scholarly journals Persistent influence of family socioeconomic status on education in Britain over 95 years

2020 ◽  
Author(s):  
Sophie von Stumm ◽  
Sophie Nicole Cave ◽  
Paul Wakeling
Keyword(s):  
Socioeconomic Status ◽  
School Performance ◽  
Family Background ◽  
General Assumption ◽  
Learning Needs ◽  
Family Socioeconomic Status ◽  
Children's Education ◽  
Differential Learning ◽  
Children’S Education ◽  
Family Ses

In Britain and elsewhere, the influence of family socioeconomic status (SES) on education is already evident in primary school, and it persists and increases throughout the school years, with children from impoverished families earning lower grades and obtaining fewer educational qualifications than children from more privileged backgrounds. Reducing the effect of family background on children’s education is a pivotal aim of educators, policymakers, and researchers, but the success of their efforts is poorly evidenced to date. Here, we show for the first time that over 95 years in Britain the influence of family SES on children’s school performance has remained stable. Across 15 British population cohorts born between 1921 and 2011 (N = 83,249), we confirmed previous findings of a correlation between family SES and children’s school performance of .27 [95% Confidence Interval .21-.32], adjusted for cohort-specific confounders. However, contrary to the general assumption that family background inequality has increased over time, we observed only minimal differences in the association between family SES and school performance across British cohorts. We argue that education policies must prioritize equity in learning outcomes over equality in learning opportunities, if they seek to disrupt the perpetuation of social and economic inequality across generations. We speculate that the effect of family SES on children’s education will only noticeably weaken if primary education settings become better equipped to meet and remediate the children’s differential learning needs.

scholarly journals Subjective Family Socioeconomic Status and Adolescents’ Attention: Blacks’ Diminished Returns

Children ◽  
2020 ◽  
Vol 7 (8) ◽  
pp. 80 ◽  
Author(s):  
Shervin Assari ◽  
Shanika Boyce ◽  
Mohsen Bazargan
Keyword(s):  
Socioeconomic Status ◽  
Racial Differences ◽  
School Performance ◽  
Child Behavior Checklist ◽  
Racial Minorities ◽  
Stop Signal Task ◽  
Cross Sectional ◽  
Family Socioeconomic Status ◽  
Marginal Returns ◽  
Family Ses

Background: Racial minorities, particularly non-Hispanic blacks (NHBs) in the US, experience weaker effects from their families’ socioeconomic status on tangible outcomes, a pattern called the Minorities’ Diminished Returns (MDRs) theory. These MDRs are frequently shown in the effects of the families’ socioeconomic status (SES) on NHB adolescents’ school performance. As a result of these MDRs, NHB adolescents from high SES families show a worse than expected school performance. The existing knowledge is, however, minimal about the role of attention in explaining the diminished returns of the families’ SES with regard to the adolescents’ outcomes. Aim: To investigate the racial differences in the effects of the subjective family SES on adolescents’ attention, we compared non-Hispanic white (NHW) and NHB adolescents to assess the effect of the subjective family SES on adolescents’ attention. Methods: This was a cross-sectional analysis that included 4188 adolescents from the Adolescent Brain Cognitive Development (ABCD) Study. The independent variable was the subjective family SES. The primary outcome was the adolescents’ attention to be measured by the stop-signal task (SST). The attention domain of the Child Behavior Checklist (CBCL) was also measured. Results: Overall, a high subjective family SES was associated with a higher task-based and CBCL-based attention. Race showed statistically significant interactions with subjective family SES in terms of adolescents’ attention outcomes. These interactions suggested that a high subjective family SES has smaller tangible effects on increasing the attention of NHB than NHW adolescents. Conclusion: The boosting effect of subjective family SES on attention is diminished for NHB rather than NHW adolescents. To minimize the racial gap in attention-related behaviors, such as school performance, we need to address the diminished returns of resources in the lives of NHB families. Not only should we equalize SES, but also increase the marginal returns of SES for racial minorities, particularly NHB families. Such efforts require public policies that empower NHB families to better leverage their SES resources and turn them into tangible outcomes. In addition, social policies should directly aim to alter the societal barriers that limit NHB families’ ability to effectively utilize their resources. Discrimination, segregation, and racism should be targets of our policy solutions.

Determinants of School Performance in Guatemala: Family Background Characteristics and Early Abilities

1993 ◽  
Vol 16 (1) ◽  
pp. 75-91 ◽  
Author(s):  
Kathleen S. Gorman ◽  
Ernesto Pollitt
Keyword(s):  
Socioeconomic Status ◽  
School Performance ◽  
Maternal Education ◽  
Family Background ◽  
Background Characteristics ◽  
School Enrolment ◽  
Family Socioeconomic Status ◽  
Class Differences ◽  
Cumulative Deficit ◽  
And Performance

The purpose of this study was to explore how two sets of antecedent variables contribute to variation in school enrolment and performance in four villages in rural Guatemala. Measures of preschool cognition and indicators of family socioeconomic status (maternal education level and house quality) predicted school enrolment for boys and girls. Similarly, for those who went to school, socioeconomic status and preschool abilities were associated with age-atentry, the number of grades passed and failed, and the maximum grade attained. Multivariate regression analyses indicate that preschool abilities, after controlling for indicators of family background, explain significant portions of variance in age of entry and other measures of school performance. The results are interpreted in the light of the cumulative deficit hypothesis which postulates that early environmental disadvantages increase over time. These data indicate that the school experience contributes to maintaining, rather than reducing, social class differences.

scholarly journals EFFECT OF FAMILY FACTOR AND CHILDREN’S SCHOOL READINESS IN INTEGRATED WASTE TREATMENT PLACES: PATH ANALYSIS

2021 ◽  
Vol 2 (2) ◽  
pp. 97-112
Author(s):  
Nur Rochimah ◽  
Myrnawati Crie Handini ◽  
Hapidin Hapidin
Keyword(s):  
Socioeconomic Status ◽  
Parental Involvement ◽  
Path Analysis ◽  
School Readiness ◽  
Direct Effect ◽  
Family Environment ◽  
Family Stress ◽  
Family Socioeconomic Status ◽  
Children's Education ◽  
Children’S Education

Many factors can affect children's school readiness, one of which is the family as their closest environment. This research aimed to analyze the effect of family socioeconomic status, family stress, and parental involvement on children's school readiness. This research involves 113 parents and students of group B Kindergarten in the Integrated Waste Processing Site (TPST) in Bantargebang District, Bekasi City, West Java Province. This sample was obtained using the multistage random sampling technique. This study uses path analysis techniques. This study indicates that socioeconomic status, family stress, and parental involvement do not directly affect Children’s school readiness. However, family socioeconomic status has a negative direct effect on family stress, and family stress can also have a negative direct effect on parental involvement in children's education. These findings imply that it is important to create a warm and supportive family environment to optimally carry out their roles and functions in children's education.

scholarly journals EFFECT OF FAMILY FACTOR AND CHILDREN’S SCHOOL READINESS IN INTEGRATED WASTE TREATMENT PLACES: PATH ANALYSIS

2021 ◽  
Vol 2 (2) ◽  
pp. 97-112
Author(s):  
Nur Rochimah ◽  
Myrnawati Crie Handini ◽  
Hapidin Hapidin
Keyword(s):  
Socioeconomic Status ◽  
Parental Involvement ◽  
Path Analysis ◽  
School Readiness ◽  
Direct Effect ◽  
Family Environment ◽  
Family Stress ◽  
Family Socioeconomic Status ◽  
Children's Education ◽  
Children’S Education

Many factors can affect children's school readiness, one of which is the family as their closest environment. This research aimed to analyze the effect of family socioeconomic status, family stress, and parental involvement on children's school readiness. This research involves 113 parents and students of group B Kindergarten in the Integrated Waste Processing Site (TPST) in Bantargebang District, Bekasi City, West Java Province. This sample was obtained using the multistage random sampling technique. This study uses path analysis techniques. This study indicates that socioeconomic status, family stress, and parental involvement do not directly affect Children’s school readiness. However, family socioeconomic status has a negative direct effect on family stress, and family stress can also have a negative direct effect on parental involvement in children's education. These findings imply that it is important to create a warm and supportive family environment to optimally carry out their roles and functions in children's education.

scholarly journals Learning Inequality in Francophone Africa: School Quality and the Educational Achievement of Rich and Poor Children

2020 ◽  
Vol 93 (3) ◽  
pp. 256-276
Author(s):  
Rob J. Gruijters ◽  
Julia A. Behrman
Keyword(s):  
Socioeconomic Status ◽  
Learning Outcomes ◽  
Social Inequalities ◽  
School Quality ◽  
Educational Achievement ◽  
Family Background ◽  
Well Being ◽  
African Countries ◽  
Unequal Distribution ◽  
Family Socioeconomic Status

Influential reports about the “learning crisis” in the global South generally pay insufficient attention to social inequalities in learning. In this study, we explore the association between family socioeconomic status and learning outcomes in 10 francophone African countries using data from the Programme for the Analysis of Education Systems, a standardized assessment of pupils’ mathematics and reading competence at the end of primary school. We start by showing that learning outcomes among grade 6 pupils are both poor and highly stratified. We then develop and test a conceptual framework that highlights three mechanisms through which family socioeconomic status might contribute to learning: (1) educational resources at home, (2) health and well-being, and (3) differences in school quality. We find that most of the effect of family background on learning outcomes operates through school quality, which results from a combination of the unequal distribution of resources (such as teachers and textbooks) across schools and high socioeconomic segregation between schools. On the basis of these results, we suggest that most countries in the region could improve equity as well as overall performance by “raising the floor” in school quality.

scholarly journals Family Socio-Economic Status, School Location and Students’ Eco-Friendly Knowledge, Attitude and Practices in Nigeria

2021 ◽  
Vol 6 (2) ◽  
pp. 174-185
Author(s):  
Ramoni Afolabi Olubela
Keyword(s):  
Socioeconomic Status ◽  
Environmental Education ◽  
Family Background ◽  
Economic Status ◽  
Attitude Scale ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Income Source ◽  
School Location ◽  
Family Socioeconomic Status

The school system, regardless of the level of operation, is generally accepted as a major agent of education. It provides avenues for interaction between students and teachers on subject matters. However, the location of the school determines many students’ knowledge, attitude and practices.  Also, there is an increasing awareness of the importance of the parents’ role in the progress and educational development of their children. Family background as an important and weighty factor in determining the academic performance attained by the student needs to be investigated. This study adopted a pre-test-post-test control group quasi-experimental design. Intact class of Junior Secondary School II Social Studies students in each of the six schools in Oyo state were randomly assigned to the experimental and control groups. Three validated instruments were used in this study, and they are the Environmental Education Knowledge Test (EEKT), Environmental Education Attitude Scale (EEAS) and Environmental Education Practice Questionnaire (EEPQ). The data were analyzed using Analysis of Covariance (ANCOVA) with the pretest scores used as covariates. All the null hypotheses were tested at a P < .05 level of significance. The study showed a significant two-way interaction effect of family socioeconomic status and school location on students’ eco-friendly knowledge, attitude and practices. It was recommended that schools should be kept safe and parents should develop more streams of income, as a single income source has become a great economic challenge in Nigeria. Keywords:  family socioeconomic status, school location, students’ eco-friendly knowledge, students’ eco-friendly attitude, students’ eco-friendly practices, school security, alternative income

scholarly journals Race, Ethnicity, Family Socioeconomic Status, and Children’s Hippocampus Volume

2020 ◽  
Vol 5 (4) ◽  
pp. p25
Author(s):  
Shervin Assari
Keyword(s):  
Socioeconomic Status ◽  
Ethnic Group ◽  
Parental Education ◽  
Family Socioeconomic Status ◽  
White Families ◽  
Race Ethnicity ◽  
American Children ◽  
Using Data ◽  
Hippocampus Volume ◽  
Family Ses

Introduction: The hippocampus has a significant role in memory, learning, and cognition. Although hippocampal size is highly susceptible to family socioeconomic status (SES) and associated stress, very little is known on racial and ethnic group differences in the effects of SES indicators on hippocampus volume among American children. Purpose: This study explored the multiplicative effects of race, ethnicity, and family SES on hippocampus volume among American children. Methods: Using data from the Adolescent Brain Cognitive Development (ABCD), we analyzed the functional Magnetic Resonance Imaging (fMRI) data of 9390 9-10 years old children. The main outcome was hippocampus volume. The predictor was parental education. Subjective family SES was the independent variable. Age, sex, and marital status were the covariates. Racial and ethnic group membership were the moderators. To analyze the data, we used regression models. Results: High subjective family SES was associated with larger hippocampus volume. This effect was significantly larger for Whites than Black families. Conclusions: The effect of subjective family SES on children’s hippocampus volume is weaker in Black than White families.

Family Socioeconomic Status, Educational Expectations, and Academic Achievement Among Chinese Rural-to-Urban Migrant Adolescents: The Protective Role of Subjective Socioeconomic Status

2020 ◽  
pp. 027243162098345
Author(s):  
Yi Ren ◽  
Feng Zhang ◽  
Ying Jiang ◽  
Silin Huang
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
Protective Factor ◽  
Educational Expectations ◽  
Family Socioeconomic Status ◽  
Urban Migrant ◽  
Migrant Adolescents ◽  
The Relationship ◽  
Subjective Ses ◽  
Family Ses

The adverse impact of a low family socioeconomic status (SES) on rural-to-urban migrant children’s academic achievement has been widely demonstrated. However, knowledge regarding the mechanisms underlying this relationship is limited. The current study aimed to examine the potential mediating effects of educational expectations and the moderating effects of subjective SES on the relationship between family SES and academic achievement among Chinese rural-to-urban migrant adolescents. A sample of 321 rural-to-urban migrant adolescents (48.2% girls; mean age = 11.73 years, SD = 1.16 years) was recruited in China. The results indicated that migrant adolescents’ educational expectations mediated the relationship between family SES and academic achievement. In addition, the link between family SES and educational expectations was weak among adolescents with higher levels of subjective SES. These findings suggest that subjective SES serves as a protective factor buffering the negative effects of a low family SES on migrant adolescents’ academic achievement through educational expectations.

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