteer to participate in small group experiments or not. In general, the results obtained in this study do not corroborate previous findings on birth order. Thus, firstborns were not found to attend college in greater numbers than later borns. Furthermore, firstborns were not found to volunteer for small group experiments in greater numbers than later borns, nor was there any significant relationship found between birth order and level of academic achievement.

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Biosocial correlates of cognitive abilities

Journal of Biosocial Science ◽

10.1017/s0021932000014632 ◽

1983 ◽

Vol 15 (3) ◽

pp. 289-306 ◽

Cited By ~ 28

Author(s):

I. C. McManus ◽

C. G. N. Mascie-Taylor

Keyword(s):

Social Class ◽

Birth Order ◽

Cognitive Abilities ◽

Biological Effects ◽

Verbal Ability ◽

Parental Age ◽

Social Variables ◽

Verbal Abilities ◽

Personal Variables ◽

Mathematics Ability

SummaryThe children in the cohort followed by the National Child Development Study were tested for cognitive ability at the age of eleven, and the influence of a number of biological and social variables was sought on the results of tests of reading, mathematics, verbal and non-verbal abilities. Reading relates strongly to social class, birth order and parental age, suggesting strong social influences upon it, but it is also related to height and acquired myopia, suggesting biological influences. Mathematics ability relates to social class and parental age, but not to birth order, but its relationship with height, birthweight and maternal smoking suggests biological effects. Verbal ability and non-verbal ability have relatively few correlates apart from sex and region. It appears that different cognitive abilities show different relationships to social, biological and personal variables.

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