Low Socioeconomic Status And Education – It’s no secret that students from low socioeconomic backgrounds (SES) face many challenges to succeed in school. “Students from diverse linguistic and socioeconomic backgrounds have received very little attention in the education reform literature.” (Kraft, 1995) They often have to deal with factors such as poverty, poor housing and nutrition, violence and racism. As a result, they often begin to learn in comparison to their more affluent peers. But there are things teachers and others can do to level the playing field for low-SES students.
One of the biggest challenges low SES students face is a lack of resources. This can include anything from not having enough money to buy school supplies to not having a quiet place to do homework. Additionally, low SES students are more likely to attend overcrowded and underfunded schools.
Low Socioeconomic Status And Education
This may lead to larger class sizes and fewer opportunities for individual attention. Studies show that low-SES students are more likely to experience discrimination and harassment from both other students and teachers. This creates feelings of loneliness and makes it difficult to succeed in studies.
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Finally, low SES students have difficulty accessing extracurricular activities and enrichment programs. This can limit their ability to develop important skills and relationships. While low SES students face many challenges in school, there are also many organizations and programs working to level the playing field.
There are many organizations that help low SES students overcome the obstacles they face and realize their potential by providing resources and support.
There is no clear answer to the question of how to help low SES students succeed in school. However, there are a number of strategies teachers can use to level the playing field and give all students a chance to succeed. For example, teachers can provide additional support to low SES students through tutoring, mentoring, and other programs. They can create safe and supportive learning environments where all students are welcome and valued.
In addition, the curriculum and teaching can be made culturally relevant and inclusive. By taking such steps, teachers can help low SES students overcome some of the challenges they face and reach their full potential.
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Many things can be done to create such environments, for example, schools can provide resources and opportunities for low-achieving students to participate in extracurricular activities and enrichment programs. They can also partner with community organizations to provide comprehensive services and support. Some schools introduce entrance interviews to ensure students have exactly what they need before they start school. Finally, you can act to involve parents and guardians in the learning process through guidance at the beginning of the year. By taking such steps, schools can create supportive and encouraging environments for all students.
Craft, MA. (1995). Low socioeconomic status students in urban schools: A review of research findings. Educational Psychology Review, 7(3), 251-285. Against the background of Chinese culture, we investigated the relationship between family socioeconomic status (SES) and children’s reading ability. The participants included 2294 middle school students in the 8th grade. SES was measured by parents’ education level, parents’ occupational prestige and family wealth, and children’s reading ability was estimated by item response theory. In addition, we included four dimensions, an 8-item parent-child relationship scale and a 22-item learning motivation scale. We examined whether parent-child communication mediated the relationship between family SES and reading ability and whether this was mediated by motivation to learn. The results indicated that parent-child communication played a mediating role in the relationship between SES and reading ability. This relationship was moderated by students’ motivation to learn. The direct effect of SES on reading ability for high, medium, and low levels of learning motivation was 0.24, 0.32, and 0.40, respectively.
Reading, the process of extracting meaning from text, is one of the most complex and unique human cognitive activities. The ability to read has a significant impact on both academic success and further personal development of students (Espin and Deno, 1993; Herbers et al., 2012; Reed et al., 2017). Therefore, it is important to investigate the factors affecting students’ reading ability and to investigate the possible mechanisms of these factors. Many studies show that personal characteristics, family socioeconomic status (SES), teachers and school characteristics are key factors that affect students’ reading ability and academic achievement (Sirin, 2005; Stanovich, 2009; Law, 2011; Chiu and Chow, 2015). Among them, SES is one of the most common and discussed factors.
Socio-economic status reflects and measures the social and economic status of family members. People generally believe that there is a strong and stable relationship between SES and children’s academic achievement and cognitive development. However, the conclusions drawn from the studies are inconsistent (Bradley & Corwin, 2002; Lareau, 2011). Many researchers have found that family background factors explain differences in student academic achievement and play a more important role than schools (Arnold and Doctoroff, 2003; Reardon, 2011; Berkowitz et al., 2017; Lawson and Farah, 2017). The positive relationship between SES and academic achievement continues from childhood to adolescence and varies by race (Mpofu and Van de Vijver, 2000; Wössmann, 2005; Aikens and Barbarin, 2008; Caro et al., 2009; Kieffer, 2012; Ren and Sin, 2013) . However, some studies have shown that SES has little significance for academic achievement (Reich & Stevens, 1996; Seyfried, 1998; Ripple & Luthar, 2000). White’s (1982) meta-analysis of nearly 200 studies found a positive correlation between SES and academic achievement, with a mean of 0.35 and a median of 0.25. Another meta-analysis by Sirin (2005) of over 70 studies published between 1990 and 2000 found no significant relationship between SES and academic achievement. The mean was 0.29, and the median was 0.24. Both of these meta-analyses showed that the relationship was conditioned by variables including students’ personal characteristics, the definition and measurement method of SES, and the academic achievement index.
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Personal characteristics of students, such as grade, age, race or ethnicity, appear as important moderating variables. Several longitudinal studies have shown that the lower the SES of children, the worse their academic achievement, and that this relationship is consistent across children’s ages (Walker et al., 1994; Pungello et al., 1996). However, both meta-analyses have shown that this relationship diminishes over time (White, 1982; Sirin, 2005).
The method of measurement of SES is also an important moderating variable. Scarr and Weinberg (1978) found that parental educational attainment was as good a predictor of children’s academic achievement as anything else. However, Mehret and Stillman (1982) found that although various measures of SES (family income and parental education) could predict children’s intellectual achievement, mother’s education was a better predictor than father’s. It is clear that various components of SES can influence certain cognitive abilities or academic outcomes (Parcell & Mengan, 1990). An index of situational characteristics proposed by Warner et al. (1949) which includes four dimensions – work, income, shelter and residential area – was accepted as an early stage of this field of research. With increasing academic interest in parental education and occupation, a two-level measure of social status has also been used by a number of researchers (Hollingshead and Redlich, 1958). The Socio-Economic Index (SEI), devised by Duncan (1961), estimates SES based on income and education levels in each occupation. The Michigan State Department of Education directly defines SES as three dimensions: family income, parental education level, and parental occupation; This definition has been widely used in many studies (Gottfried, 1985; Hauser, 1994; Bornstein and Bradley, 2014). Therefore, we adopted this definition and used parents’ education level, occupational prestige, and income level to measure family SES.
The educational achievements of the parents can be measured both on the scale of the diploma and on the scale of the years of study. Compared to data on years of schooling, diploma data is easier to collect because many students, especially those in lower grades, may not know the number of years their parents studied. This may lead to lost or artificial data. To maintain accuracy according to parents’ education level, we collected certificate data from students.
The prestige of the position can be measured directly based on the professional classification. However, this method fails to reflect the class differences within an occupation to leave new jobs. For example, the occupational classification of the People’s Republic of China excludes many new occupations such as temporary migrant workers and freelancers, and the social status and prestige of business owners varies according to the size of their enterprises. Another method is to have students describe the job and role category, then have the coders categorize the jobs and assign values ​​using the International Labor Organization’s International Classification of Occupations (ISCO). Although it requires more money and time, the second method can result in more accuracy and precision than collecting student work data. Given
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